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Differentiated Instruction for ELLs
Transcript of Differentiated Instruction for ELLs
How do I Differentiate Assessment?
Let students role play.
Level 2 - Expanding
Level 3 - Bridging
Scaffold extended student responses by providing a sentence frame.
Brief History on Differentiated Instruction
Level 1 - Emerging
Have students write a reflection.
Use non-verbal communications
*Thumbs up for understanding
* Thumbs down for "I don't get it"
Remember: Assessments should not always be paper tests.
1. Summaries and Reflections
2. Graphic Organizers
3. Collaborative Activities
What are Formative Assessments and Why Should We Use Them?
Formative Assessments are assessments for learning.
Achieve 3000, Ten Steps for Migrating Your Classroom to the Common Core, http://www.arteducators.org.research/10_Steps_for_Migrating_Your_Curriculum_to_the_Common_Core.pdf
Brauhn, S. , Dahlman, A. , Hoffman, P. , CLASSROOM STRATEGIES AND TOOLS FOR DIFFERENTIATING INSTRUCTION IN THE ESL CLASSROOM. Retrieved from http://minnetesol.org/journal/vol25_html_pages/17_Dahlman.htm#_ftnref1
California Department of Education. (2014). Retrived from:http://www..cde.cda.gov/
Dodge, J. (2009). What Are Formative Assessments and Why Should We Use Them? Retrieved from http://www.scholastic.com/teachers/article/what-are-formative-assessments-and-why-should-we-use-them
Freeman, F. R. (2010). Differentiating Instruction and Assessment for ELLs [PDF document]. Retrieved from: http://www.njtesol-njbe.org/handouts10/Freeman_Field_2010_Differentiating_Instruction.pdf
Glass, Kathy, http://www.kathyglassconsulting.com/documents/LearningForwardHandoutsKathyGlass2012.pdf
Gundlach, M. (2012). The roots of differentiating
instruction teaching. Retrieved from http://www.brighthubeducation.com/teaching-methods-tips/106939-history-of-differentiated-instruction/
Hansen, T. (2013). Differentiating instruction in the
hollywood classroom. Retrieved from http://www.youtube.com
Morrison, S. G. (2009). Teaching in America (5th ed.). Upper Saddle River, NJ: Pearson.
No Child Left Behind Act (2014). No child left behind
act (NCLB); ESEA. Retrieved from http://www.nea.org/home/NoChildLeftBehindAct.html
Pryor, Stefan, Conneticuit State Department of Education, http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=333594
Suleiman, M. F. (2014). An interactive approach to second language learning and teaching foundations and applications. : National Social Science Press.
Tomlinson, C. (2014). Biography. Retrieved from
University of Wisconsin (2009, September). Wida focus on formative assessment , WiDA Consortium - Wisconsin Center for Education Research, 1(2), . Retrieved from http://flareassessment.org/resources/WIDA_Focus_on_Formative_Assessment.pdf
Quality Formative Assessments
I - Integrated
(University of Wisconsin, 2009)
Include opportunities for individual and group work.
Listening in on student partners or small-group conversations
Tips for Tiering
Scaffold student responses
Give clear directions and check for understanding
Allow sufficient wait time
Accept phrases or short sentences
Give student opportunities to produce extended discourse activities.
Increasingly teach and require students to use complex academic vocabulary.
Common Core & Differentiated Instruction
Teach basic commands by
Promote the development
of higher order thinking skills.
by asking questions
Ask students to
One-room schoolhouse (17th c.)
Individuals with Disabilities Education Improvement Act (IDEIA) - 1975
No Child Left Behind (NCLB) 2002
Carol Ann Tomlinson (Leader in the area of DI)
Differentiated Instruction (DI)
Definition: "Using a variety of methods, materials, and activities to meet the learning needs of
Five Elements of Differentiated Instruction (DI)
1. Proactive; the teacher plans for a variety of ways to achieve learning
2. Qualitative than quantitative
3. Multiple approaches to process, assessment and product
4. Student centered not teacher centered
5. Blend of instruction, whole class, group, and individual
Inclusion and Differentiated Instruction: Teachers in the Movies do it too
The expression of ideas through meaningful collaberations
Build on previous knowledge and experiences
Engaging students in simple responses
Use familar topics
Engage students through classroom discussions
Incorporate technonlogy for visual and auditory learning styles
Provide questions that require open-ended responses
Provide opportunities for students to negotiate reponses
Taking turns and providing feedback among peers
Use of a variety of learned phrases and an enhanced vocabulary
Engage in longer written exchanges
( Freeman, 2010)
cycles of large group, small group, paired and individual tasks and learning opportunities.
about materials, activities and assessments gives students a sense of empowerment.
(Brauhn, et al. , n.d.)
used for differentiated instruction include:
Provide visual suppor for every lesson
It is important to identify and engage all stakeholders: staff parents faculty teachers
Perform a gap analysis.
This means the first and most essential approaches that schools and districts pursue is to determine how their state standards differ from the Common Core standards, and most especially where gaps between the two sets of standards occur.
Craft an environment that actively supports each student in the hard work of learning.
Teachers must have absolute clarity about the learning destination.
Teachers must persistently know where students are in relation to the destination.
The teacher adjusts instruction to accommodate a critical student learning difference.
Differentiated Instruction is consistently using a variety of
instructional approaches to modify
content (what students need to learn)
process (how they will learn it) and/or
products (how they will show what they have learned)
in response to readiness, learning style, and interest of
academically diverse students.
CCSS doesn’t define intervention methods or materials to support those well below or above grade-level expectations.
Educators and states can determine how goals of
standards should be reached.
Teachers use their professional judgment and experience to meet CCSS goals.
Instruction should be differentiated when meeting
standards for foundational skills.
With regard to complex text…
All students should have extensive opportunities to
engage with grade-level text.
Beware of too much scaffolding.
Provide scaffolding, as needed, but also gradually remove
Instructional materials should offer advanced texts to
provide opportunity to read beyond current grade levels.