differentiation

What is differentiation?
according to Tomlinson 1999, differentiated instruction is "an approach in which teachers acknowledge, respect , accommodate, and build upon a wide array of student differences to facilitate optimal growth for all" (Peregoy, S , Boyle, O 2008 p.77)


Why it is important?
differentiated instruction important because" it emphasize accommodating a wide array of student traits, talents, and special needs". students come from different culture and have different acknowledge and experience.  (Peregoy, S , Boyle, O 2008 p.78)

differentiated strategies:
1- before reading\writing:
- provide information that student can understand, link new information to students background knowledge.
-thinking skill, to know how much students know about the topic.

2-during reading\writing:
 - use different materials " books, magazine, technology, colors and pictures"
 - let student read independent and  construct the meaning while reading.
- group work, different activity based on the students level.

3-after reading\writing:
- different assignments for the students.
- student write about the topic.

How do you DO differentiation in theL2 classroom?
• Provide information that beginning ELs can understand.
• Link new information to student background knowledge.
• Determine key concepts for the unit, and define language and content objectives for each lesson.
• Modify vocabulary instruction for ELs.
• Use cooperative learning strategies.
• Modify testing and homework for ELs.
• Differentiate instruction for ELs using technology.
• Teach thinking skills to ELs.
• Homogeneous grouping for specific tasks; heterogeneous
groups for general tasks.

Adapted from: Zacarian, D. & Haynes, J. (2012). The essential guide for educating

beginning English learners. Thousand Oaks, CA: Corwin. (educ6654)
 example: there are three different area for differentiation and should affect content, process, product. teachers should differentiate the content and make different process.

 

 

  resource:

Adapted from: Zacarian, D. & Haynes, J. (2012). The essential guide for educating

beginning English learners. Thousand Oaks, CA: Corwin. (EDUC 6654)

Peregoy, Suzanne F., Owen F. Boyle, and Karen Cadiero. Reading, writing, and learning in ESL a resource book for teaching K-12 english learners. 5th th ed. N.p.: n.p., 2008. 77-78. Print.

Scholastic. http://www.scholastic.com/teachers/article/what-differentiated-instruction, n.d. Web. 12 Dec. 2013.






  


  

 

Student- Oriented

http://www.livebinders.com/

What Student -Oriented is ? 
A dialog between the teachers as advisor and students in course of which the teacher should reveal what is the best of every students and will dovelop the student qualities according to their individual abilities and interests.

http://www.examiner.com/

on other word let students read the topics they are interested in or like.

Why It Is Important For L2 Language Learners?  
1- To increase readers' fluency and independence
2- Readers will get engaged in the lesson and they will have background and knowledge about the lesson.
3- To link reading,speaking, listening ,and writing skills.


How do we use students orientation in classroom ?
Teachers will ask every student to provied or choose their favorite topics. every week, the teacher and the student will read and discuss one topic and so on.
There are a lot of strategies we can use it:
- Pre -teach vocabulary ( guessing the definition of the word, pictures of new words)
 -Story map. (Beginning - Middle - End )
-Asking and answering questions.
-Underling the main ideas.
-Read, pair,share . ( working with a partner to negotiate meaning)
-Writing about the selected topic and present it in the class.



Resource: 
Meadows, B(2013). The role of literature in L2 literacy development.
Herrell, L. Jordan, M . 50 Strategies for teaching english language learners، P.192.
http://www.examiner.com/

Language transfer

One of the most important things teachers should know when dealing with L2 students is their fluency in their native language. Surprisingly, L1 fluency has a strong impact on L2 students and their literacy development (Cummins, 2005).

Definition: 

Language transfer, which is a segment of the Second Language Acquisition Theory, is the ability to use the knowledge of the first language and apply it to the new language that you are learning.

Language transfer is best explained under Jim Cummins’ Linguistic Interdependence Hypothesis which states that “although the surface aspects (e.g. pronunciation, fluency, etc.) of different languages are clearly separate, there is an underlying cognitive/academic proficiency that is common across languages. This common underlying proficiency makes possible the transfer of cognitive/academic or literacy-related proficiency from one language to another” (Cummins, 2005, p. 4).

Why is it important?

Student's ability to read in their first language will smooth their literacy development in their second language. With a literacy background in their first language, students will be able to transfer the literacy skills they already possess in their first language - basic reading and writing skills - and apply it to the second language. As a result, these students will be able to perform well in their new environment, particularly in school.

Strategies

Pre-teach vocabulary using prior knowledge

• is important to give students as much exposure and experience with new vocabulary words as possible before asking students to use them in a lesson or activity. Remember that vocabulary lists in textbooks are often created with English speakers in mind.
• by selecting words that will support the reader's understanding of the story or text, as well as other phrases and connectors that affect comprehension (even though, except, etc.).

Focus on cognates

• Cognates are words in different languages that are derived from the same original word or root. It is important for teachers to identify “false cognates” because they can be problematic and throw students off if they were not brought it their attention, especially since they will be using the language transfer method.

Use images

• You can teach vocabulary or cover a reading passage by using English as a second language (ESL) methods such as: using gestures, showing real objects, pointing to pictures, doing quick drawings on the board. Using images will help clarify or provide a better understanding to unknown words. In addition, by being able to identify the object or understand what is happening in the picture in their first language, students will be able to transfer that knowledge into the second language, English.

Prediction

• Encourage ELLs speakers to connect words in the two languages (L1 and L2) and try to decipher text based on this existing knowledge.

Example of impact of L1

In this video, two teachers tell the impact of L1 and its importance in their English language learner's life. The first teacher tells how using cognates can help when teaching new vocabulary whereas the second teacher describes how providing a simple explanation in the first language might help an ESL student reach a better understanding of a topic that is being covered in class.

References

Cummins, J. (2005). Teaching for cross-language transfer in dual language education:

Possibilities and pitfalls [PDF document]. Retrieved from: http://www.achievementseminars.com/seminar_series_2005_2006/readings/tesol.turkey.pdf

Meadows, B. (2013). Vocabulary development in L2 [PDF document]. Retrieved from:

https://webcampus.fdu.edu/bbcswebdav/pid-1485092-dt-content-rid-2032454_2/courses/122059/EDUC6654_VocabDevelopment_powerpoint_F13.pdf

Reading Strategies by J. Pierre

According to Robertson (2009), students' maximum level of reading comprehension is determined by their knowledge of words. Without a strong foundation of academic vocabulary, ELLs will not be able to access the material they need to succeed. When approaching a literacy lesson or any forms of reading with L2 students, teachers should use different reading strategies to help ELLs develop their comprehension as well as their vocabulary. Using reading strategies in class will allow students to learn these strategies and use them in the long-run when they are approaching a reading passage on their own.

Definition:

Reading strategies are activities used by teachers to help students, in particular ELLs, with their reading passages.

Why is it important?

Reading strategies are important because they help students understand what they are reading while learning new vocabulary words.

Reading strategies help ELLs

• develop key ideas about the world
• study language vocabulary and grammar in context
• develop awareness of meaning beyond the literal one (Meadows, 2013, slide 5).

Reading strategies help students create links between reading, speaking, listening and writing; skills needed to succeed academically and to obtain the academic English which differs from the social English. It increases their fluency in the target language in addition to teaching them how to become independent and active readers.

Reading Strategies

Colorado (2007), offers several suggestions for reading strategies that can be used when approaching a text with ESL students. Each reading strategy has its own purpose. By practicing these strategies and modeling the activities for the students, they can learn how to approach reading passages on their own by using the strategy/activity that is most beneficial for them.

1. Pre-reading, during reading and post reading activities can be used to promote reading comprehension.
• Pre-reading activities are aimed to build background knowledge, motivate the reader, and set the purpose;
• During-reading activities are aimed to monitor students’ comprehension while engaging their background knowledge to understand the reading (Peregoy & Boyle, 2013, p. 386).
2. Jigsaw activities (introduced in EDUC 6654)
• break down large amounts of text and allow students to work in group in order to exchange opinions on the text
• can be done with students on the same level or students in different levels - trying both is recommended. It strengthens students' understanding by listening to their peers discuss the topic or by explaining the topic to their peers. This activity also allows them to practice speaking which is a skill linked to reading and necessary in an ESL classroom.
3. Graphic organizers (introduced in EDUC 6654)

• provide a visual aid to students so they can understand the reading passage. As Hayne (2004) stated, "graphic organizers make content area information more accessible to second language learners. They convert complex information into manageable chunks.
• Examples of graphic organizers include: a KWL chart, a Venn diagram, a story map. Each example can be used for a particular reading passage. To be more effective, students should be placed in small groups. Differentiation based on students' English level can be included when using graphic organizers.

Example:

In this video, viewers get an inside view of Michelle Biggar, a high school ESL teacher. In this particular section, Biggear shares with us different pre-reading activities that teachers can use to prepare students prior to reading a passage.

Reference

Colorado, C. (2007). Reading Comprehension Strategies for English Language Learners. Retrieved

from: http://www.colorincolorado.org/educators/content/comprehension/

Hayne, J. (2004). Graphic organizers for content instruction. Retrieved from: http://

            www.everythingesl.net/inservices/graphic_organizers.php

Meadows, B. (2013). The role of literature in L2 literacy development [PDF document]. Retrieved

from: https://webcampus.fdu.edu/bbcswebdav/pid-1486868-dt-content-rid-2044238_2/courses/122059/EDUC6654_LiteratureInstruction_Powerpoint.pdf

Peregoy, S. F. and Boyle, O. F. (2013). Reading, writing, and learning in ESL: A resource book

for teaching K-12 English learners (6th ed.). Boston, MA: Pearson

Robertson, K. (2009). Reading 101 for English Language Learners. Retrieved from:

http://www.colorincolorado.org/article/33830/

Adopting Different Assessments

What is assessment?

Assessment is a “systematic procedure used to gather, analyze, and interpret information on student learning, achievement, or development.” (Peregoy&Boyle, 2008, p.119)

Adopted from http://www1.pgcps.org/reading/index.aspx?id=21114

1. It can be used to identify students’ level before entering the class, and decide if special language support is needed. Not all students are in the same level even though they are in the same age and will going to the same grade level. Therefore, it is necessary to identify students’ level through a placement test. It will make sure that low language proficiency students can get extra help to catch up with their peers. It will also guarantee that high language proficiency students can get appropriate instruction and do not spent time learning what they have already known. 
2. It can be used to evaluate the effectiveness of a language program. If most of students in a language program can pass the test. It will demonstrate that the program, curriculum, and teaching strategies can help students reach academic success. If not, it will help principle and teachers to get feedback and change the curriculum, teaching strategies, or assessment.
3. It can be used to document students’ learning and progress. Teachers and parents can see students’ progress from the result of the assessment. The assessment will help them know students’ strength and weakness, so they can adopt appropriate strategies to help them. Also, assessment will help students check their understanding and adjust their learning or test taking strategies.

Why differentiate assessment is important for the L2 literacy?

1. To benefit diverse learners. Students have different learning styles. In order to accommodate the learning needs of all students, teachers need to adopt different assessment. If a student cannot do very well in a writing test, it will not prove that the students cannot get high score in presentation. Also, if teachers use one type of assessment over and over, students will feel boring and cannot focus on the test.
2. To get reliable data. Adopting different assessment can help teachers get more reliable data. For example, if a teacher always uses multiple choice tests to assess students’ reading, the result may not be reliable. It could be affected by other reasons, such as the environment (the classroom is too noisy), students’ personal reasons (they are very tired), or the format of the reading passage (the front size is too small). Therefore, it is necessary to use different assessment and collect data form different dimensions. How can we do?

How can we do?

1. Providing multiple assignment/assessment.Teachers need to avoid using one type of assessment too much. For example, teachers can combine multi-choice questions, matching, and writing, or use different combinations each time. Also, performance test is a helpful way to test multi-skills in one assessment. According to Bailey (1998), performance test is an assessment in which students can response questions with “comprehending and producing language under the types of contextual constraints that would be involved in performing one’s job.” 
   
   Adopted form http://www.qualitykiosk.com/performance-testing.html
A Performance test to assess flight crew’s English language proficiency: It is an oral test in an air-to-ground radio setting. All topics base on recording of actual conversations between air traffic controllers and airline pilots (Bailey, 1998). 

This test bases on real-life situation. 
It is also a direct assessment which focuses on communication skills.
It tests both language level and problem solving skills. 

Here is a link for further information about Performance Test http://teacher.scholastic.com/professional/assessment/perfassess.htm
1. Combine formal assessment and informal assessment.Teachers can combine both types of assessment to get reliable result. 
   
   Adopted from http://jeffreymdelacruz.wordpress.com/2013/02/20/informal-vs-formal-assessments-tests-are-not-the-only-end-all-be-all-of-how-we-assess/
(Ting Liu)

References

Peregoy, S. F., Boyle, O. F., & Cadiero-Kaplan, K. (2008). Reading, writing, and learning in ESL : a resource book for teaching K-12 English learners (6th ed.). Upper Saddle River, NJ: Pearson.
Bailey, K. M. (1998). Learning about language assessment: dilemmas, decisions, and directions. Boston, MA: Heinle, Cengage Learning.