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ONE SIZE DOESN’T FIT US ALL

ONE SIZE DOESN’T FIT US ALL. BY : PROF.LUMINITA MOCANU Cerc pedagogic, 2010,Colegiul’N.Balcescu’. AIMS:. To share effective differentiation strategies. Here to stay…. ‘Differentiation in any classroom is good practice and a lack of differentiation is a

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ONE SIZE DOESN’T FIT US ALL

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  1. ONE SIZE DOESN’T FIT US ALL BY : PROF.LUMINITA MOCANU Cerc pedagogic, 2010,Colegiul’N.Balcescu’

  2. AIMS: To share effective differentiation strategies

  3. Here to stay… • ‘Differentiation in any classroom is good • practice and a lack of differentiation is a • factor in many inspection reports on • unsatisfactory provision.’ • Weir (2009: 215)

  4. Factors that diferentiatethe learners from one another • Age • • Gender • •Nationality • • First language • • Other languages they use • • Previous • educational experience • • Level of literacy in first language • • Study skills • •Expectations of the class • • Reasons for coming to EFL classes • •Attendance pattern • •Confidence • • Motivation • •Personality • • Learning style • • Learning difficulties • • Health • • Disabilities • • Contact with English outside the class • • Spiky profiles • • More temporary factors such as mood or tiredness • Weir (2009: 214)

  5. Defining differentiation • ‘It is not enough to be to be doing very well with most learners and failing a few. As teachers we must reach all of the learners, all of the time.’ ‘Differentiation is an effective way of responding to diverse learning needs, overcoming potential barriers and setting suitable challenges for • all learners, whatever their abilities.’ • Perry (2003: 22—3)

  6. Differentiation strategy • Grading tasks • (receptive skills) • LISTENING: 1. COMPLETE THE GAPS • 2.UNDERLINE THE CORRECT WORD

  7. Little love Come on ……………………………. shine upon the ground ………………………… don't you know ……………………… I could win the …………… for you for you don't you ever cry …………………………………… for you for you don't worry life is easy ……………………………….. did you ever …………. let me teach you how I'll do I'll do drive upon ……………………. dive into ………………… …………………………. don't worry life is easy ……………………………. be my unicorn I'll chase all ………………… for you for you I'll build you a castle ………………… …………………………….. I have been told …………………………………….. don't worry life is easy 1.Listening

  8. Little love Come on dance uncrowned/rock-bound/around/sound shine upon the ground/greyhound/pound from me to you don't you know I'm strong I could win the world/lottery/by a nose for you for you don't you ever cry/smile/sigh I would stop breathing/sneezing/coughing for you for you don't worry life is easy/fizzy/cheesy don't worry life is easy/fizzy/cheesy did you ever fly/drive let me teach you how I'll do I'll do drive upon the mountains dive into the moon I'll do I’ll do don't worry life is easy/fizzy/cheesy don't worry life is easy/fizzy/cheesy be my unicorn/phoenix/centaur I'll chase all the dragons for you for you I'll build you a castle silver gold it's your favorite colour/home I have been told don't worry life is easy/fizzy/cheesy don't worry life is easy/fizzy/cheesy LISTENING2:

  9. DISCUSS: • Which task was easier? • Why? • During the checking stage, who was in • a more powerful position? Why?

  10. Graded tasks: disadvantages • More preparation for the teacher • •Learners may be labelled as weak or strong • The weaker learners may feel demotivated • Stronger students may resent to work’harder’

  11. Graded tasks:advantages • All learners are challenged at an appropriate • level of difficulty, and can succeed in completing • the task No one is left behind or has nothing to do • The checking stage • – encourages collaboration • – empowers the weaker learners

  12. Graded tasks:solutions • • The tasks can be used again with other • classes and by other teachers • • Let the learners choose what task they want from time to time

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