CHILDREN LEARNING

ENGLISHJamye Moon

ACOSTA, CarolinaWEIGUM, Carolina

CHAPTER 3:

ARE THEY THE SAME?

“Mario can’t sit still or concentrate. He enjoys action games.”

“Lucia is very quiet – does not say much. She listens carefully. Her written work is very good.”

“Emanuela has moods.”

“Carlo is very quick to answer and to finish his work.”

TEACHER’S EXPERIENCE OF DIFFERENCES

Attitude and motivation

Relatiotinship with the teacher

Family background

Interests

Perception of the language

Mixed abilities

How different are children?

Ways of coping with mixed ability teaching

Planning differentiat

ed activities

Giving enough time to

different groupsCattering

for all the different needs

Aiming your

lesson at the right levelCatering

for pupils’ lack of

interest or abilty

Teacher’s expectations of

pupils

Teacher’s expectations of

pupilsHow do our expectations of pupils affect them?

PREJUDICES

SELF-CONCEPT

INDEPENDENT WORK

Children behave as we expect them to

Labelling childrenHigh abilityAverageBelow average

Children vary considerably in their performance in different sort of activities.

Be careful with making judgements!

Strategies for responding to different

needs Differentiating:

Advantages Disavantages

Allows slower children a chance to complete activities which are similar to the rest of the class.

Slower children may not get the chance to tackle more difficult activities and produce on their own.

Peer tutoring: buddies

Group teaching