Differentiated EnglishDifferentiated English Zoning to meet the needs of all learners.

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1 Differentiated EnglishDifferentiated English Zoning to meet the needs of all learners

2 Why differentiation? Teach to reach!

3 The dreaded B-word I know this already... I think I know! I dont get it... One size does NOT fit all!

4 Whats happening? Too Difficult Too Easy TASK DIFFICULTY READINESS LEVEL Flow of Instruction

5 Meeting learners readiness needs Think – Pair - Share 1.Think about how you are doing it now. What problems are you encountering? You can make notes. (3 minutes) 2.Exchange with a partner. You can add to your notes.(4 minutes) 3.Share with the group.

6 Real learning keeps them hooked Real learning occurs when task difficulty and required skill levels are slightly above a learners current level and performance is scaffolded/supported.

7 More than a behaviour problem Dont let them off the hook!

8 What is differentiation? Work alone OR in groups of 3. Time: 20 minutes 1.Read the definitions of differentiation. While reading, underline key words and concepts that resonate with you. 2.If you are working in a group, compare what you have underlined. 3.Formulate your own definition for your context. 4.If you have worked alone, share your definition with a colleague.

9 Key aspects of differentiation Work in groups of 3. Time: 15 minutes 1.Put the cards face up. 2.Talk about what the terms mean and why they are key aspects of differentiation. Definitions are provided with your set if you need them. 3.Collaboratively arrange the cards in some kind of web that shows the way these ideas work together to meet student needs. 4.Add connecting ideas if necessary.

10 Differentiated instruction is… readinessinterestslearning profiles contentprocessproduct learning environment respectful tasks24-7 assessmentflexible groups the proactive acceptance of and planning for student differences, including their: Teachers can respond to differences by differentiating: while always keeping in mind the guiding principles of:

11 Is differentiation fair? Fair is every student getting what he/she needs in order to grow as far and as fast as possible. Fair isnt always equal!

12 ContentProcessProductEnvironment Learning profile ReadinessInterests top-down bottom-up

13 5 Dimensions of Learning

14 Guiding Questions What should the learners know? Know What should the learners understand? Understand What should the learners be able to do? Do What does it mean for the learners personally? Person What social competences should the learners develop? Group

15 Real learning is transformation Its not jumping through hoops!

16 Unpacking the curriculum Work in groups of 3. Time: 20 minutes 1.Choose a topic from the new curriculum. 2.Work out your ideas for each of the guiding questions for the end of lower secondary. What should the learners achieve long-term? What should the learners know? Know What should the learners understand? Understand What should the learners be able to do? Do What does it mean for the learners personally? Person What social competences should the learners develop? Group

17 Zones of readiness Less ready Less background & experience Fewer strategies Struggling, überfordert Ready Ideal background Has strategies to meet the requirements Ideally challenged, gefordert More than ready Can do it all already Feels insulted, bored Unterfordert

18 Differentiation by zones from simple to complex from concrete to abstract from closed to open Teachers differentiate so that all students focus on essential understandings and skills but at different levels of complexity, abstractness, and open-endedness.

19 Examples ConcreteAbstractSimpleComplex

20 The Equalizer ConcreteAbstract SimpleComplex Small stepsBig leaps StructuredOpen Clearly definedFuzzy SlowerFaster

21 Example Less ready Strategy: Mapping Examples: Descriptive texts, demonstration Exercise: Structure Step-by-step instructions Ready Strategy: Mapping Examples: Descriptive texts Tips for the task More than ready Strategy: Using imagery to describe people Examples: Advanced text forms Choice: Text form

22 The Equalizer KonkretAbstrakt EinfachKomplex Kleine SchritteGroße Schritte StrukturiertOffen Klar definiertNebelig LangsamerSchneller Less ready Strategy: Mapping Examples: Descriptive texts, demonstration Exercise: Structure Step-by-step instructions

23 Example More than ready Strategy: Using imagery to describe people Examples: Advanced text forms Choice: Text form KonkretAbstrakt EinfachKomplex Kleine SchritteGroße Schritte StrukturiertOffen Klar definiertNebelig LangsamerSchneller

24 Less ready Ready More than ready

25 Work in groups of 2 or 3. 1.Is it content, process, or product? 2.Is it appropriate for A1? A2? B1? 3.Analyze the CEFR factors. What are the conditions & limitations of the task? (context, language, goal) What strategies does the learner need? (planning, doing, evaluating) What is the level of difficulty? (support, time, goal, predictability, material conditions, participants) 4.How could you make the task easier or more difficult?

26 Knowledge and experience of the world Socio-cultural knowledge Dynamic skills Language skills Personality and attitude Competences will vary: Context Available language Goal (quantity or quality) Conditions and limitations will vary:

27 Planning (What will I do? How can I do it?) Doing Evaluating (How well did I do it?) Strategies will vary: Support Time Goal Predictability Material conditions Participants Level of task difficulty will vary: The CEFR on differentiation

28 CEFR Scales for Assessors A1 Shows only limited control of a few simple grammatical structures and sentence patterns in a memorised repertoire. A2 Uses some simple structures accurately, but still systematically makes basic mistakes. B1 Uses reasonably accurately a repertoire of frequently used routines and patterns associated with more predictable situations. Shows good control of elementary vocabulary but major errors still occur when expressing more complex thoughts or handling unfamiliar topics and situations. Can produce continuous writing which is generally intelligible throughout. Spelling, punctuation and layout are accurate enough to be followed most of the time.

29 Proficiency level? Mistakes or errors? My name is Patrick. I am teen years old. I live in Austria. My mother names is Petra. I heb en brouter. His name is Thomas. He are 14 year old. + + ? +

30 Der Neue Lehrplan

31 GERS Was ist GERS? a. Generelle Europäische Richtlinie für Sprachen b. Gemeinsamer Europäischer Referenzrahmen für Sprachen c. Gemeinsame Europäische Richtlinie für Sprachen

32 GERS - Ansatz Handlungsorientiertheit Der hier gewählte Ansatz ist im Großen und Ganzen handlungsorientiert, weil er Sprachverwendende und Sprachenlernende vor allem als sozial Handelnde betrachtet, d. h. als Mitglieder einer Gesellschaft, die unter bestimmten Umständen und in spezifischen Umgebungen und Handlungsfeldern kommunikative Aufgaben bewältigen müssen

33 GERS Sprachenniveaus C2 C1 Deskriptoren & Ich- kann-Sätze für jedes Niveau, 5 Fertigkeits- bereiche: Produktion Sprechen Schreiben Rezeption Hören Lesen Interaktion Kompetente Sprachverwender B2 B1 Selbständige Sprachverwender A2 A1 elementare Sprachverwender

34 Praxishandbuch

35 Tools Learning contracts Learning menus Tic-tac-toe choice board Can-do pyramid Graphic organizers Chunking Demonstration ESP

36 Learning contract

37 Learning menu

38 Tic-tac-toe choice board

39 Can-do pyramid

40 Graphic organizers Idea Detail Idea Detail Info Step 1 Step 2 Step 3 Step 4 Factor 1 Factor 2 Factor 3 Info 1Info 2 Info 3Info 4 Topic MeaningExample FamilyPicture Word Event 1 Event 2 Event 3

41 Chunking phrase builders and heads vocabulary work texts

42 Demonstration

43 CEFR Scales for Assessors A1 Shows only limited control of a few simple grammatical structures and sentence patterns in a memorised repertoire. A2 Uses some simple structures accurately, but still systematically makes basic mistakes. B1 Uses reasonably accurately a repertoire of frequently used routines and patterns associated with more predictable situations. Shows good control of elementary vocabulary but major errors still occur when expressing more complex thoughts or handling unfamiliar topics and situations. Can produce continuous writing which is generally intelligible throughout. Spelling, punctuation and layout are accurate enough to be followed most of the time.

44 Proficiency level? Mistakes or errors? My name is Patrick. I am teen years old. I live in Austria. My mother names is Petra. I heb en brouter. His name is Thomas. He are 14 year old. + + ? +

45 GERS Kompetenzen Flexibilitaet Notizen machen Konversation Prüfungen schreiben Sprecherwechsel Zusammenhängendes Sprechen Welche 3 werden Sie nicht finden? Dialoge schreiben Soziolinguistische Angemessenheit Diktate Vor Publikum sprechen

46 GERS Kompetenzen Wortschatzspektrum Kontrolle und Reparatur grammatische Korrektheit Flüssigkeit Mündliche Interaktion Zielorientierte Kooperation Informelle Diskussion (mit Freunden) Themenentwicklung, Kohärenz & Kohesion

47 GERS Deskriptoren

48 Europäisches Sprachenportfolio

49 Neue Ressourcen www.oesz.at www.gemeinsamlernen.at

50 Neue Lehrwerke

51 Lernertrag? Dynamische Fertigkeitsbereiche Deskriptoren CEFR/GERS Handlungsorientheit E8 Kompetenz Ich-kann Sätze Niveaus Korrektheit 5 Fertigkeitsbereiche ÖSZ Praxishandbuch

52 Reflexion Was will ich mitnehmen? Was bedeutet der neue Lehrplan für mich? Was brauche ich jetzt? Was möchte ich tun?