Preparing our Students Early –Catering for Learner Diversity at Junior Secondary Level through Differentiated InstructionBy T.W.G.Hs. Yow Kam Yuen College

17 September 2010English Language Education Section

Curriculum Development InstituteEducation Bureau

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T.W.G.Hs. Yow Kam Yuen College

Case Studies in Differentiated Instruction in Specific Areas at Junior Secondary Level:

Catering for Learner Diversity in English Language Learning

Experience Sharing on the 2009/10 “Seed” Project

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Points to Discuss• What is the most important

objective in catering for learner diversity in T.W.G.Hs. Yow Kam Yuen College?

• How can differentiated instruction (DI) cater for learner diversity in T.W.G.Hs. Yow Kam Yuen College?

What is Differentiated Instruction?

‘Differentiated Instruction is an approach that assumes there is a diversity of learners in every classroom and that all of those learners can be reached if a variety of methods and activities are used.’(Carol Tomlinson, 2000)

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Differentiated Instruction

Learning EnvironmentLearning Environment

ContentContent ProcessProcess ProductProduct

How?

In response to students’ needs, abilities and interests5

Student Interests

Ss’ PreferredWays of Learning

Ss’ Current Level of Knowledge & Skillse.g. They like books

with lots of illustrations. e.g. They can locate specific information from texts.

e.g. Most Ss are visual (& tactile) learners and they like working with peers.

Discovering Our Students

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Most Ss are weak in English and some are quite motivated.

Ss’ English Ability

Discovering Our Teachers- Teaching was rather teacher-centred.- Class activities were limited to whole-class

instruction. - Teachers would teach to the middle.- PPT slides were used for explanation.- Summative assessments were used to check

students’ progress.- Streaming and small-class teaching are effective

measures to deal with learner diversity.

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Two Phases of Tryouts in S3

Phase IILearning Grammar in Context

& Consolidation of Reading Skills

Tryout 1: 1/3/10 – 5/3/10

Tryout 2:3/5/10 – 7/5/10

Phase IReading Skills

Tryout 1: 2/11/09 – 6/11/09

Tryout 2:3/12/09 – 9/12/09

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Phase I Tryouts -The Development and Consolidation

of Reading Skills

Whose Idea Was It, Anyway?

Thomson Nelson

978-0-17-011698-5

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Phase II Tryouts -Learning Grammar in Context & Consolidation of Reading Skills

Tryout 1 – Let’s Fight Crime in Shatin! Tryout 2 – Travelling with Luck

Grammar Focus:e.g. Using connectives/modals/

imperatives to present purposes/reasons & give advice

Grammar Focus:e.g. Using passive constructions to talk about what happened in a

school burglary10

Phase I TryoutsPhase I Tryouts

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The Development and Consolidation of Reading Skills

Tryout 2 –Games & Zany Inventions

Whose Idea Was It, Anyway?

pp. 27 - 29

Tryout 1 –Household Inventions

Whose Idea Was It, Anyway?

pp. 2,3,5

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Developing and Consolidating Students’ Reading Skills

Students are expected to develop and consolidate more advanced reading skills. For example, it is hoped that students can:• work out the meaning of words, phrases and some idiomatic expressions by using semantic and syntactic clues

• follow ideas by recognisingsimple text structures and understanding the use of cohesive devices

• organise information and ideas in texts by using knowledge of text structures and some graphic forms

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Most students have acquired some basic reading skills. They can:

• find out the meaning of words and phrases by using the dictionary

• locate specific information by identifying key words

• make predictions about the content from the titles, illustrations or contents page

e.g.

Using DI to Help Students Learn Better

Using DI to Help Students Learn Better

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Tryout 1Tryout 1

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Learning and Teaching ObjectivesTryout 1

• Working out the meaning of words and phrases by using semantic and syntactic clues

• Locating details about the history of different inventions to support the main ideas of the book – Inventions definitely make our lives easier

• Organising and presenting the sequence of events about the history of household inventions

e.g.

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Using graphic organisers to present information

Recognising & forming compound words

Product

Identifying the form and function of the passive voice

Group discussion

Jigsaw reading / Graphic organisers

Proc

ess

Tryout 1Content

Presenting the history of household inventions 17

Tryout 2Tryout 2

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Learning and Teaching ObjectivesTryout 2

• Understanding the use of compound adjectives to describe the features of inventions

• Discussing the need for new inventions to solve problems and/or make lives easier

• Creating and presenting a zany invention

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Tryout 2Content

Labelling pictures

Mimicking

Using graphic organisers to present information

Describing different bicycles

Watching a video clip

Proc

ess

Different modes of input

Describing zany inventions

Product Creating & presenting zany inventions20

Using DI to Help Students Learn BetterDifferentiated Instruction

Learning EnvironmentLearning Environment

ContentContent ProcessProcess ProductProduct

How?

In response to students’ needs, abilities and interests21

Tryout 2Differentiating the Content

Zany Inventions

Whose Idea Was It, Anyway?

pp. 28 - 29

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Tryout 2Differentiating the Content

Presenting the Story in Different Modes –Visual & Auditory

Some inventors come up with crazy ideas that never catch on.

When motorcars were first used on the road, they frightened

horses. One inventor came up with a wacky idea. He designed a

life-sized wooden horse to attach to the front of a car. It

would be used to disguise the car as a horse. The idea never

took off!

Visual input

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A simplified version of the story about motorcars

(with shorter sentences & audio & visual effects)

Visual + Audio input

Differentiating the Process Tryout

1Tryout

2

labelling pictures

1. Increasing the variety in learning, teaching and assessment activities to reach out to more studentsusing visualisation techniques

watching video clips

using / drawing pictures

mimicking

group discussions

2. Varying teacher support

3. Giving timely feedback24

Differentiating the Process Tryout

1Tryout

2

labelling pictures

1. Increasing the variety in learning, teaching and assessment activities to reach out to more studentsusing visualisation techniques

watching video clips

using/drawing pictures

mimicking

group discussions

2. Varying teacher support

3. Giving timely feedback25

Varying Teacher Support & Giving Timely Feedback

Tryout 2

Follow-up task:To enter the competition “What’s the next great invention?”, you draw a sketch for the zany invention and write a short description about its appearance and functions.

Follow-up task:To enter the competition “What’s the next great invention?”, you draw a sketch for the zany invention and write a short description about its appearance and functions.

Ss’ products

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Tryout 1

Differentiating the Product –Providing Choices in Demonstrating Learning

• researching and presenting different household inventions

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Difficulties Encountered & Insights Gained

Difficulties Encountered & Insights Gained

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Difficulties Encountered

Difficulties Encountered

Planning • Project Teachers initially had very limited ideas about using DI in teaching reading.

Implementation • Students were used to expecting direct answers from teachers. They responded passively in activities like mimicking and voicing their personal opinions.

• Students did not have the language to express themselves.

• Time constraint

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Insights from Phase I TryoutsStudents

• Some students felt that they learnt better because their needs were addressed.

• It was effective to learn through mimicking, e.g. demonstrating how the pedals go back and forth.

• Most students loved to work with peers.

• Students learnt how to organiseand present ideas by using graphic forms, e.g. sequencing and presenting events with a timeline.

• Assignments matched their learning preferences.

• Students liked to be “challenged”.

Teachers• Project Teachers could explore

different approaches to respond to the challenge of student diversity.

• Teachers should ‘teach rich’ so that students can ‘learn deep’.

• Teachers need to have a higher expectation of their students.

• The project promoted a collaborative culture among Project Teachers.

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Points to Discuss• What is the most important

objective in catering for learner diversity in T.W.G.Hs. Yow Kam Yuen College?

• How can DI cater for learner diversity in T.W.G.Hs. Yow Kam Yuen College?

Differentiated Instruction

Learning EnvironmentLearning Environment

ContentContent ProcessProcess ProductProduct

How?

In response to students’ needs, abilities and interests32

Objectives of Catering for Learner Diversity

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BUT TO:embrace diversity ⎯ something for everyonemaximise student engagement in learning

turn all students into ‘five-star’learners

NOT TO:eliminate diversity

Strategies for Catering for

Learner Diversity

Increa

sing v

ariety

in

activi

ty

Teaching rich for

learning deep

Vary

ing

teac

her s

uppo

rt Providing timely feedback

LinksLinksLinks

ToothbrushThe Chinese invented toothbrushes in the late 1400s. They were made out of animal hair, such as pig bristles.

Toothpaste has been around since 1660. Washington Sheffield, an American dentist, invented a metal tube in 1862 that could be squashed by hand to dispense toothpaste. Plastic toothbrushes with nylon bristles were invented in 1938. Electric toothbrushes were first made in 1961.

Reading PassagesCompound word

Passive construction

Presenting information using a timeline

Tryout 1

Working out the meaning of ‘bristles’ by using semantic and syntactic clues

Whose Idea Was It, Anyway?

p. 3 36

Tryout 1

To join the competition “Whose idea was it, anyway?”, you and your classmates will work in groups of four and select one or two household item(s) for presentation in the museum.

You should read the book “Whose idea was it, anyway?” or surf the Internet to collect information about the history of household items. Then try to decide how the presentation should be conducted to help the audience understand the history more easily.

To join the competition “Whose idea was it, anyway?”, you and your classmates will work in groups of four and select one or two household item(s) for presentation in the museum.

You should read the book “Whose idea was it, anyway?” or surf the Internet to collect information about the history of household items. Then try to decide how the presentation should be conducted to help the audience understand the history more easily.

Follow-up Task

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Tryout 2Reading Passages

Whose Idea Was It, Anyway?

pp. 27 - 29

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Tryout 2

To enter the competition “What’s the next great invention?”, you draw a sketch for the zany invention and write a short description about its appearance and functions.

To enter the competition “What’s the next great invention?”, you draw a sketch for the zany invention and write a short description about its appearance and functions.

Follow-up Task

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Tryout 1Visualisation Techniques

1.Using Graphic Organisers to Organise and Present Information

Example One

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ToiletRuins of toilets have been found in ancient cities. These toilets had stone seats, not plastic ones! The waste dropped into a pit below. When the pit filled up, it was probably one unlucky person’s job to empty it. The first flush toilet was not invented until 1956. Before then, most people used chamber pots and dumped the contents out the window!

Example Two

1.Using Graphic Organisers to Organise and Present Information

Visualisation TechniquesTryout 1

Revisiting the use of timelines to present information

Whose Idea Was It, Anyway?

p. 541

Visualisation Techniques2. Recognising & Forming Compound Words

Tryout 1

Find the household items and put them back in the correct places.

cup ● ● chair

hair ● ● board

arm ● ● brush

over ● ● coat

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Visualisation Techniques2. Recognising & Forming Compound Words

Tryout 1

Find the household items and put them back in the correct places.

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Visualisation TechniquesTryout 1

3. Identifying the Form of the Passive Voice with the Help of a Table

Plastic toothbrushes with nylon bristles

were invented in 1938.

Electric toothbrushes

were first made in 1961.

Who invented plastic toothbrushes with nylon bristles?Who first made electric toothbrushes in 1961?

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The answers are not mentioned. Why?

Tryout 1

Generating Ideas through Discussions

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Generating Ideas through Discussions

The toilet should have an auto tissue machine so that we can clean ourselves easily.

Tryout 1

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Tryout 2

1.Using Graphic Organisers to Organise and Present Information

Visualisation Techniques

3,000 years before 1817 Egyptian

A Germana two-wheeled bicycle with no pedals --- hobbyhorse

a two-wheeled vehicle

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Watching a Video Clip to Give Students More Ideas about Crazy Inventions

Tryout 2

10 Crazy Japanese Inventions

http://www.youtube.com/watch?v=zb-gmJVW5lw 48

http://www.youtube.com/watch?v=zb-gmJVW5lw

Tryout 2

Labelling Pictures

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Tryout 2 Pictures and Teacher GuidanceTo Assist in the Formation of IdeasExample One

Describing the Features of Different Bicycles

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Pictures and Teacher GuidanceTo Assist in the Formation of Ideas

Tryout 2

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Tryout 2

Pictures and Teacher GuidanceTo Assist in the Formation of IdeasCreating your Future Bicycle for 2046

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This is my future bicycle for 2046. It is called “I can fly”. It is a four-wheeled vehicle with air-filled tyres and a comfortable leather seat. It can fly in the sky. It is good to ride with your friends.

This is my future bicycle for 2046. It is called “I can fly”. It is a four-wheeled vehicle with air-filled tyres and a comfortable leather seat. It can fly in the sky. It is good to ride with your friends.

Drawing Pictures to Guide the Formation of Ideas

Tryout 2

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Drawing Pictures to Guide the Formation of Ideas

Tryout 2

This is my future bicycle for 2046. It is called modern Banana Bike. It is a three-wheeled vehicle with air-filled tyres. It can go everywhere. It has a television. It is very beautiful and fashionable.

This is my future bicycle for 2046. It is called modern Banana Bike. It is a three-wheeled vehicle with air-filled tyres. It can go everywhere. It has a television. It is very beautiful and fashionable. 54

Describing Zany Inventions

Tryout 2 Pictures and Teacher Guidance to Assist in the Formation of Ideas

Example Two

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Pictures and Teacher Guidance to Assist in the Formation of Ideas

Tryout 2

Describing Zany Inventions

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Drawing Pictures to Guide the Formation of Ideas

Tryout 2

Describing Zany Inventions

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Tryout 2

Mimicking

Whose Idea Was It, Anyway?p. 27

So how do the pedals go back and forth?

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Ss’ Zany Inventions

This invention is called flying bag. It is big. It can fly everywhere. You can take snacks from the bag. It is funny.

This invention is called flying bag. It is big. It can fly everywhere. You can take snacks from the bag. It is funny.

Follow-up task:To enter the competition “What’s the next great invention?”, you draw a sketch for the zany invention and write a short description about its appearance and functions.

Follow-up task:To enter the competition “What’s the next great invention?”, you draw a sketch for the zany invention and write a short description about its appearance and functions.

Tryout 2

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Tryout 1

To join the competition “Whose idea was it, anyway?”, you and your classmates will work in groups of four and select one or two household item(s) for presentation in the museum.

You should read the book “Whose idea was it, anyway?” or surf the Internet to collect information about the history of household items. Then try to decide how the presentation should be conducted to help the audience understand the history more easily.

To join the competition “Whose idea was it, anyway?”, you and your classmates will work in groups of four and select one or two household item(s) for presentation in the museum.

You should read the book “Whose idea was it, anyway?” or surf the Internet to collect information about the history of household items. Then try to decide how the presentation should be conducted to help the audience understand the history more easily.

Follow-up Task

Differentiating the Product

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Differentiating the ProductTryout 1

Suggested Reference SourcesFrom the book:• soap• plates• microwave ovens• vacuum cleaners• sewing machines

From the book:• soap• plates• microwave ovens• vacuum cleaners• sewing machines

On the Internet:

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Allowing for In-depth Learning of a Self-selected Topic within the Area of Study

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http://www.ismacs.net/sewing_machine_history.htmlhttp://www.ismacs.net/sewing_machine_history.html

Differentiating the Product –Providing Choices in Demonstrating Learning

Tryout 1

DramaInterviewTimeline

PosterComic Strip

Graphic Form

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Students Creating Products that Match their Learning Styles (I)

Tryout 1

Timelines

Visual & Kinesthetic

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Graphic Forms

Students Creating Products that Match their Learning Styles (II)

Visual & Kinesthetic

Tryout 1

Posters 65

Students Creating Products that Match their Learning Styles (III)

Audio

Tryout 1

Interview 66

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A Story about a Zany InventionA Story about a A Story about a Zany InventionZany Invention

A long time ago, people used carts A long time ago, people used carts for travelling. These carts were for travelling. These carts were

pulled by horses. pulled by horses. 68

One day, the motorcar was invented. 69

Some horses were frightenedby the motorcars.

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In order not to frighten the horses, people used a wooden horse.

Oh, no! Not this type of wooden horse.71

The wooden horse was attached tothe front of a car to disguise the car as a horse.

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Preparing our Students Early – Catering for Learner Diversity at Junior Secondary Level through DifferentiaT.W.G.Hs. Yow Kam Yuen CollegePoints to DiscussWhat is Differentiated Instruction?Discovering Our TeachersTwo Phases of Tryouts in S3Phase I Tryouts -The Development and Consolidation of Reading SkillsPhase II Tryouts -Learning Grammar in Context & Consolidation of Reading SkillsPhase I TryoutsUsing DI to Help Students Learn BetterTryout 1Learning and Teaching ObjectivesTryout 2Learning and Teaching ObjectivesVarying Teacher Support & Giving Timely FeedbackDifferentiating the Product – Providing Choices in Demonstrating LearningDifficulties Encountered & Insights GainedInsights from Phase I TryoutsPoints to DiscussObjectives of Catering for Learner DiversityLinksReading Passages1.Using Graphic Organisers to Organise and Present Information1.Using Graphic Organisers to Organise and Present InformationFind the household items and put them back in the correct places.Find the household items and put them back in the correct places.3. Identifying the Form of the Passive Voice with the Help of a TableGenerating Ideas through DiscussionsDifferentiating the ProductDifferentiating the Product – Providing Choices in Demonstrating LearningStudents Creating Products that Match their Learning Styles (I)A Story about a Zany InventionIn order not to frighten the horses, people used a wooden horse.