Differentiation in the MFL Classroom - Home - Scoilnet · Differentiated instructions and scaffolding Differentiating tasks MFL Together 29 February 2020 Differentiation in the MFL

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Differentiation in the MFL Classroom

MFL Alive – 29 February 2020

Facilitator: Magali Rougerie

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Venngage.com

Which teacher are you?

Nobody likes to be labelled.No two teachers are alike – No two students are alikeMFL Together 29 February 2020


Introduction

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Context

Each vs. All

Tip of the Iceberg

Empathy

Tomlinson

Environment

Content

Process

Product

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Differentiating

Instructions


Differentiating

Outcomes

Independent

learning outside of

the classroom

Everyday

Differentiation

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Everyday differentiation


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No passengers policy


Seating plan

▪ Flexible/Changes

✔ Gender✔ Ability✔ Personality/Influence✔ Behaviour✔ SEN

Attainment increasefor lower ability

students with mixed ability grouping

Mega Seating Plan

Circulating

Monitor behaviour and student engagement

Provide additional support where needed

Encourage higher ability students to

work at their best level

“Work at your best level”

Class MottoTrisha: Connect 4

token

Snowball effect

Not all students prefer to work in groups.

IndividualPair

GroupClass

Strict timing of each phase

https://www.megaseatingplan.com/home.php

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The importance of a multi-sensory approach


▪ Language learning is essentially a multi-sensory experience

▪ Not one learning style for one student

▪ Same content, different skills and activities, Same information, processed in different ways

▪ Read texts aloud

▪ Particularly relevant for SEN students

https://dera.ioe.ac.uk/13801/1/modernforeignlanguagesmfl.pdf

Read, watch, draw

Graphic organiser

Individual reflection

production

Group work

interaction

Observe, analyse,

deduce, apply

Move, Mime, Build

Listen

Songs

Speak

https://schools.playosmo.com/educators

https://dera.ioe.ac.uk/13801/1/modernforeignlanguagesmfl.pdf

https://schools.playosmo.com/educators

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Differentiated questioning : Reading and listening

How difficult?

Hierarchy:Free

reading/listeningYes/No

True FalseAssociateOrganiseIdentify

Open-ended Opinion Questions


In what language?

Lev 1: CognatesKey words in TL

Lev 2: Key words/info in

English

Lev 3: Key words/info in TL

and English

Lev 4: Additional detail in TL and

English

How many?

Lev 1: Odd numbers

Lev 2 : Even numbersLev 3 : All

Or give them a choice of at leastfour questions.

Delayed questioning

Let gifted and talented students

read or listen, they have to

summarise before they get the questions.

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Differentiating Content and Process:

What they learn and how they learn it

MFL Together 29 February 2020Differentiation in the MFL Classroom


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Differentiated instructions and scaffoldingDifferentiating tasks

Climb the wall

C&S BTSB p.77

Level 1:

Translate at least 5 words they know (open book opt.)

Level 2:

Teacher reads out or they test each other in pairs

Level 3:

They test each other and have to get the correct

spelling too

Level 4:

They give definitions in TL

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Differentiated instructions and scaffolding

Differentiating tasks


Jigsaw sentencesLev 1: highlight and translate key words

Lev 2 : Translate 3 sentences, using clues

Lev 3: All, with clues

Lev 4: All, without clues

Pyramid translationC&S BTSB p.181

Lev 1: Highlight and translate elementary key words / Referee

Lev 2 : Translate orally as far down as possible

Lev 3: Write translation as far down as possible

Lev 4: Translate orally, for every mistake, start

from the top again.Junior Level Senior Level

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Differentiated instructions and scaffolding

Parsing grid - Sentence frames

Sentence builder

C&S BTSB p.108,115

Differentiating tasks

Time Subj Verb Prep. Place Prep transport

Steve Smith 21/02 Blog entry : https://frenchteachernet.blogspot.com/using-sentence-

builder-frames-for-gcse.html?m=1

https://frenchteachernet.blogspot.com/using-sentence-builder-frames-for-gcse.html?m=1

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➔ Repeat with teacher➔ Underline or write

down sentence read by teacher

➔ One student starts a sentence and the other finishes

➔ FITB PPT activity➔ Word order➔ Give them questions

prompts, they use the grid to answer.

Miss Meyrick Blog entryTwitter

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Challenging higher ability studentsDifferentiating tasks

Early finishers▪ Extension tasks: include an

“Even better” clause in the activity

▪ Ice cream sticks▪ Extra teacher▪ Challenge grid at the back

of copy, not learning-unit specific

Hot SeatingFive seats at the top of

the class. Class ask questions, if “Experts”

cannot answer, they swap seats. Lower-ability

students are the referees, with their books open

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Differentiating Product:

How they demonstrate their learning

and how we assess them


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Give students a choice of outcomes

Differentiating outcomes and assessment

Point scoring grids for written production

Categorise unit content by points

J’adore = 1pt

J’ai horreur de = 2 pts

Accurate Passé composé = 3 pts etc.

Homework MenusTic Tac Toe boards

At the end of learning unit - Must choose 3 in a row / Tasks or Translation

1. Draw a family tree in French

about the Monaco Royal family

2. Make an audio/video

recording to describe who is in

your family.

3. Write at least three

sentences about family

members’ ages and birthdays.


recording to describe a

member of your family in detail

5. Make a list of what you have

found challenging and what

has helped you learn.

6. Design a graphic organiser

with at least 8 key facts in

French about Monaco

7. Design a graphic organiser

to explain how adjectives work

in French and how they differ

from English.

8. Research famous French-

speaking families and make a

PPT presentation in French


recording to say who is in your

family & describe at least three

family members in detail

S. McEvoy

How many lives?They write 1 to 5 hearts at top of homework, every time they check

their copies, they cross out a heart.

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Bloom’s Taxonomy WheelsDifferentiating outcomes and assessment

Andrew Hill (tes.co.uk)

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Using rubrics for differentiated assessment


S. McEvoy

I can communicate

the answers to the

questions clearly

Difficult to

understand

Clear enough to

be understoodClear Very clear

I can use a range of

vocabulary

Incorrect

vocabulary

used, limited

to words, lack

of fluency

Limited to basic

sentences

Good range of

vocabulary

Very good range of

vocabulary

I can use capital

letters for all

nouns.

Nouns not

capitalised.

Capital letters

used for hobbies.

Verbs not

capitalised

Capital letters used for

hobbies, people,

instruments. Verbs and

pronouns not

capitalised

Capital letters used for

hobbies, days, people,

instruments, genres.

Verbs, pronouns and

adjectives not capitalised

I can use suitable

references to time

(days of the week,

how often)

No reference

to time

One day of the

week mentioned

and spelled

correctly

At least one day of the

week and at least one

indicator of frequency

is placed in the correct

position and spelled

correctly

Both days of the week

and indicators of

frequency are placed in

the correct position, and

are spelled correctly

I can conjugate

regular verbs

accurately

Incorrect

verb

Correct stem or

ending, and

appropriate verb

Correct ending, stem,

and appropriate verb

Correct ending, position,

stem and appropriate

verb

First Year Task: Greeting someone and introducing yourself. First Year Task: Write a blog entry about your hobbies. (German version)


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Using rubrics to explicit success criteria from marking scheme



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Differentiated feedback and remediation


Comment codes

▪ ART▪ ADJ▪ ORD▪ VOC▪ VB

▪ TEN▪ LIT

▪ UNC▪ REP

etc.

Whole-class feedbackdifferentiated

▪ What went well (initials)

▪ Accuracy mistakes (no initials)

▪ Target for improvement

(initials)

Blank testTick or Write names of students who get the

question wrong

Colour Coding

Identify targets for improvement and

remediation activity with colour coding.

https://www.flaticon.com/authors/freepik

https://www.flaticon.com/authors/freepik

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Independent learning and differentiation

Supporting students’ autonomy outside the classroom

https://www.flaticon.com/authors/becris


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Using Quizlet as a differentiation tool

Differentiation

And Motivation

Student engagement

Embedded in routine, a little and often

Can replace homework for

disengaged students


Extra support:

Flipped Classroom

Put up a set before you have taught it

Key words

Language point

Give JCSP students a head start

Check for spelling mistakes from notes

in copies

Choice of difficulty and learning style

All skills and learning styles

Easier activities « match »

More challenging

(Spell, test etc.)

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Independent learning: Link to TL Community + IT Tools

Penpals

Letters

Emails

Short-term

Exchanges

School tours

Erasmus +

Long-term exchanges

Erasmus +

Individual exchanges during TYs

Independent

Reading

1 jour 1 actu

Twitter and Instagram accounts

Linguascope

Independent listening

YouTube

Netflix

Spotify

Linguascope

Independent

Writing

Wakelet

Microsoft Teams

Independent

Speaking

Adobe Spark

Flipgrid

YouTube

Tellegami

Duolingo

Natural Readers


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⮚ What am I already doing that works for me ? For my students?

⮚ Do my students have a voice when it comes to differentiation?

⮚ What do I want to change?

⮚ What are my concerns?

⮚ What is the biggest challenge I am facing in this particular area?

⮚ What could I do overcome this challenge?

⮚ Where would/could I start?

⮚ Who could I collaborate with?

Differentiation in the MFL ClassroomReflection

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“If a man does not keep pace with his companions,

perhaps it is because he hears a different drummer.

Let him step to the music which he hears, however

measured or far away.”

Henry David Thoreau


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Documents

Differentiation in the MFL Classroom - Home - Scoilnet · Differentiated instructions and scaffolding Differentiating tasks MFL Together 29 February 2020 Differentiation in the MFL