October 14, 2016

Presenter: Peggy Boyles

Email: boylespeggy@yahoo.com

One Size Does Not Fit All:

Designing and Differentiating Instruction for

Developmental Age

CHOOSING A THEME

• What factors should be considered?

– the interests of the learners and the teacher

– relationship of the goals of the curriculum for the grade level

– potential for integration with the culture of the language being taught

– a meaningful response to the question: “Why should it matter to our students?”

– Potential for a meaningful culminating performance assessment with links to real-world language use.

TOPIC: HOUSE

ENCHANTED

CASTLE

HOUSE

OF THE

FUTURE

EXTREME

MAKEOVER

HOUSE

HUNTING HAUNTED HOUSE

Giving the topic a personality!

Elementary Middle School High School

COMMON TOPICS FROM AN ARTICULATED CURRICULUM

� Family and Friends

� Self

� Food/Restaurants

� School

� Taking a Trip

1. IDENTIFY DESIRED RESULTS

Should NOT be differentiated

2. DETERMINE ACCEPTABLE

EVIDENCEMay Be Differentiated

3. PLAN LESSONS &

ACTIVITIESShould Be Differentiated

Backward Design

Knowledge & Skills

May Be Differentiated

CONTENT

(What knowledge, understanding, and skills do we want

students to learn?)

PROCESS

(How will learners make sense of the

content?)

PRODUCT

(How will students demonstrate what they have come to know, understand, and are able to do?)

AFFECT

(How could students’ emotions and

feelings impact their learning? READINESS

(Readiness is not the same as ability. To grow,

students must work with focused tasks that are a bit too difficult for the current

level of readiness.”

INTEREST

(What will engage the attention, curiosity, and involvement of

the learner? - Resource: Carol Ann Tomlinson

Early Elementary Learners

– Layers of Educational Development

Emotions have

primary importance

Drawn to ideas through

simple polar opposites

Ideal use of a story form

approach, like a fairy tale.

The world of imagination is vivid

and real to these learners

Upper Elementary & Middle

School Learners

Developing a sense of

identity within a wider world

Drawn to extremes and to

experiences different than

their own.

Attracted to stories of real-life

heroes and heroines

High School Learners

I’m not over-

confident. I just know I’m right!

They understand the world to be a unit, of

which they are a part

CURRICULUM WITH CLEAR

PROGRAM CAN-DO STATEMENTS

Interpretive

• Tiered by Resources

– Materials chosen at various

levels and complexity of content

• Tiered by Outcome

– Each student uses same materials, but as a

path to a different end result

• Tiered by Process

– Students get similar results in different ways

� Students are active

agents of their own

learning and have their

own goals for learning

� Learning is enhanced

in positive social

interactions

� Information is best

learned and

remembered if it is

made meaningful,

purposeful and

cognitively engaging.

Yinghua Academy

Loyola Marymount

HILMAR, CALIFORNIA

Day 4 Skype

- Greet and introduce each other

- Ask what school your friend attends and what grade

he/she is in.

- Mention one thing you like about STARTALK so far

- Ask if your friend has ever visited a college campus. If

so, which one(s)?

- Talk about what you think you might see and

do there.

- Close the conversation respectively

HILMAR, CALIFORNIA

� Students are active

agents of their own

learning and have their

own goals for learning

� Learning is enhanced in

positive social

interactions

� Information is best

learned and remembered

if it is made meaningful,

purposeful and cognitively

engaging.

“The importance of a written plan cannot be overemphasized. There is a remarkable correlation between the presence of a detailed written plan and the ability of a teacher to be creative and flexible in the actual class setting. Only careful planning can prevent the loss and misuse of time, which is already in very short supply.

Source: Curtain and Dahlberg, “Languages and Children: Making the

Match”, 20016 edition