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Differentiated Instruction for ELLs

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Group 6 EDTE410

on 4 December 2014

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Transcript of Differentiated Instruction for ELLs

Differentiated Instruction for ELLs
EDTE 410
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
Instructional Strategies
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.
Formative Assessments
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.
References
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
http://caroltomlinson.com/biography.html

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
(Dodge, 2009)
Quality Formative Assessments
IDEAL
I - Integrated
D- Dynamic
E- Enlightening
A- Attainable
L- Linked
(University of Wisconsin, 2009)
Include opportunities for individual and group work.
Listening in on student partners or small-group conversations
(Dodge, 2009)
Tips for Tiering
Created By:
Alexis Eaton
Steve Garcia
Kimberly Stewart
Megan Suender
Celeste Celedon
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
modeling actions.
Promote the development
of higher order thinking skills.
that require
physical responses.
Invite participation
by asking questions
Ask students to
communicate
through drawing.
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
all
students".
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
Emerging
Expanding
Bridging


The expression of ideas through meaningful collaberations
Exchanging ideas
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
Affirm others
Engage in longer written exchanges

(Morrison, 2009)
(Morrison, 2009)
(NCLB, 2014)
( Freeman, 2010)
(Field, 2010)
(Field, 2010)
Emerging
Expanding
Bridging
CLASSROOM STRATEGIES
Flexible Grouping
cycles of large group, small group, paired and individual tasks and learning opportunities.
about materials, activities and assessments gives students a sense of empowerment.
choices
(Brauhn, et al. , n.d.)


(Gundlach, 2012)
(Gundlach, 2012)
(Tomlinson, 2014)
ELD Standards
used for differentiated instruction include:

(Hansen, 2013)
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
supports.
 Instructional materials should offer advanced texts to
provide opportunity to read beyond current grade levels.
Full transcript