Professional Development Programme, 2017 · 2017. 7. 31. · Professional Development Programme,...

ProfessionalDevelopmentProgramme,2017

Effec:veStrategiesforCateringforLearnerDiversityinthePrimary

EnglishClassroom

BenjaminMoorhouseandSimonChanEnglishLanguageEduca:onDivision,FacultyofEduca:on,TheUniversityofHongKongbenmoorh@hku.hk

WorkshopObjec:ves

1.  Planninganddesigningunitsandlessonstocaterfordiverselearningneedsusingtheteaching,learningandassessmentcycle

2.  Incorpora:ngeffec:velearningandteachingstrategiesintotheclassroomtocreateaholis:clearningenvironmentforEnglishthroughdifferen:atedinstruc:on

3.  Providinglearners’choicestodevelopstudentownershipandlearnerautonomy

RunDown

1.Learnerdiversityandprevious/currentprac:ces

2.Learningandassessmentcycle

3.Differen:atedinstruc:on

3.Providingchoice

4.Handsontask–Pick‘nMixac:vity

5.QandA

Let’sstartwithavideo

•  Wearegoingtowatchashortfilmcalled‘ThePresent’

•  Iwantyoutowatchandwritedownyouropinionsabouttheboy.

•  h^ps://www.youtube.com/watch?v=whh0MQZ4Q2A

Whatis‘learnerdiversity?’

Intheclassroom,"diversity”appliestolearningstyles,background,educa:onalbackgrounds,language,andsupportathome.

“Theconceptofdiversityencompassesacceptanceandrespect.Itmeansunderstandingthateachindividualisunique,andrecognizingourindividualdifferences…”(UniversityofOregon'sJohnsonHall,1999)

•  “Learnerdifferenceshavetradi:onallybeenunderstoodasdifferencesin‘ability’,afixed,cogni:vecharacteris:cofstudents.Theshinnowisto‘capability’whichfocusesoneachstudent’spoten:al”(Scarino&Liddicoat,2009)

DifferencesinLearningStyles•  VisualLearner

–  Prefertofindinforma:onfromavideoratherthanlisteningtosomeone

–  Thinkofideasandinforma:oninpictures–  Liketodrawandillustratework

•  AuditoryLearner–  Prefertolistentoobtaininforma:on–  Donotliketoreadlotsoffactualinforma:on–  Rememberinforma:onbytalkingaloudanddiscussingingroups

•  Kinesthe:cLearner–  Prefertodiscussinforma:onwhiletheyarelearningit–  Prefertolearnbyrole-playandac:ng–  Prefertolearnbybuildingmodelsandmakingthings

Otherlearningstyles:verbal/logical/social/solitary

DifferencesinSocialInterac:on•  Avoidantlearner–  Takesli^leresponsibilityforownlearning

•  Par:cipa:velearner–  Acceptsresponsibilityforownlearningandrelatewelltoothers

•  Compe::velearner–  Competeforrewards/recogni:onandsuspiciousofpeers

•  Collabora:velearner– Workinharmonywithpeers

•  Independentlearner–  Prefertoworkaloneandrequireli^ledirec:on

OtherDifferencesa) Interest–mo:va:on,artudeb) Readiness–a^en:onspan,ageandmaturityc) Ability–linguis:cdifferences,SENd) Personality–introvert,extroverte) Social-race,religion,familybackgroundf) Gender

•  findingoutwhystudentsdonotlearnwellandwhysomelearnbe^erthanothers

•  usingappropriatestrategiestomakeeachstudentlearnbe^er,includingremovingbarrierstolearning

•  notintendedtoevenoutabili:esandperformances,buttoenableallstudentstolearnandperformtothebestoftheirabili:es.

(CDC,2002)

CurriculumandDiversity

•  “Cateringforlearnerdiversitythroughdevelopingawiderangeofopen-endedlearningtasksandac:vi:es,andemployingteachingstrategiesthatsuitthespecificneedsofbothlessableandmoreablelearners,aswellastheneedsoflearnerswithdifferentlearningstyles”(CDC,2004,p.5)

PreviousPrac:ces

•  Teachtothemiddle•  Teacherdirectedwholeclassinstruc:onwithstudentspassivelyreceivinginforma:on

•  Raregroupworkorac:velearning•  Standardizedlockstepinstruc:on•  Regularhigh-staketests

Twostudents–SameClassDifferentExperiences•  Katecomesfromamiddleclassfamily.ShewenttoanEnglish

mediumkindergarten,hasanEnglishspeakingdomes:chelperanda^endsanerschoolEnglishclassestwiceaweek.ShelovesreadingEnglishbooksandherfavouriteauthoris‘RoaldDahl.’

•  Hugoliveswithhismotherandgrandmother.TheyarenewarrivalsfromMainlandChina.NooneinhisfamilyspeaksEnglish.Helearntthealphabetsonginkindergarten.

•  Bothstudentsgetallocatedtothesameclassinalocalprimaryschool.Aneraboutamonth,thestudentshavetheirfirstdicta:on.Katescores100andHugoscores15.Katereceivesareward.Hugohastocopythewordshegotwrongthree:mes.–  WhatimpactcouldthisexperiencehaveonKateandHugo?(views

towardsEnglish,artude,mo:va:on,engagement,socialrela:onships)

–  Whatassump:onsmighttheteacherhaveaboutKateandHugo?Aretheseassump:onsfair?

–  WhatchangescouldbemadetohelpaccommodatetheneedsofbothKateandHugointhesameclass?

EqualityvsEquity

•  Equalityintheclassroom–Everyoneistreatedthesameregardlessofbackgroundandabili:es.

•  Equityintheclassroom-Factorsspecifictopersonorgroupshouldnotinterferewiththeirpoten:alforacademicsuccess.

Mindsetofateacherwhodifferen:ates

•  Allstudentshaveareasofstrength•  Allstudentshaveareasthatneedtobestrengthened

•  Eachstudentsbrainandbodyisunique•  Itisnevertoolatetolearn•  Studentsbringtheirownpriorknowledgeandexperiencestoeverythingtheydo

•  Emo:ons,feelingsandartudesaffectlearning•  Studentslearnindifferentwaysatdifferent:mes

AdaptedfromGregory&Chapman,2013

•  Toeffec:velycaterforourlearners,whatisthefirstthingweneedtodo?

Weneedtoreallyknowourlearnerswell

Learning,teachingandassessmentcycle

CDC,2004,p.192

Gerngtoknowourstudents’individualdifferences•  Academic

achievement?•  Interest?•  Artude?•  Learning

style?•  …

Differen:atedInstruc:on•  Content(Whatistaught)!Focusoncorepartsofunitandvary

themtomeetneedorreadinessoflearner-quan:ty,complexity,supportgiven,taskrequirements

•  Process(Howitistaught)!Flexiblegroupings,moreorless

scaffolding,interestcentres,provideextra:me•  Product(Howstudentsdemonstratetheirlearning)!Open-

endedtasks-Giveop:onsofhowstudentscandemonstratetheirlearning,userubrics,allowstudentstoworkaloneoringroups,wordprocessesvshandwrite,differen:ateddicta:onand/orexams

•  Learningenvironment(Thewaytheclassroomfeels)!Createa

languagerichsuppor:veenvironment,developrou:nes,setoutclearguidelines,makelearnersawarethattheirclassmateshavedifferentneeds(Tomlinson,1995)

Assessment

Differen:atedInstruc:oninAc:on

VocabularyLearningLearningEnvironment

Indifferentareasofthecurriculumwecandifferen:ateindifferentways

•  Vocabulary•  Grammar•  Reading•  Wri:ng•  Listening•  Speaking

Howdoyoudifferen:atethecurriculuminthesedifferentareas?

Content

Moreablelearner

Findmorewordsinsamecategory/

theme

Providelongerwordlist(beyondthewordsinthe

textbook)

Lessablelearner

Focusonafewwordstolearn

Provideashorterwordlist

Vocabulary

ListA:Originalwordlists ListB:Lessable ListC:Moreable(Find5morefreeEmeacEviEesandaddthemtoyourlist)

1.  playfootball2.  playbasketball3.  playbadminton4.  playtabletennis5.  playminigolf6.  playChinesecheckers7.  playChinesechess8.  playthepiano9.  playtheviolin10. playtherecorder

1.  playfootball2.  playbasketball3.  playbadminton4.  playtabletennis5.  playminigolf6.  playChinesecheckers

1.  playfootball2.  playbasketball3.  playbadminton4.  playtabletennis5.  playminigolf6.  playChinesecheckers7.  playChinesechess8.  playthepiano9.  playtheviolin10. playtherecorder11.________________12.________________13._________________14._________________15._________________

Choice:•  Studentscanselectthewordlisttheywanttostudy•  Studentscanselectthewordstheywanttostudy

Differen:atedContent:WordLists

Process

Kinesthe:clearner

Boardrace/Spellingrace

Magne:cle^ers

Visuallearner

Picturecards

Palmanismgame

Picturewordbanks

Auditorylearner Prerecordedtapeofwordlist

Kinesthe:clearner

Boardrace/Spelling(Dicta:on)race•  Writethetargetvocabularyontheboard•  Formtwoteams•  Teachsaystheword•  Studentsrunupandhitorwritethecorrectword

•  Anyotherideas?

Visuallearner•  Picturecards– Wordcardswithpicturesupport

•  Palmanismgame–  Studentsneedtomatchthepicturetotheword

•  PictureWordBank–  Providespacetodrawapicturetogowiththewords

•  Colourcodedwords–  Providesyllablesordifferentpartsofspeechindifferentcolours

•  Useon-linetools-‘Googleimages’or‘Flikr’tosearchforpictures–  Thesecanbecopiedandpastednexttotheirwordlists

AuditoryLearner

•  Prerecordedfilesofvocabulary–  Recordingofthewordlistforstudents

•  Explicitlyteachthele^er/soundrela:onships

•  Usetheon-linetool–Voki–  StudentscantypethewordsfromthewordlistintoVokiandlistentothem.

•  Anyotherideas?

Logicallearners•  Makeawordwordofassociatedwordsorinforma:onaboutthatword:

•  Buildawordwebforfree:meac:vi:estogether

Product

Differentlearningstyles

Kinesthe:clearner

sor:ngthewords

Listenandselect

Listenanddo

Visuallearner

Makeapicturedic:onary

Matchwordstopictures

Listenanddraw

Auditorylearner

Listenandwrite

DifferentabiliEes

Differen:atedDicta:on

Bonuswords

Moreorlesssupport

Differen:atedDicta:onDictaEonA100% DictaEonB(60%)Youonly

needtodictatethefirstsixwords

DictaEonC(120%)WritetwomoreacEviEesyouknow

1.  playfootball2.  playbasketball3.  playbadminton4.  playtabletennis5.  playminigolf6.  playChinesecheckers7.  playChinesechess8.  playthepiano9.  playtheviolin10. playtherecorder

1.  playfootball2.  playbasketball3.  playbadminton4.  playtabletennis5.  playminigolf6.  playChinesecheckers

1.  playfootball2.  playbasketball3.  playbadminton4.  playtabletennis5.  playminigolf6.  playChinesecheckers7.  playChinesechess8.  playthepiano9.  playtheviolin10. playtherecorder11.________________12.________________

StudentChoice:•  Studentscanselectthedicta:ontesttheywanttotake/orthewordstheywanttolearn

CreaEngalanguagerichenvironmentcanbenefitalltypesoflearnersandlearningstylesWecandisplayandprovideresourcestosupportourlearners:

•  Vocabularydisplays•  Alterna:vewordlists•  Picturedic:onariesandwordbanks•  Centres–Games/Audiosta:ons

Howcanyoucreatealanguagerichenvironmentinyourownclassroom?Canyoucoordinatewithothersubjectteachers?

LearningEnvironment

VocabularyDisplays

Break

CCDanielGo,TeaBreak,2012,Flickr.com

Differen:atedInstruc:oninAc:on

LearningtoreadLearningEnvironment

Reading

Content

Moreable

ExtendedtextsAddi:onalreadingmaterial

Authen:ctexts

Differentskillsfocus

Lessable

Simplifiedtexts

Differentskillsfocus

Originaltext

Downie,M.,Gray,D.,andJuménez,J.M.(2014)LighthouseforHongKongBook7.Educa:onPublishingHousep.16

AdaptedtextsSimplifiedversion

JapanesechildrencelebrateChildren’sDayon5thMay.Theirparentsputupdecora:onsathomeforthem.Manyyearsago,Children’sDaywasonlyforboys.GirlshadaspecialdayinMarch.Thedaywascalled‘Doll’sDay.’Now,Children’sDayisforboysandgirls.

Simplifiedversion

JapanesechildrencelebrateChildren’sDayon5thMay.Theirparentsputupdecora:onsathomeforthem.Manyyearsago,Children’sDaywasonlyforboys.GirlshadaspecialdayinMarch.Thedaywascalled‘Doll’sDay.’Now,Children’sDayisforboysandgirls.

HigherfrequencywordsSimplersentencepa^erns

Lesspronounsandreferen:alwords

Extended version JapanesechildrencelebrateChildren’sDayon5thMay.Itisadaytocelebratethehappinessofallchildrenandtheirmothers.Ontheday,parentsputupcarp-shapedstreamersathomeandpeopleeatmochiricecake.Un:lrecently,thisholidaywasknownasBoy’sDayandwasonlyforboys.Inthepast,therewasanotherspecialdayforgirlsinMarch.Itwascalled‘Doll’sDay’.Now,boysandgirlscelebratetogetherinMay.The5thMayisana:onalholidayinJapan.Childrendonotneedtogotoschoolandadultsdonotneedtogotowork.

Extended version JapanesechildrencelebrateChildren’sDayon5thMay.Itisadaytocelebratethehappinessofallchildrenandtheirmothers.Ontheday,parentsputupcarp-shapedstreamersathomeandpeopleeatmochiricecake.Un:lrecently,thisholidaywasknownasBoy’sDayandwasonlyforboys.Inthepast,therewasanotherspecialdayforgirlsinMarch.Itwascalled‘Doll’sDay’.Now,boysandgirlscelebratetogetherinMay.5thMayisana:onalholidayinJapan.Childrendonotneedtogotoschoolandadultsdonotneedtogotowork.

Addi:onalinforma:on

Morecomplicatedconnec:vesMorechallengingvocabulary

Process

Flexiblegroupings

Mixedability/Abilitygroups

Collabora:vereadingstrategies.e.g.Jigsaw

reading

Levelsofteachersupport

Readingaloud,sharedreading,guided

reading,independentreading

Differenttypesofques:ons

Ques:onsthatrequiredifferentlevelsof

processing/languageability/responses

Differentac:vi:es Worksheets,games,boardgames

Typesofques:ons•  Lookatthefollowingques:onsaboutthepassage– WhenisChildren’sDay?– Whatwasthespecialholidayforgirlscalled?– WouldyouliketohaveChildren’sDayinHongKong?Why?Whynot?

– WhydoyouthinkmanyyearsagothatChildren’sDaywasonlyforboys?

–  Ifyoucouldchoosetheac:vi:espeopledoonChildren’sday,whatwouldyouchoose?Why?

•  Whichques:onsaremorechallengingtoanswerandwhy?

•  Usebloomstaxonomytomakeques:onsaboutyourpassage•  Make3differentques:ons.

•  UsingKahoot.it

FlexibleGroupings

Wecancaterfordiversityusingdifferentkindsofgroupingsfordifferenttasks.Howmightthefollowinggroupshelpcaterfordiversity?•  AbilitygroupsvsMixedabilitygroups•  PairsvsSmallgroups•  Friendsvsnotwithfriends

Product Differentwaystorespondtothetext

Verbalresponse

Retellthestoryorally

Answeroralques:onsaboutthe

text

Wri^enresponse

Closed/Open-ended

Shortanswers/Longanswer

Summarizing/sequencing

VisualresponseDrawthesequence/summarizeasacomic

stripetc.

Products:Open-endedtasks•  Produceacomicstripaboutchildren’slivesinJapan.

•  MakeaVennDiagramtocomparethelifeofchildreninHongKongandJapan.

•  Summarizetheinforma:onaboutchildreninJapanontoaposter

•  Makeashortdramatoshowonepartofchildren'slifeinJapan

Whatkindsoflearnersdothesedifferentproductscaterfor?

Usinge-Learningtocaterfordiversity

LearningEnvironment

– Readingskillsandstrategiesposters

– Ques:onwordposter– Readingstrategiesflip-book/bookmarks

sparklebox.com

Differen:a:onofotherEnglishlanguageskills

•  WriEng–Open-endedwri:ngtasks/provideresources/Considerpurpose,audienceandcontext

•  Speaking–Moreorlessscaffoldingandsupport/Open-endedtaskswithrealcommunica:vepurpose

•  Listening–Selec:onofaudiorecording/numberof:mestheyplaytherecording/Differentwaystorespondtothetext

•  Grammar–Moreorlessscaffoldingandsupport/Differentfocusstructures/Addi:onalgrammaritems

Choice

•  Tocaterforthestudentandparents’viewsoffairness,studentscanbeprovidedwithchoices

•  Choicecanhelpenhancestudents’mo:va:onandhelpdeveloptheirautonomy–  Choicecanhelpusconsiderstudents’learningstylesensuresstudentsaregerngthemostoutofthetasks(Czeriawksi&Kidd,2013)

•  “Hart(1996)highlights,“’choice’and‘diversity’arethetwokeythemesof‘differen:a:on’,weretobethemeansofachievingequalityofopportunityforall.”(p.13)

Howdowegivestudentschoice?

•  Providestudentswithdifferenttaskstochoosefromortheordertheydothem:–  Task1:Sortthewordsintothefruitandvegetablescolumns.Youcanaddmorewords

–  Task2:Writedownallthefruitsandvegetablesyoulikeanddon’tlike

–  Task3:Writeajournalofallthefruitsandvegetablesyouatethisweek

–  Task4:Makeapicturedic:onaryforallthefruitsandvegetablesyouknow

Dicta:onPrac:ceChoose3ac:vi:estoprac:ceyourspelling.

Writeyourwordsinalphabe:calorder.

Writeyourwordsinrainbowcolours.

Writeasentenceforeachword.

Writeyourwordswithredvowelsandblue

consonants.

Writeyourwordswitharhymingwordnexto

them.

WriteyourwordsinCAPITALle^ers.

Writeyourwordswith

sillyle^ers.Writeyourwordswithbubblele^ers.

Writeyourwords3:meseach.

Moorhouse,2016

Hands-onTask

–  Ingroups,designaPick‘nMixac:vitywithdifferentac:vi:esthatcaterfordifferentlearningstyles,abili:esandinterestsunderthetopicoffoodforprimarytwolearners.

– Thisac:vityshouldbringtheideaofchoiceanddifferen:atedinstruc:ontogether.

– Whenyouhavethoughtofyoura:vi:es,pleasepresentthem.

Otherthingstoconsider

•  Clarityofinstruc:ons(oralandwri^en)•  Typeoffeedbackprovided(mark,grade,comment,sugges:ons)

•  Homeworkrou:nesandprac:ces•  Summa:veandforma:veassessment

•  Others?

Takeawaypoints

•  Usetheteaching,learningandassessmentcycletogettoknowyourstudents’needs

•  Crea:veaposi:velearningenvironmentwherediversityiscelebrated

•  Arrangeandconductdiverseac:vi:esandtasksthroughdifferen:atedinstruc:on

•  Providechoicewhenpossibletoallowstudentstotakeownershipandautonomyovertheirownlearning

•  Let’sdoapoll– Gotowww.men:.com– Typein359553

•  WhatwillyoutakeawayfromthisworkshopandimplementinyourEnglishclassroomtocaterforlearnerdiversity?

Thankyou!☺

BenjaminMoorhouseandSimonChanFacultyofEduca:on,

TheUniversityofHongKongbenmoorh@hku.hk

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Press.•  •  Gardner,H.(1999).Intelligencereframed:Mul:pleintelligencesforthe21stcentury.NewYork:Basic.•  GregoryandChapman(2013)DifferenCatedInstrucConStrategies.Onesizedoesnotfitall.Corwin•  Gomes,W.C.(2012).Differen:a:on.ModernEnglishTeacherVol.21.3

•  Hart,S.(1996).Differen:a:onandthesecondarycurriculum:debatesanddilemmas.Routledge

•  Moorhouse,B.(2016)Givingyounglearnersachoiceofhomework.ModernEnglishTeacher.Vol.25,Issue3(26-27).

•  Moorhouse,B.(2017).Reply:Differen:a:ngtasksforyounglearners.ModernEnglishTeacher.Vol.26,Issue1.•  Theisen,T.(2002).Differen:atedinstruc:onintheforeignlanguageclassroom.Mee:ngthediverseneedsofall

learners.Communiqué.Issue6•  Tomlinson,C.(2001).Howtodifferen:ateinstruc:oninmixed-abilityclassrooms.2nded.Alexandeia,VA.

Associa:onforSupervisionandCurriculumDevelopment.