Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

differentiation

No description
by

Susan Milde

on 17 February 2016

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of differentiation

Our students are (almost) all somewhere
on the EAL spectrum.
If it's not language, it's still culture.
putting language objectives into lesson plans
WIDA rubrics
SST referral form
motivation, effort, behavior:
While we are generally only conscious of messages that are delivered linearly via some specific linguistic pattern, our nervous system also absorbs messages of associational or juxtapositional natures.
trans·late verb (used with object)
1. to turn from one language into another or from a foreign language into one's own.

2. to change the form, condition, nature, etc., of; transform; convert: translate wishes into deeds.

3. to explain in terms that can be more easily understood; interpret.
revisiting EAL and the SST process
Think about language forms indicative of good, academic language in your field.
What does it “sound” or look like?
Where, when, and for what purposes is it used?

Think vocabulary, sentence structure, tense, voice, text features, graphics, writing style and organization, conventions, grammar, format and presentation, etc.

You can incorporate higher order thinking skills, e.g. in reading comprehension, and in the creation and organization of written and spoken work.

Use student friendly language; you would write these on the board and tell them to students.
When you write:
Language objective:
Discuss lesson planning using language objectives, practice writing them.

Content objective:
Understand the importance and purpose of dual content and language objectives in our teaching.
Objectives
A place to start: in the middle.
Writing Objectives
with less teacher
talk…



and more student
interaction…
…with input, intake,
and output…

…especially intake…

…processing, digesting…
Differentiated or scaffolded instruction
…means teaching…
language
content
identify
solve
investigate
distinguish
hypothesize
create
select
recognize
write
retell
define
persuade
compare
summarize
rehearse
listen and…
“Students will be able to…”
jigsaws
kinesthetic
hands-on
background
connections
compacting
centers
highlighted
texts
demonstration,
modeling
graphic
organizers
minilessons
choice in topic, task, product
multiple
resources,
adapted,
different levels
emotional
connections
audio books
vocab. preview
visuals
…by any means necessary…
speaking

pronunciation

grammar

word formation

social cues

context cues

idiom, dialect
reading

writing

playing

listening

instruments

composition

expression
effective curriculum for all students:

identifying or setting expectations (standards)

designing evidence of the attainment of these expectations (assessment)

planning learning experiences which will enable students to perform well on the assessments

providing support so diverse learners can participate in, andmake meaning from, those experiences

…for both content and language…
teaching content in a strategic way to make content comprehensible while promoting English language development…
The Big Goal:
Access and Acquisition
just for fun...
SST intervention form
SST progress update
Teachers, counselor, principal, dean of students, EAL and learning support staff meet to address concerns raised by parents or teachers regarding individual students. The team suggests changes within the student's environment and/or educational program. It then monitors and reviews progress made in meeting the student's needs.
where we started the year:
our DF list:
What I think is happening...
What will the students be able to do?
identifying or setting expectations (standards, learning goals)

designing evidence of the attainment of these expectations (assessment)
planning learning experiences which will enable students to perform sell on the assessments

providing support so diverse learners can participate in, and make meaning from, those experiences
Goals:

To understand our students as EAL learners, needing support in developing communicative, academic, and socially culturally appropriate language (our 3 broad EAL standards)

To review the SST process

To introduce some tools and strategies:

the WIDA assessment rubric

the process of creating language objectives

the updated SST progress review form

Dual goals for academic competence:
Acquisition of language
Access to the curriculum
a tool for assessment and planning
Students may take up to 7 years to be peer competitive in English. Students weak in their first language may take up to 10 years.
Factors affecting learning include 1st language ability, age, motivation, aptitude, and comfort in the immersion environment.
How many words in this video?
Which students is this, at what stages?
find main ideas
punctuate
use (grammar)
explain
outline
describe
understand
label
Edward Wilson & Wes Unruh, The Art of Memetics
some tools:
Student Support Team
lost in translation?
Thank you for participating.
Full transcript