How can I use Differentiated Instruction in Secondary FSL classes by yurtgc548

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									   A road map for

Differentiated
 Instruction
 in Secondary FSL

          OMLTA, March 2011
          B.A.Kukhta-Jackson
      beverly.kukhta-jackson@hwdsb.on.ca
Identify your road
Entry card   (workshop responses on next slides)

• One thing I already know
  about DI.

• One example of DI that I have
  done with my class.

• One question I have about DI.
One thing I already know about DI.
(workshop participant responses)

•   DI helps reach all students.
•   1st identify learning styles/types of intelligences.
•   It teaches to the strengths of students.
•   SO important for student engagement.
•   Differentiate process and product.
•   DI should be happening most of the time to ensure
    student success.
•   You need to reach all intelligences.
•   It’s about reaching or engaging all students at their
    level of readiness, interests.
•   Having options for different interests.
•   Can differentiate content, process, product.
•   It takes different kinds of intelligence into account.
•   Differentiation can be implemented across product,
    process, content.
One example of DI that I have done with
my class. (workshop participant responses)
•   Jigsaw to differentiate delivery of content.
•   Choice board.
    Allowing students to pick a subject/topic of interest on a project.
•   I use learning centres – offer choices of activities.
•   I use multiple intelligence and learning style surveys.
•   Differentiated tasks within culminating performance tasks using Bloom’s
    and student’s learning style (multiple intelligences).
•   Teaching a concept using different methods: hands on game, handout,
    pwrpt, Q&A.
•   Using individual whiteboards to assess learning.
•   Bullfighting – after instruction students demonstrated what they learned
    with – a. act it out, b. creating a poster, c. write a summary.
•   Written and oral instructions.
•   Having a choice for a final project – written paper, just answering
    questions, drawing pictures for the answer.
•   Allowing students to complete a project in whatever way appeals to their
    strengths.
•   Given choices in assignments i.e. presenting MovieMaker.
•   One thing I have done is exit cards. I ask a question that summarizes
    what was covered in the lesson.
•   Presentation format – video, audio, skit, PowerPoint, etc.
•   Essay topics (many choices) DI content.
    One question I have about DI.
    (workshop participant responses)
•    I want to see the entire process of planning with DI. Do you start with one
     lesson, one unit, etc.
•    How to create a common rubric when kids are demonstrating knowledge in
     different ways.
•    How can I use DI to assess learning effectively?
•    I struggle with differentiating products that aren’t at the same level of
     difficulty (tiering) – how is it fair?
•    I struggle with keeping the activity varied but at the same time at the level
     for each student. I feel like I have too much going on in many different
     directions.
•    Do you use DI for summative as well as formative evaluation?
•    What are some other great, engaging but low key ways to incorporate DI?
•    Is differentiated teaching more difficult to do as students get to higher
     grades?
•    How do you make it all fit and still have time to complete everything?
•    How do you start where they are when you have a curriculum to work
     through?
•    I currently teach elementary and in the midst of getting my high school
     second teachable. I am looking for ideas for the older students.
• Title: Where am I going with DI in secondary FSL? Practical
  Examples of Differentiated Instruction grades 9 - 12
• Workshop description:
•
• Do you need a road map about how to use DI in FSL
  classes? In this session, the presenter will briefly define
  Differentiated Instruction and then will show examples of
  how to incorporate DI strategies into your regular practice.
  She will talk about practical things that many teachers of
  FSL are already doing and will discuss assignments,
  activities and how to use technology to help students learn
  more actively for all grades and levels of secondary school
  FSL classes. Bev has lots to say and would like to facilitate
  some discussion and interaction, so this will be a double
  session.
Profile of students in my board:

• largely urban/suburban with a
  smaller rural population

• 16 secondary schools with
  populations ranging from
  approximately 630 to 1600
  students
Bev Specifics
• over 20 years experience teaching Core
  and Immersion French - applied and
  academic, mostly secondary, some
  elementary
• Lifelong learner & convert to the “DI”
  shift in approach to working with
  students
• has worked as a consultant, special
  assignment teacher and department head
• Westdale is a semestered school - 75
  minute periods
• programs used: Quoi de neuf? (Pearson),
  Sans Frontières, Nouvelles Frontières,
  Express and other supplementary
  materials
Differentiated Instruction:
What is it?

• D.I. is an approach to teaching
  & learning to give students a
  variety of options for taking in
  information and making sense
  of and responding to it.

  (You are probably already doing D.I.)
WHY DO IT?
 • A positive learning environment for one
   student is not necessarily motivating for
   another.

 • Teachers want to give every student an
   opportunity to learn & succeed.

 • Success for all cannot be achieved by
   providing the exact same learning experience
   for every student because each student has a
   different approach to learning.
Benefits of a
Differentiated Classroom
 Student Benefits           Teacher Benefits
 •Every student has an      •A greater understanding
 opportunity to approach    of each student’s ability to
 new learning situations    learn.
 with confidence &
 motivation.
                            •The reward of having a
 •Opportunity to discover   classroom that allows
 personal strengths and     equal opportunity for
 show multiple              success for all students.
 intelligences.
                            •More creative and more
 •Less frustration due to   fun.
 confusion or boredom.
What It MAY Look Like
• Curriculum: not what a teacher
  will teach but rather what a
  student will be able to
  demonstrate.

• We strive to ensure that all
  students are achieving their
  full potential.
How to plan for DI in your
classroom:
• What will you ask from your students that
  demonstrates learning?
• How will you measure it?
• What interests your students?
• How well do you know your students?
  (mixed ability levels, backgrounds,
 interests, learning styles, multiple
 intelligences and Pathways…)
A starting point:
• Class profile
  Learning style
     Type – choice, practicality, research,
      feelings
     Senses – visual, auditory, kinesthetic
  Multiple Intelligences
  Interests
• Mandala (Karen Hume)
On-line resources:
• a good link for Multiple Intelligences
  tests and VAK surveys that can be
  completed online and results are
  tabulated by the program:
• http://www.businessballs.com/howardga
  rdnermultipleintelligences.htm#multiple
  %20intelligences%20tests
• www.future1234.ca
• Many others are available on-line or in
  print form.
FSF 1D: Moi-même
 • Tâche finale: les choix
  –page web
  –Page du « Livre de Visage »
  –Scrapbook page
  –Booklet
  –PowerPoint
  –Etc…
    •And…
FSF 1D: Moi-même
• Choose one part of
  your page to present
  to the class orally
• Further DI: work with a
  partner to prepare a
  « celebrity interview »
FSF 1P: la bonne bouffe

• Quoi de Neuf: unité 2
  –une distributrice originale
  –combiner deux plats ou
   boissons pour créer un
   nouveau plat ou une
   nouvelle boisson
  –une de tes recettes préférées
FSF 1P: la bonne bouffe

 • presentation choices:
   –poster
   –electronic
    • PowerPoint
    • MovieMaker
    • video (cooking show)
Your turn:
• Think about a project you
  do regularly.
• Talk about how you could
  differentiate the product.
10 different ways of making choices:

1. Choice of               6. Choice to work independently
topic/theme.               or with a partner.

2. Choice of               7. Choice of members of group.
environment.
3. Choice of text. 8. Choice of materials.

4. Choice of questions.
                           9. Choice of seating.
5. Choice of activities.   10. Choice of time.
Differentiated groupings
• Purpose: to practise and
  consolidate a specific language
  structure (FSF 1D1, les verbes
  réfléchis )
• Why? To encourage students to
  use different activities to learn a
  language structure
• How? Consider learning styles and
  interests
• What? Use activities you already
  have in new ways.
Using learning styles for more
effective studying (Karen Hume: Start where they are)

•Visual
  Highlighters
  Mind maps/graphic organizers
  Smart Ideas etc.
  Symbols/images
  Window writers
  Make a poster
  Coloured chalk on the blackboard
Using learning styles for more
effective studying (Karen Hume: Start where they are)

•Auditory
 Read notes aloud
 Make a recording (audio, video)
 Find and listen to or make a
  podcast
 Have a friend explain it to you
 Tell someone else how to do it
 Make a rap or a song
Using learning styles for more
effective studying (Karen Hume: Start where they are)

•Kinesthetic/Tactile
   Use examples to learn the rule.
   Study while standing on one foot,
    while walking around or sitting on an
    exercise ball.
   Write on a poster, or in the palm of
    your hand, on white boards or on
    windows.
   SmartBoard
Activity:
• Choose a language structure that you
  regularly teach and test in a specific
  course.
• Using the ideas in the 3 previous
  slides, think of what you could set up
  in your classroom easily with
  materials you already have or which
  don’t require a lot of preparation to
  help students prepare for a test on
  one specific language structure.
FSF 1D1: les verbes réfléchis
• Station # 1 : guided work sheet practice
   –   do on own or with partner
   –   check and correct answers from answer sheets

• Station # 2 : make a reference sheet – a “cheat
  sheet” as if you could use it for the test (you won’t
  really be able to use it, but making it will help you learn the
  structure better)

• Station # 3: game using white boards, cards for
  infinitives and dice for subject
   –  2 teams – one player from each team plays at the same
    time.
   – Each player draws a card from each envelope, then
    conjugates verb in present tense on white board or
    blackboard or paper.
   – If correct, player then draws a money card and adds (or
    subtracts) to score
  FSF 1D1: les verbes réfléchis
• Station # 4: puzzles – provided and/or make own (if
  done well and in black ink or dark pencil, may be
  photocopied for the class)

• Station # 5: make a poster on chart paper to explain
  les verbes réfléchis

• Station # 6: tutorial session with teacher or another
  student

• Station # 7: Concentration game

• Station #8: Pull a prop (hairbrush, soap,
  toothbrush, sleep mask, etc.) from a gift bag or a
  box and make a sentence
RAFT
• Is an acronym for Role, Audience, Format, Topic.
  These headings are written across the top of a grid
  and a number of options are created. Students
  choose an option or the teacher selects it for them.
• Students read across the columns to learn the role
  they are going to assume, the audience they will
  address, the format in which they will do the work, and
  the topic they are going to explore.
• RAFTs can be created to address student interests
  (especially in the topic and role columns), student
  learning preferences (in the format column) and
  varied stages of readiness by altering the difficulty or
  complexity of some of the rows or creating separate
  RAFT assignments for different groups of learners.
• RAFTs focus on the same learning goals for all
  students
RAFT example: Une description
     Role          Audience           Format             Topic


                                    un portrait du
                                                     Comment aider le
 un superhéros     un réalisateur     magazine
                                                        monde...
                                     « People »




 une vedette de
    cinéma




un musicien/ une
  musicienne
FSF1P1 TES MOTS, TA VOIX
Now that you have completed the course work, you
get to show me what you can do in French. For your
final project (Rich Performance Task), you will have
to :
•Create a title
       –Write 3 sentences in the past tense
       –Write 3 sentences in the present tense
       –Write 3 sentences in the future tense
•Organize your sentences into subheadings (Passé,
Présent, Futur)
•Use pictures to help with understanding
•Follow your chosen format
•Edit and revise your work with the help of peers and
your teacher
•(Hamilton-Wentworth District School Board Summer 2010 DI writing team)
Tiering
FSF 14 Rich Performance Task: Promotion of a Celebrity
• You will be completing a series of tasks to promote a celebrity.
  You are the manager/PR representative/impresario for this
  celebrity. You will choose a musician, athlete, artist, chef,
  entrepreneur, scientist, fictional character, fashion designer, or
  yourself. You may choose whomever you like but you are
  encouraged to choose a francophone to aid in your research and
  extend your knowledge of French culture.

•   You will be given specific instructions on how to complete each
    component as you go.

•   You will be given class time to research your celebrity and to
    follow the writing process to complete your tasks.

•   You will be assessed during the planning and writing process
    through conferencing, teacher observation, self-reflection, and
    peer assessment. Your final project will be assessed using the
    rubrics provided.
•   (Hamilton-Wentworth District School Board Summer 2010 DI writing team)
Useful resources:
• A partial list!!
• Karen Hume. Start where they are
  (2008)
• OSSTF: Students First. Creating
  Dynamic Classrooms (2007)
• Marcelle Faulds. Strategies for
  Success: Tools for the Second-
  Language Clasroom
• Carol Ann Tomlinson
• Ont. Min. of Ed. Differentiated
  Instruction Educator’s Package
  (2010) (on Edugains.ca)
An exit card:
bien

pas bien

amélioration
Tools for communication:

• My Blog:
  www.ms-k-j.blogspot.com

• www.twitter.com
  Search @bevkj
   or by my e-mail
Exit card: 3.2.1. reflection
• Based on today’s information and discussion of Differentiated
  Instruction, complete the following reflection:

• List three aspects of this topic that you find interesting.
  ____________________________________________

• List two questions that you still have about D.I.
  ____________________________________________

• Additional comments:
  ____________________________________________
My 3 Big ideas
 • Understand that people have unique learning
   profiles and incorporate those profiles into our
   lessons whenever possible.
 •Plan with the end in mind.
 •Increase students’ confidence
  in communication.

								
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