Diversity in the second language learning classroom Differentiated learning Student learning centres

Diversity in the second Diversity in the second language learning language learning

classroomclassroom

Differentiated learningDifferentiated learningStudent learning centresStudent learning centres

June 2005June 2005 Jeanne GilbertJeanne Gilbert

Differentiated learning:Differentiated learning:

usually consists of usually consists of three levels of learning three levels of learning

within an activitywithin an activity


Layered Curriculum - Dr. Kathie F. Nunley Layered Curriculum - Dr. Kathie F. Nunley http://www.help4teachers.com/ http://www.help4teachers.com/


What's In a Layer?What's In a Layer?C Layer : :C Layer : :Basic knowledge, understanding. The student Basic knowledge, understanding. The student builds on his/her current level of core builds on his/her current level of core information. information.

B Layer : :B Layer : :Application or manipulation of the information Application or manipulation of the information learned in the C layer. Problem solving or other learned in the C layer. Problem solving or other higher level thinking tasks can be placed here. higher level thinking tasks can be placed here.

A Layer : :A Layer : :Critical Thinking and Analysis. This layer Critical Thinking and Analysis. This layer requires the highest and most complex thought. requires the highest and most complex thought.


ExampleExample

Viewing a video:Viewing a video: with three tasks with three tasks sequentially requiring sequentially requiring a deeper level of language a deeper level of language understanding andunderstanding andinterpretationinterpretation

Diversity in the second Diversity in the second language learning language learning

classroomclassroom

Student Student Centred Centred LearningLearning


What is a Learning Center?What is a Learning Center?

Michael Michael OpitzOpitz: : http://teacher.scholastic.com/professiohttp://teacher.scholastic.com/professional/backtoschool/learning_center.htm)nal/backtoschool/learning_center.htm)


For me, a For me, a learning centerlearning center is a small area is a small area within the classroom where students work within the classroom where students work alone or interact with others, using alone or interact with others, using instructional materials to explore one or instructional materials to explore one or more subject areas. It is a place where a more subject areas. It is a place where a variety of activities introduce, reinforce, variety of activities introduce, reinforce, and/or extend learning, often without the and/or extend learning, often without the assistance of the classroom teacher.assistance of the classroom teacher.


The ProcessThe Process

Aims and Goals Aims and Goals Planning, planning, planningPlanning, planning, planning Management TipsManagement Tips Learning CentresLearning Centres Assessment and EvaluationAssessment and Evaluation


Ongoing evaluation ofOngoing evaluation of Learning Centres Learning Centres

Use feedback and feedforward from staff Use feedback and feedforward from staff AND students ie analyse and evaluate AND students ie analyse and evaluate activities AND learningactivities AND learning

Synthesise and/or create new resourcesSynthesise and/or create new resources


Ideas for Learning CentresIdeas for Learning Centres Reader’s CentreReader’s Centre Vocabulary CentreVocabulary Centre Computer CentreComputer Centre Guided Writing Guided Writing (wtg tasks)(wtg tasks) Creative Art CentreCreative Art Centre (shaping)(shaping)

Guided ReadingGuided Reading Language GameLanguage Game Writing CentreWriting Centre Listening PostListening Post Conversational Conversational

Centre Centre (drama, role play)(drama, role play)


Management TipsManagement Tips

Task management board and / orTask management board and / or Activity logActivity log

For checklist of For checklist of skills and conceptsskills and concepts


Task ManagementTask Management Have whole class together first for instructionsHave whole class together first for instructions Show class Task Management Board or Activity LogShow class Task Management Board or Activity Log Organise groups and duration of time (or not)Organise groups and duration of time (or not) Groups can be social, random or teacher selectedGroups can be social, random or teacher selected Activities could last whole period or part of a periodActivities could last whole period or part of a period Activities can be at different levels of difficultyActivities can be at different levels of difficulty Specific Learning Outcomes for activities must be clear Specific Learning Outcomes for activities must be clear

(and relate to AOs)(and relate to AOs) Reporting back time at end of lesson is REALLY Reporting back time at end of lesson is REALLY

IMPORTANTIMPORTANT


Example of Task Management BoardExample of Task Management BoardReader’s Reader’s CentreCentre

R, W: R, W: Individual Individual work or think, pair, work or think, pair, share tasksshare tasks

Read and add new Read and add new vocab + structures to vocab + structures to reading log - sharereading log - share

Vocabulary Vocabulary CentreCentre

L, S, W:L, S, W:Group work using Group work using vocab cards vocab cards

Activities (cards) to Activities (cards) to practise new vocabpractise new vocab

Computer Computer CentreCentre

R, L - ICTR, L - ICTIndividual or pair Individual or pair workwork

Use software to Use software to practise new vocab + practise new vocab + structuresstructures

Guided Writing Guided Writing L, S, R, W:L, S, R, W:Pair/group workPair/group work

Writing activity task Writing activity task sheets – self markingsheets – self marking


Example of Activity LogExample of Activity LogTopic: introducing yourself and othersTopic: introducing yourself and others

Curriculum links: Curriculum links: 1.4 communicate about personal information such as name, age, nationality and home1.4 communicate about personal information such as name, age, nationality and home

2.5 communicate about physical characteristics, personality and feelings2.5 communicate about physical characteristics, personality and feelings

StationStation Activities – work Activities – work with a partnerwith a partner

AOAO LSRWLSRW Something I Something I learned or was learned or was

reminded ofreminded of

I’ve I’ve checked checked my workmy work

Partner Partner checkcheck

Teacher’s Teacher’s signaturesignature

11 Match the phrases with the Match the phrases with the pictures. Take turns with your pictures. Take turns with your partner to read them aloudpartner to read them aloud

2.52.5 R,SR,S

22 Decide who partner ‘A’ and Decide who partner ‘A’ and who partner ‘B’ is …who partner ‘B’ is … 2.52.5 S,WS,W

33 Guess who? Qui est-ce? Guess who? Qui est-ce? Devine!Devine! 2.52.5 S,RS,R


Example of Activity LogExample of Activity LogTopic: introducing yourself and othersTopic: introducing yourself and others

Curriculum links: Curriculum links: 1.4 communicate about personal information such as name, age, nationality and home1.4 communicate about personal information such as name, age, nationality and home

2.5 communicate about physical characteristics, personality and feelings2.5 communicate about physical characteristics, personality and feelings

StationStation Activities – work Activities – work with a partnerwith a partner

AOAO LSRWLSRW DifficultyDifficulty TimeTime Partner Partner checkcheck

Teacher’s Teacher’s signaturesignature

11 Match the phrases with the Match the phrases with the pictures. Take turns with your pictures. Take turns with your partner to read them aloudpartner to read them aloud

2.52.5 R,SR,S ** 10 10 minsmins

22 Decide who partner ‘A’ and Decide who partner ‘A’ and who partner ‘B’ is …who partner ‘B’ is … 2.52.5 S,WS,W **** 15 15

minsmins

33 Guess who? Qui est-ce? Guess who? Qui est-ce? Devine!Devine! 2.52.5 S,RS,R ****** 15 15

minsmins


Reporting Back:Reporting Back:Possible Teacher Questions Possible Teacher Questions

/ Learning prompts:/ Learning prompts: Explain to the others what your group Explain to the others what your group diddid today. today.

Or:Or: Explain what you Explain what you diddid in the xxx centre in the xxx centre

What did you What did you learnlearn today? today? What will you have to do next to remember / use What will you have to do next to remember / use

this this learning?learning? Do you have any Do you have any adviceadvice for the next group? for the next group?


ReferencesReferences Making Meaningful Links – Kerri Thomas, Audrey Ulrich, AFMLTA Making Meaningful Links – Kerri Thomas, Audrey Ulrich, AFMLTA

Conference 2001Conference 2001 Addressing the Diversity of Learning in a Year 9 Second Language Class – Addressing the Diversity of Learning in a Year 9 Second Language Class –

course notes Noeline Grant 2003course notes Noeline Grant 2003 Catering for Different learning Needs Beltz 1978 – adapted by Ulrike Catering for Different learning Needs Beltz 1978 – adapted by Ulrike

Handke 2001Handke 2001 Multilevel Tabloid Activities – translated and adapted from a presentation at Multilevel Tabloid Activities – translated and adapted from a presentation at

NZALT Conference by Friederike Cichon 1998 – Jeanne Gilbert 2001NZALT Conference by Friederike Cichon 1998 – Jeanne Gilbert 2001 Accelerated Learning in the Classroom – Alistair SmithAccelerated Learning in the Classroom – Alistair Smith Learning to Think. Thinking to Learn – Michael Pohl 2000Learning to Think. Thinking to Learn – Michael Pohl 2000 Inside the Black Box – Black and Williams 1998Inside the Black Box – Black and Williams 1998 Assessment For Learning – some practical strategies – Geoff Moore 2002Assessment For Learning – some practical strategies – Geoff Moore 2002


Documents

Diversity in the second language learning classroom Differentiated learning Student learning centres