LANGUAGE LEARNING AND Differentiated Instruction

1. LANGUAGE LEARNINGANDDifferentiated Instruction Dr. Wafa Hassan & Ahmad Elghamrawy

2. Motivation • What is motivation? • Who is responsible for motivating students to learn?

3. DefinitionH. Douglas Brown “Inner drive, impulse, emotion, or desire that moves one to a particular action”

4. Intrinsic Motivation Intrinsically motivated people take part in the activities just for their own sake not for materialistic rewards.

5. Teachers need to know how and when to “push” • Create activities that increase students’ interest • Encourage students to make decision about their own learning • Give positive feedback • Encourage interaction among students • Use a variety of classroom activities • Use learner-centered instructional methods

6. What if this doesn’t work? Tailor your teaching to the needs of the students. Identify Needs: • Physical needs • Psychological needs • Learning styles • Specific learning needs

7. Second Language AcquisitionEssential Questions • Who learns? • How much of what language? • Under what conditions?

8. Who learns second language more easily, quickly, and with better retention? Individual Differences • Aptitude to learning • Attitudes to language • Motives • Personality • Learning styles • Learning strategies

9. How much of what language? What is being taught or learned? • Oral skills • Written skills • Communication • Grammar • Dialect • Culture

10. Under what condition? • Situation and context • Learning environment • Formal classroom • Individual Learning • Teaching strategies • Street and Community

11. Situational Factors Learner Processes Linguistic Input Second Language Output Individual Learning Differences Ellis’ (1985) Framework

12. Differentiated Instruction Is a philosophy of teaching and learning which recognizes that each learner is unique. It Offers: • a variety of ways for students to explore curriculum content (situational/individual factors) • a variety of meaningful activities which allow students to understand information and ideas (input) • a variety of options where students can demonstrate what they have learned (output)

13. Differentiated Curriculum Elements

14. Example of differentiated activity Vocabulary PracticeFamily Unit

15. Language production and the Brain • Multiple levels of Intelligence • Language production/reception processes • Word retention.

16. Group Interaction in the differentiated class • How to Integrate language skills? • What kind of group activities? • How to group students: Heterogeneously based on: Readiness Interest Learning profile

17. Interaction in the Differentiated Instruction classroom • Differentiated instruction is interactive: • Student to student interaction: small group- peer editing- whole class • Teacher student interaction • Interaction between the students and the materials: • Books, videos, computer, etc.

18. Main elements of differentiated instruction • Content: The vocabulary, language structure or language functions introduced to the students • Process: The activities designed for the students to be able to carry out the language functions aimed at in the instructional objectives • Product: End products that show that the students have learned what they were supposed to learn

19. Differentiated Instruction and the Lesson Plan • Differentiation and objectives • Differentiation in activities • Differentiation in assessment