Differentiated Instruction

2. Differentiated Instruction English Year 3 The Rotterdam approach… Karin Winkel Ton de Kraay Rotterdam, 00 januari 2007

3. Start • Karin Winkel • k.winkel@hro.nl • http://pabolicious.wordpress.com/

4. Engels in de BB- OK • Attendance • Classroom language! • Do’s and don’ts • Warming up • Week 2 • Language skills: questions? • Coursebook use 2.0 • Preparation week 3 (Scaffolding) • CLIL • Preparation week 3 ( Arts&Crafts lesson)

5. Warming up

6. 1. Questions on studytask 1? • Questions? Have yougotany? • Finished in meeting 4

7. 2. Coursebook use 2.0 1.Priming / introduction • Rubric for best practice* • Activity: pair – share in class

9. Introduction of scaffolding how do you know this is a newspaper article/poem/cooking recipe/love letter/email? use this form to divide the given words in negative, neutral and positive expressions - which words would you use to give your opinion? how can you figure out what the meaning of this word is ? teacher-guidedreporting

10. Read page 32 of the article • …

11. Fishbowl andthink-pair-share

12. 3. PE lesson • CLIL • PE lessonplan • Activity: Fishbowl presentation • Rubricfor best practice

13. Fishbowl Students in the inner circle are the only students allowed to speak. The outer circle are listening (and perhaps writing notes) only.

15. 3. CLIL Kick off: • TULE • Kerndoel 42De leerlingen leren onderzoek doen aan materialen en natuurkundige verschijnselen, zoals licht, geluid, elektriciteit, kracht, magnetisme en temperatuur.

16. National Curriculum Knowledge, skills and understanding /Grouping materials • 1. Pupils should be taught to:a. use their senses to explore and recognise the similarities and differences between materialsb. sort objects into groups on the basis of simple material properties [for example, roughness, hardness, shininess, ability to float, transparency and whether they are magnetic or non-magnetic]c. recognise and name common types of material [for example, metal, plastic, wood, paper, rock] and recognise that some of them are found naturallyd. find out about the uses of a variety of materials [for example, glass, wood, wool] and how these are chosen for specific uses on the basis of their simple properties.

17. Lesson plan • Start with the end in mind (the plan) • What do you want the children to be able to do? In English, this is called the aim of the lesson. It is the main idea that you want to work on. • Ask yourself what it is you want the learners to be able to do at the end of each lesson. • What will you see and hear? The things that the children do will prove to you that you have reached your aim.

18. It’s magnetic It isn’t magnetic It doesn’t stick to the magnet It sticks to the magnet It will stick to the magnet Book, can, coin, fork, metals, etc. Words/phrases

19. Next week: Arts&Crafts • Questions?

20. Resources Blog Blog 2 National Curriculum

21. Topical Topics • Classroom English - Safety First • Competency 3.2.1- • Four phase model theory • Language skills(yours & theirs) • English in primary school (Eibo) • Holland – Europe – The World • Critical Age Period • Differentiate (continued next page)

22. Topical Topics • TPR • CEF • ‘Content and Language Integrated Learning’ (CLIL) • Songs • Games • Chants • Pronunciation(continued next page)

23. Topical Topics • Language functions and notions • Grammar vs idiom • Scaffolding • Recasting • Early English teaching(EarlyBird) or vvto • Open vs Closed • Questions (last 10 minutes) • ……. (enough already)