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2018 STARTALK Spring ConferenceDESIGNING FOR EFFECTIVE
INSTRUCTION
DEVELOPMENT OF DIFFERENTIATED TASKS AND MATERIALS FOR LITERACY
IHAHindiSummerCampSadhnaKumar,KiranKhaitan,AlkaKhandelwal,RenuChadda
SESSION OUTCOMES
• Icanexplainwaystodifferentiatecontent,process,productandlearningstylesofthelearnersinlanguageinstruction.
• Icancreatesomestudentcenteredliteracytasksusingauthenticmaterialsuitabletoaccommodatedifferentproficiencylevelsandlearningstylesinmyclassroom.
• Icanincorporatesometechnologicalstrategiesincreatingdifferentiatedliteracytasks.
?• FacilitatingaLearner-CenteredClassroom,andImplementingaStandards-BasedandThematicallyOrganizedCurriculum.
• Buildingliteracyskillsinprogramparticipants• Ourtheme:EndangeredAnimals:projectbasedlearningwithsciencecontentfor3-8graderswithincomingproficiencylevelsofnovicelowtointermediatelow.
WHY THIS SESSION?
InThisSessionWewill...
WhyDifferentiate?
Eachlearnerisuniqueandpossessesavarietyor“multipleintelligences”thatgivehim/herspecificabilitiestoprocess,absorbandmakesenseoftheinformation.
Throughunderstandingthestrengthsandweaknessesofthelearners,teachersmustdesigntasksinmultiplewayssuitableforavarietyoflearningmindstoshowtheirunderstanding.
Differentiation to meet learner needs
Differentiationthroughlearningstyle
Differentiation to meet learner needs
ThroughContentthecontentisadjustedtobecognitivelychallengingyetcomprehensiblebasedontheproficiencylevelandlearningstyleofindividuallearner.
ThroughProcessthetasksthroughwhichlearnersprocesstheinput/contenttomakesenseofit,istailoredtotheirabilitylevelprovidingthemextrasupportorchallengeasneeded.
ThroughProductlearnershaveachoiceofwaystoshowwhattheyhavelearnedandknowthroughthefinalprojectaccordingtotheirskilllevels,styleandinterest.
Differentiation for cognition (PiagetTheory)
Which group has more circles?
ConcreteOperationalStage(7-11yrs.)
Atthisagechildrenapplylogicalthinkingtoalimitfortheobviousandnotabstractsituations.Keepingthatinmindprovideampleproofsandhands-ontaskstosatisfyandgetthemcognitivelyengaged.
FormalOperationalStage(11+years)
Atthisstagechildrenstarttouselogicalreasoningbroadlyevenforabstractsituationsaboutwhichtheyhavenotlearned.Theycanhypothesize,andbetterdifferentiaterightfromwrongasnowtheyaremoreawareofthesocialenvironmentandissues.
TypicalHeritageLearner
Goodlistening/interpretive
skills
Averagespeakingskills
Minimalornonereading
skills
Minimalornonewriting
skills
Somefossilization
HLLTheir
motivationtolearnTLvaries Varietyof
heritagelanguagebackgrounds
Differentiation to meet learner needs
● Givethemachancetoknowtheirownabilities● Letthemtakeownershipoftheirownlearningandbepartoftheassessmentprocess
Learnercenteredclassroomleadtoautomaticdifferentiation
Additionally...
Realityisthata...
Building Literacy Skills in 21st Century
Some21stcenturyskills:
● Visualliteracy● Auralliteracy● Computerliteracy● Informationalliteracy
● Digitalliteracy● Culturalliteracy● Criticalthinking● Communication● Collaboration
Somefacts:
• 21stcenturySocietiesaremulticulturalandmultilingual.
• Technologyhasmadedistancesshorter.• Thereisaneedtolearndigitalcitizenshipandonlinecommunication.
• Literacynowmeansmorethanlinguisticaccomplishmentinthe3R's.
TechnologyUseforLiteracyandDifferentiation
Q
Steps to literacy: what research indicates
Childrenfirstacquiretheirnativelanguageviaoralmeansandthendevelopliterary.
Forliterarythefirststep/skilltoattainiscode-breakingthroughlearningthealphabetic/script/codes/symbolsandtheirsounds.
Nextistoknowoftheirroleincreatingwordsandsentences.Lookingatthewrittentextandunderstandingthevariationintheoralandwrittenforms.
Butforateacher,importantfirststepistheenvironment…
Creating An Environment To Build Literacy
Surroundthemwithalphabets,wordsandphrasesasiftheyareinthetargetlanguagecountrywheretherearenamesandlabelsidentifyingplacesandobjects. Thereis
nosuchthingastoomuchexposuretotargetlanguage!!
Leavenoareablankinhallways,stairs,gym,cafeteria,restrooms.Allmusthaveappropriatepicturesandvocabularytoseeandlearnfrom.
Havealphabetpostersandotherresourcesrightinfrontoftheireyessotheycanusethemwhentheyneedthem.
Keepauthenticlevelappropriatematerialintheclassroomforadditionalenrichment.
Creating An Environment To Build Literacy
Creating An Environment To Build Literacy
WhatWeDid:IntermediateMidLevel(6-8grade)Learnerprofile
EntryLevelScriptKnowledge
Wordformation
ListeningSkills
SpeakingSkills
Readingskills
WritingSkills
Average Littletosome Good Scanttogood Nonetosome Nonetosome
ExitLevelGood- rising Good- rising Good- rising Good- rising Good- rising Good- rising
Allstudentsimprovedfromtheirbaselevel
What We Did: Intermediate Mid Level (6-8 grade)
Vocabulary,readingandwritingExampleofadailyvocabularylist(firsttworowsarecompletedforclarity)
• Quizletwasalsousedforvocabulary.• Allstudentsreceivedscriptandvowelsignrefreshersessionforwritingandreading.
ListwordsinTargetlanguage
Define/Meaning
Example ReviewWritinginTL(Hindi)
ReviewWritinginTL(Hindi)
लाल Acolor Cherry लाल लालचाचा Uncle (father’s
youngerbrother)Kinshipword चाचा चाचा
मामी
What We Did: Intermediate Mid Level (6-8 grade)
Groupsfoundthequestionsandthenanswerstomatch.Together,theywerehelpingeach
other,readingandnegotiating
Foreachquestiontherewereanswersontheothersideoftheroom
Basedonittheyhadtolookforquestionsononesideoftheroom
StudentsingroupsreceivedauthenticmaterialtoreadR
eading
What We Did: Intermediate Mid Level (6-8 grade)Spellingandwritingforsummativeproduct
Studentssearchedthewebontheirselectedanimal.BywritinginHindiinthesearchbox,theygotresultsinHindionly.
Theyreadthematerialandsortedwhattheywantedfortheirbooks.
Eachstudentcreatedahandwrittenroughbookletwiththematerialandreceivedfeedbackfromtheteacher.FinaltypingwasdoneonGoogledriveselectingHindilanguage.BecauseGooglegavethemoptionstoselectwords,studentshadtofigureoutwhichwordtoselectandtheycouldcrosscheckintheirhandwrittenroughbookletforthat.
WhatWeDid:NoviceHighLevel(4th grade)Learnerprofile
EntryLevelScriptKnowledge Word
formationListeningSkills
SpeakingSkills
Readingskills WritingSkills
Nonetogood Nonetosome Littletogood SometoGood Nonetosome Nonetosome
ExitLevelSome- rising Some- rising Some- rising Some- rising Some- rising Some- rising
Allstudentsimprovedfromtheirbaselevel
What We Did: Novice High Level (4th grade)Forliteracy
TeacherwrotethekeywordsontheBBsodailyvocabularywasconstantlyintheirview
• Seeingandrepeatingthewordshelpedstudentsbecomefamiliarwiththesoundsandthelettersusedinthesewords.
• Havinglearnedlettersfortheirnamesalsohelpedstudentsrecognizethem.
• Slowlytheystartedtomatchtheshapewiththephoneticsoundofthelettersandtheystartedtoreadandwritesimplewords.
• Forcomplexwords- theymemorizedthemfirstandusingthetransliterationguidetheywereeventuallyabletoreadandwrite.
• Word-searchgamesandspare-timewritingonwall/posterfurtherfacilitatedliteracy.
WhatWeDid:NoviceHighLevel(4th grade)ForDifferentiation
● Teacherlinguisticallychallengedthehigherlevelstudentstotellwhyinsteadofwhatofanyconcept.
● Teacherprovidedwithextrareadingmaterialrelevanttothetheme.
● Teachergavedifferentiatedtasks.
● Studentsrespondedwiththebestoftheirabilitiesandreceivedmorelinguisticinput.
● Studentsgotcontentenrichmentthroughauthenticreadingmaterial.
● StudentswroteHindiphrasesandsentencestocompletetasksfortheirproducts.
What We Did: Novice Mid Level (3rd grade)Learnerprofile
EntryLevelScriptKnowledge Word
formationListeningSkills
SpeakingSkills
Readingskills
WritingSkills
Mostnone,fewsomeandtwoaverage
Mostnone,fewsome
Mostnone,fewaverage
Mostnone,fewminimal
Mostnonefewsome
Mostnonefewsome
ExitLevelRising Rising Rising Rising Littlechange,
somerisingLittlechange,somerising
Allstudentsimprovedfromtheirbaselevel
What We Did: Novice Mid Level (3rd grade)
Differentiation
Grouping&
Workstations
Theywenttodifferentstationsinpairsforenrichmentonthesametopicortoworkontheirliteracyandotherdeficienciesmainly
usingcontextualmaterial
Thestationsweresetupfordifferentabilitiesandskill.Herestudentsweregroupedattimesbasedontheirpacetofinishthe
previousworkandalsoaspertheirabilities
Studentsstayedintheirmaingroupsduringinitialinputandinterpretivetasksandalsowhentheyworkedontheirproducts
Basedonthestudentprofiles,classwasdividedinfourmaingroups
What We Did: Novice Mid Level (3rd grade)
Differentiation
Grouping&
Workstations
Wedidkeepaclosewatchongroupdynamicsandhadtochangepartnersinsidegroupstoavoidany“negativeimpacts”,andwesawafew
Aswegottoknowstudentsbetter,wealsogroupedtotaloppositeabilitiesbecauseoftheirlearningstylesandtheirinteractionswitheachotherastheywereabletoinfluenceothersforbetterment
Thestationsalsogaveallstudents,andnotonlytheadvancedone,avarietyoftasksanddifferentpartners
Oncedoneatastation,studentswenttoanotherstationsuitableforthem.Thiswaytheywerepartneredwithanotherstudentsofsomewhatdifferentabilities
What We Did: Novice Mid Level (3rd grade)Forliteracy
• Teacher highlightedthefirstlettersofthestudentnames,wroteandsoundedthemforalltohearandsee.
• Shedidsamewiththedailyvocabularyduringinitialinput.
• Name/wordletterreferencewasgivenagainandagainforanynewword.
• Sheselectivelypickedonlyafewlettersdailysostudentsdonotgetoverwhelmedandcanremember.
• Students practicedtowritethelettersonwipeoffboards.
• Theybecamefamiliarwiththenamesoftheirclassmatesandalsolearnedtorecognizetheshapeandthesoundsofmanyotherletters.
What We Did: Novice Mid Level (3rd grade)Forliteracy
• Teacher gavethevocabularyofthedaywithpicturesandmeaningwrittenononecardandtheHindiwordwrittenonanothercard.
• Dailyvocabularywaspastedonthewallforreference.
• StudentshadtofigureouttheHindiword,letterbyletter,withthehelpofclassroomalphabetpostersandtheirbackgroundknowledgetomatchboth.
• Theycheckedthevocabularyfromwordwalltocompletetheirwork.
What We Did: Novice Mid Level (3rd grade)Forliteracy
Teachercreatedroutine...• askedstudentssomethingbasedonkeymaterialfrompreviousandcurrentdayduringmorningentryintheclassroomandafternoonexit.
• withdailybicyclechaingamefordailyvocabularywords.
Studentsbecamefamiliar...• thesewerequickchecksforlearningforthecurrentandthenextday.
• theywereactivelyengagedwhilelearningtorecognizeandspeakthedailyvocabulary.
What We Did: Novice Mid Level(3rd grade)Fordifferentiation
• Teacher gavedifferentiatedworksheetsandsentencestructuretemplatetogroupsbasedontheirproficiencylevels.ThelessproficientweregivensupportthroughtransliterationwhiletheothergroupsweretoreadHindi.
• Students workedintheirgroups.Processandproductswerealsodifferentiatedaccordingly.LessproficientinscriptweremainlydoingtheoralworkandsomecopyingwhiletheotherswroteinHindionly.NoonewroteinRoman.
What We Did: Novice Mid Level(3rd grade)Forliteracyanddifferentiationatstations
• Students engagedattheworkstationsinmanyliteracyactivitiesbasedontheirabilities.
• Somelearnedtofigureoutthelettersandtheirsounds,otherswrotelettersandsomereadextraauthenticmaterialontheme.
• Attimesstudentschosewheretogonotbecausethatwouldbeeasybutbecausetheyhadbecomeinvestedintheirownlearningandwantedtoimprove.
• Teacher setup4-5stationsdaily.
• Somematerialstayedsamewhileotherchanged.
What We Did: Novice Mid Level(3rd grade)Fordifferentiation
Worksheetforecosystem:CircleLivingwithredandnonlivingthingswithgreen(didnotknowscript). IdentifyeachpicturebywritingitstitleinHindiandthencirclelivingwithredandnonlivingwithgreen(knewscript)
What We Did: Novice Mid Level(3rd grade)Forliteracyanddifferentiation
StudentsweregiventeachercreatedRebusmaterialforscaffoldedliteracy.
Visuals We Used, what do they say ??
Differentiation Using Visuals Some examples of what we did
The interpretive tasks were differentiated per abilities, the novice described the pictures orally since they knew the topic of the day.
For literacy, some simple titles were given for the novice level initially who read and match the title with the pictures. Those with better literacy skills wrote simple description.
They also listed the reasons responsible for animal endangerment.
Intermediate gave details on each picture and their impact not only on animals but life too since they had already learned about the ecosystem and had better linguistic abilities.
For interpersonal tasks learners discussed each picture to create a story/ skit and drawings, perfect for a kinesthetic learner.
Learners also created an action plan to stop all that is depicted in the pictures to save animals.
LESSONS LEARNED
• Step1: Setupstationsforstudentstoworkinpairsorindividuallyforimprovingtheirliteracyskills
• Step2: Changegroupsfrequentlyaseveryonehassomeskillsotherscanbenefitfrom
• Step3: Givethemareason/motivationtodoacertaintask.
• Step3: Usetechnology,itkeepsstudentsengaged.
POTENTIAL PROBLEMS
• Tip1:Makeexpliciteffortstoteachscript,literacydependsonit
• Tip2: Avoidtransliteration.Keepitinyourtoolboxincaseofemergenciesonly.
• Tip3: Haveanhonestconversationwithstudentstodiscusstheirdiverseabilities.
• Tip4: Changegroupingfrequentlydependingonthetask.• Tip5: Providescaffoldingatalllevels.
CHALLENGES
• Novicelearnersdidnotknowthescript:–WehadtoleanontotransliterationalongwithHindisotheycouldreadandwrite.Thiswasslowlyremoved.
• Feelingboredwiththepaceandcontent:– Theadvancedstudentswereabletofinishtheirrequiredworkquicklysotheyweredirectedtostationsforenrichmentonthetopicwhichalsohelpedthempracticetheirreadingandinterpretiveskills.
CHALLENGES● Feelingoverwhelmedbycontentandthreatenedbyhigherproficiency/abilitiesofotherstudentsintheclass:- Manyimprompturhymes/poemswerecreatedtoengagestudentsandgettingthecontent/messagethrough(oneexamplewillbesharedwithparticipants).
- By stayingsensitivetotheircomprehensionlevelsandabilitiesteachergaveadditionalsupportasneeded.
- Showedthemwhattheirpresentproficiencylevelwasandhowtheywillslowlymoveforward.Lettingthemnoticetheirgrowthtoseehowmuchtheyhavelearnedfromtheirentrypoint.
BENEFITS FOR SESSION PARTICIPANTS Throughourapproachondifferentiationandenrichedclassroomenvironment
Easyaccesstoreferencematerialmadethemaccomplishthetaskswithoutfeelingintimidated
Studentsknewtheirstrengthsandweaknessesandworkedtowardstheirindividualgrowth
Noonefeltbeingpushedorheldbacktobeatthesamelevel
Smallgroups/pairsgavethemsupporttolearnfromeachother
Theyhadasmuchtimeasrequiredtoattainaskill
Learning by doingCreating tasks using visuals for differentiation and literacy
Sessionparticipantsaredividedintofourgroupsforabilitiesandstyleas;Novice,Intermediate,Advanced,Kinestheticlearners.• Theylookatthepictureonscreentocreatetasksfortheirspecificlearnerinallthreemodesofcommunication.
• Incorporatetasksforliteracyintoit.• Decideonthetypeoftechnologytouseinthetasks.• Thinkhowcouldadditionalinputbeprovidedalongsideforeachgroup.
Source:indianexpress.com
Oursuggestionfortasksonthepicture• Doyouthinkthispictureisthebeginning,middleortheendofastory?Whatdoyouthinkcouldhavehappenedbeforeandafter?
• Literacy:basedontheabilities,studentswriteacaptionoranoutlineofthearticle.
• Checkeachothers’caption/theoutlineingroupsanddecidewhichmaybemostaccurateandwhy.
• Studentsread/listentothearticleandcomparethedifferencesintheirgroups.
• Styledifferentiation:studentsrole-playtobeareporterandinterviewing/reportingthisevent.
• Usingtechnology:sharethispicturewithamessagewithyourfriend/momonWhatsApp.
• Afterlisteningtotheexplanationonthepicturestudentsatadvancedlevelwillthinkofacausethattheyfeelstronglyaboutanddesignastrategytoraiseawareness,protestetc.aboutit.
CONCLUSION-takeaways/ key points
• Createavisualenvironmentrichintargetlanguage• Recognizediverselearners• Keeptheirchangingneeds/growthinmindconstantlythroughobservationandformativeassessment
• Createandgivetasksthatenticeandmotivatethem• Slowscaffoldingtomovethemup• Usesometechnologicalstrategiestoengagelearnersandimprovetheirskills
KiranKhaitan:[email protected] SadhnaKumar:[email protected]:[email protected] RenuChadda:[email protected]:[email protected]
QUESTIONS ?
