- E-teacher Scholarship Program-

advanced online teaching courses for career advancement

O Introduction to Pedagogy and Practices for Teaching English to Speakers of Other Languages (TESOL Methods)

O Building Teaching Skills through the Interactive Web (Web Skills)

O Practical Applications in Language and Learning Skills (PALSS)

O Teaching English to Young Learners (TEYL)O Teaching English to Pre-teens and Teens (TEPT)O English for Specific Purposes, Aligning Context with

Practices and Materials (ESP)O Special Education and Differentiated Instruction in EFL

Contexts (SpEd EFL)O Summative and Formative Assessment in Language

Learning and Teaching (Assessment)O Critical Thinking in Language Learning and Teaching

(CT)

For more information please visit:

http://sarajevo.usembassy.gov/educational-exchanges.html

bhexc@state.gov

Special education and Differentiated Instruction in the

ELT contextEsada Čirić-Delić

Special education/InclusionSpecial educational needs

Special education:

Special education in BiH

Legislation

Practice

Disabilities and conditions affecting the learning process:

O Physical disabilityO Hearing

impairment O Visual impairmentO Cognitive DisorderO DyslexiaO Disgraphia

O Down syndromeO Autism Spectrum

DisorderO ADD/ADHDO Behavioral/

Emotional Disorder

Practical advice for teachers:

Learn about the disability and decide on the strategy

Prepare individual education plan and change the layout of the learning environment

Apply: sequence of activities, good classroom mngmt., focus on strenghts not weakness

Strategies in the classroom

Multiple intelligence

s

Project Based

LearningScaffolding

Learning Styles

Differentiated Instruction

Authentic Assessment

“The fact that students differe may be inconvenient

but it is inescapable. Adapting to that diversity is

the inevitable price of productivity, high standards

and fairness to kids.“(Theodor Sizer, Brown

University)

Differentiated Instruction“...classroom

practices embodying student learning styles, interest, and

prior knowledge“ (Benjamin, 2002).

THREE KEY COMPONENTS for differentiating is to assess child‘s:

Interest level

Learning profile/styl

e

Readiness level

Langa&Yost, 2007

Tomlinson identified three components that should be

differentiated (Hall, Strangman & Meyer, 2003):

1) CONTENT : elements and materials used in reaching learning goals and in teaching concepts, principles, and skills;2) PROCESS :how you will teach the content, flexible groups or whole-group discussion of content or small groups or paired groups;3) PRODUCTS : students allowed choices in products or final assessments (variety of ways for expression, degree of difficulty, and types of evaluation).

What Differentiated Instruction Means for Teachers

• Get to know your students (student’s level, learning style & student’s interests)1.

• Identify areas of your curriculum that could be adapted to differentiated instruction2.

• Examine your role as teacher in the differentiated classroom.

3.

DOProvide several

learning options

Provide appropriate

levels of challenge for all

students

Don‘tDevelope

seperate plans for each student in the classroom

“water down“ the curriculum

for some students

TEACHERS

Differentiated Instruction in the classroom:

Instructional Strategies:

• Graphic organizers

• Tiered products• Journal prompts• Flexible work

groups

Outcome:

• Graphic display• Website (if

poss.)• Written report• Simulations

Examples of differentiating activities for differentiating content:

Match: vocabulary words to definitions, pictures.

Read: a passage of text, answer: related questions.

Think: a different outcome to the story.

Differentiate: fact from opinion in the story.

Identify: an author’s position, narrator‘s voice-provide evidence to support a viewpoint.

Create: a PowerPoint presentation summarizing the lesson.

Examples of differentiating the process:

Provide visual and word learners with textbooks, assistive texts .

Provide auditory learners with audio books, tapes.

Provide kinesthetic learners the opportunity for an interactive

assignment online.

Examples of differentiating the end product:

Write a book report.

Give an oral report.

Create a graphic organizer of the story.

Build a diorama illustrating the story.

List of references: O http://www.teach-nology.com/teachers/special_ed/disabilities/O http://www.unisdr.org/archive/35293O http://ollibean.com/2013/02/06/karen-clay-defines-inclusion/O http://

teaching.uncc.edu/learning-resources/articles-books/best-practice/education-philosophy/seven-principles

O http://imgkid.com/howard-gardner-books.shtmlO http://infed.org/mobi/howard-gardner-multiple-intelligences-and-education/O http://www.edutopia.org/project-based-learningO http://ocmbocesis.files.wordpress.com/2012/11/commoncoregraphicsfree.jpgO https://www.pinterest.com/pin/258605203573765256/O http://www.dpi.state.nd.us/title1/initiative/diffinstruction.pdfO http://edglossary.org/differentiation/O http

://www.ascd.org/publications/books/108011/chapters/Understanding-Differentiation-in-Order-to-Lead@-Aiming-for-Fidelity-to-a-Model.aspx

O http://education.ky.gov/educational/diff/Documents/StrategiesThatDifferentiateInstruction4.12.pdfO http://

www.cisco.com/web/about/citizenship/socio-economic/docs/Metiri_Classroom_Collaboration_Research.pdf

O https://www.linkedin.com/today/post/article/20130918161542-1265384-a-case-for-holistic-assessment-of-students-and-everyone

O http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htmO http://www.msdwt.k12.in.us/msd/wp-content/uploads/2011/10/authentic_assessment.pdfO https://

www.teachervision.com/teaching-methods-and-management/educational-testing/4911.html?page=2&detoured=1

O http://www.creativelearningcentre.com/downloads/LS%20vs%20MI%20TEX9_p8_9.pdf

THANK YOU~