Supporting and Challenging English Language Learners in the Classroom

. Supporting and Challenging English Language Learners November 4, 2004 Developed and Presented by Karen Demilliano, Kerri McLaughlin-Phillips Making Differentiated Instruction Doable

What We Already Know about Teaching and Learning • Classrooms contain increasingly diverse populations. • No two students are alike. • No two teachers are alike. • Students learn in a variety of ways and have different interests. • Teachers teach in a variety of ways and respond to students’ needs.

What does your classroom look like?

Do you believe that all students in your classroom will experience success? How will you support and challenge all your students in manageable ways?

Collect and use a variety of instructional tools and strategies to set your students up for success. “If you were to fold your hands together naturally, you would have a comfortable, close fit. The goals of curriculum differentiation are to find the closest, most comfortable fit between the learner and the curriculum...varying the process or content or product to match the needs of the learner can help us reach that close fit." (Curry, January '99) Differentiating Instruction Teacher Toolbox

BEFORE Why might learning about differentiated instruction be worth your time? Ask yourself “What’s in it for me? Record your personal WIIFM. ________________________________________________________ WHOLE GROUP What questions do you want answered through today’s workshop? *********************************************************************************** AFTER Consider what you have learned today about differentiating instruction. How will you connect this information with improving student learning and instruction in your classroom? What are you ready to take with you into your classroom?

Supporting Students with Special Needs/Learning Differences Differentiating, Adapting, Modifying: A Clarification of Terms INCLUSION “As a faith community, Edmonton Catholic Schools welcomes all students. Through inclusive practices inspired by the Gospel, the District seeks to meet students' needs in the regular classroom settings within the neighbourhood school community, where a variety of services and supports are available.” Edmonton Catholic Schools Administrative Policy 305 An inclusive environment sets the stage for differentiating instruction. DIFFERENTIATING INSTRUCTION is the application of inclusivity through good teaching practices. It is a teacher’s response to learners’ needs guided by principles such as respectful tasks, flexible grouping and ongoing assessment and adjustments. ADAPTED PROGRAM An adapted program retains the learning outcomes of the prescribed curriculum and adjustments to the instructional process are provided to address the special needs of the student. MODIFIED PROGRAM A modified program has learning outcomes which are significantly different from the provincial curriculum and are specifically selected to meet the student’s special needs. When needed when needed Teachers can differentiate one or more curricular elements through content, process or product/performance… Students are assessed in reference to the prescribed learning outcomes at their grade level. Students may have IPPs. Students are assessed in reference to goals and objectives in their IPP’s. Assessments determine what the IPP goals are. …according to students’ readiness, interests, and learning profile through a range of instructional and management strategies. Instructional Practices/Assessment Practices Know your students. Know your program of studies. Identify a variety of instructional activities and strategies. All differentiation of learning begins with student assessment.

What is Differentiated Instruction? • Differentiating instruction means finding manageable ways to meet ALL students’ needs within a safe, open, inclusive environment. • Differentiating instruction involves teachers addressing students’ • Readiness Levels • Interests • Learning Profiles • Affect • Instructional plans that incorporate a range of • content adjustments • learning processes • Products and performances • in response to varying learner needs. • It is not individualized instruction. Differentiating instruction is more than a series of strategies. It is a way of thinking about teaching and learning.

What student traits do teachers address through differentiating instruction? Readiness - Students’ abilities, knowledge, understandings and skills Interests -Those topics or pursuits that evoke curiosity and passion in the learners Learning Profiles -How students learn best (learning styles, intelligence preferences, culture, gender, Ll and L2 literacy levels, and linguistic preferences) Affect -How students feel about themselves, their work, and the classroom as a whole Tomlinson, C. A. Fulfilling the Promise of the Differentiated Classroom, ASCD.

What classroom elements do teachers differentiate?-1 CONTENT is the “what” of teaching. Involves the planning and preparation. • Teaching of knowledge and skills is based on the students’ readiness. • Facts, skills, ideas, concepts, topics, rules, principles; What do the students need to learn? PROCESS is the “how” of teaching. Involves the implementation of instruction • The teaching reflects the learning styles and preferences of the students. • Presentation of content, the ways students will work to learn the content, including the questions asked, the teaching methods and thinking skills used; How do the students make sense of the content?

What classroom elements do teachers differentiate?-2 PRODUCT/PERFORMANCE is the end result of learning. Involves assessing the evidence of learning. • Teachers can provide greater challenge, variety, and choice in how students demonstrate or represent what they’ve learned. • Culminating projects, demonstrations, performances, and other assessments • What do the students do to show the knowledge or skills learned? LEARNING ENVIRONMENT is the operation and tone of the classroom. • Considers what is valued in the place where learning happens. How does the teacher create a learning environment that is student- centred, supportive, flexible, and safe?

The Learning Experience THE LEARNING ENVIRONMENT (physical, psychological) What is valued in the place where learning happens? Process How will we teach it? Content What will we teach? Product/Performance How will we measure progress?

Why should teachers identify students who need to be supported and challenged? • Proper identification of student needs, and background information is important in helping them succeed. • Academic, behavioral, inter/intra personal, literacy, L1 literacy skills, English language proficiency are concerns that may indicate the need for program adaptations or modifications. • Frustration, withdrawal, or “shutting-down” can occur if needs of individuals are not identified and acted upon. Where do you start?

Start in your classroom. • Know your students. • Read student files, ensure that family/educational background information sheets are completed and reviewed. • Recognize knowledge of their own languages and cultures. • Use curriculum based assessments only when a child is fluent. • Be aware of default curriculum: content and structure. • Make reference to English Language Proficiency assessments when you need more information. • Use observation surveys or checklists. • Look for patterns and chunks of abilities, needs and interests. • Watch and listen to your students.

INCLUSION The Inclusive Learning Environment DIFFERENTIATING INSTRUCTION for ESL Students … • Content Process Product/Performance

Creating a Differentiating Learning Environment • Consider what is valued in the place where learning happens. • Create a respectful classroom where students feel safe, secure , supported and valued. • Make sure there are places in the room for students to work quietly and without distraction, as well as places that invite student collaboration. • Provide materials that reflect a variety of cultures and home settings. • Set out clear guidelines for independent work that matches individual results. • Develop routines that allow students to get help when you are busy with other students and cannot help them immediately. • Help students understand that some learners need to move around to learn, while others do better sitting quietly. • Morning routines, dismissal routines, • Smooth transitions • Classroom agenda • Colour-coding student supplies/books

Reading Materials at different levels and interests Organize a classroom environment that provides many opportunities for your students to access books at different levels, of different genres Use your school library to bring in resources, at different reading levels, to support your science and social and math curriculum. Students will explore and create their own extension choices. A reading buddy can help a student deal with the content. Finding a buddy with the same first language is more beneficial for language learner. Taped books Activating Prior Knowledge Use techniques such as KWL, timelines, flow charts. or think/pair/share to activate prior knowledge and experience. When students come from cultures with rules for conduct that don’t match up with western rules for scientific inquiry, they may have to be consciously taught. Possibilities for Differentiating Content-1

Using Websites http://edweb.sdsu.edu/webquest/webquest.htmlweb quest page www.linguistic-funland.com/tesl.html Eg. Exercises/Activities for students www.webct.com/esl ESL Web CT Site http://www.ucalgary.ca/~dkbrown/ teaching ideas, recommended books, etc www.everythingesl.netOn-line book with ideas and tips for lessons, resources and inservices, especially useful for beginning ESL students and for schools which are starting up ESL programs. See ESL in Our Schools: Guidelines for Implementation for other Websites. Implement Curriculum that is Meaningful to the Children Provide comprehensible input when presenting new ideas through the use of visuals, realia, manipulative and other concrete materials. Find ways to involve English language learners and their worlds in the day-to-day life of the classroom. Use issues in the children’s lives as foundation for literacy instruction. Focus on concepts and essential understanding rather than facts. Possibilities for Differentiating Content-2

Create Interest Centres Organize an area of the classroom where children can be actively involved in the learning process. A centre can be a bucket, a bag, a box, a tote, a table, a file drawer, a ledge, hanger pockets, or a bulletin board. Teach, model, set the criteria, have samples on your the centre. Provide Choice and Opportunities Choice is a huge factor in engaging students in the learning process. Students’ strengths and abilities are recognized when they are given opportunities to choose the books they read, the activities they engage in, the research they do All students are taught the same big ideas or key concepts. The degree of complexity is adjusted by the resources students use. Possibilities for Differentiating Content-3

Differentiating Learning Processes-1 Processes are the presentation of content, including the learning activities for students, the questions that are asked, as well as the teaching methods and thinking skills that are used.

Turn-and-Talk Focused, structured conversations Think alone, A/B talk, reporting out Turn to a partner and talk about feelings predictions responses to questions reviewing lesson concepts “Eye-to-eye, knee-to-knee.” Always model ad explain. Quick Cooperative Strategies involves children’s participation in small group learning activities that promote positive interaction promotes academic achievement, is relatively easy to implement, and is not expensive Creates a safer environment where students can take risks and learn from each other. Possibilities for Differentiating Process-1

Venn Diagrams are graphic organizers which invite students to analyze how things are the same and how they are different students use these charts to compare and contrast topics. All students respond at their ability levels. Hoola hoops or tape on the floor work. 4-Squares a simple graphic organizer that can be used to teach basic writing skills that are applicable across grade levels and curriculum areas learning the 4-Squares understanding relationships brainstorming adding details connecting words Students fold a piece of paper into four parts. multi-use and cheap. Possibilities for Differentiating Process-2

Graphic Organizers Provides plenty of concrete and visual support for concept learning with ESL students Are useful thinking tools to organize information let students see their thinking Thinking Tools for Kids: Practical Organizer – A GT/E resource in every school Comprehensible Input simplify vocabulary pre-teach vocabulary repeat and rehearse new words print rather than write simply sentence structure emphasize key ideas and instructions encourage oral rehearsal check often for comprehension speak naturally allow sufficient response time provide bilingual support be aware of figurative language Possibilities for Differentiating Process-3

Differentiating Products/Performances Evidence of Learning-1 Products and performances are the end result of instruction; those things that consolidate the learning and communicate ideas. They are the evidence of the students’ learning. Examples of differentiating products and performances for English language learners: • give students options of how to express required learning in their preferred learning style (e.g. create a puppet show, write a letter, develop a mural with labels, etc.) • use rubrics that match and extend students' varied skills levels; • allow students to take tests orally (an accommodation) • allow beginner ESL students to use texts, notes, dictionaries and other aids during tests so that the tests become learning opportunities. • allow extra time (accommodation)

allow students to work alone or in small groups on their products provide students with readers and scribes simplify language in test questions encourage students to create their own product assignments as long as the assignments contain required elements use a wide range of assessment options lighten the linguistic load by simplifying grammatical structures and paraphrasing. Differentiating Products/Performances Evidence of Learning-2

Story Maps students create a map that illustrates the story setting, characters and sequence an open-ended student response to literature the student responds at his/her level of ability and understanding students use pictures, symbols, words and/or phrases put on Strategy Wall Story Boards students illustrate the story, setting, and sequence a student can add text, responding at his/her level of ability and understanding student retells story to a partner Support- 4 sections Challenge- 6 sections Possibilities for Differentiating Products-1

Diorama/Triorama/Quadraramas can be used in all subject areas, and can be used at various levels of complexity students illustrate the story setting and sequence students can add text, responding at their levels of ability and understanding Support- 3 sections BME Challenge-4 sections BMME or BME Prediction Learning Logs/Journals notebooks or scribblers students use to record information they are learning, write questions and reflections about their learning students can make charts, diagrams and webs students reflect and think about learning and thinking give the sentence starters or the context Possibilities for Differentiating Products-2

Accordion Books easy-to-make response booklets used for any subject no run-off sheets necessary Fold and Flip Little Books easy-to-make books to record all kinds of information or to respond to literature a favourite to take home model and practice any level of complexity Possibilities for Differentiating Products-3

Trioramas

Storyboards

“Hotdog” Accordian Book

Refer to your BookmarkTips for the Teacher Criteria For Choosing Resources for E.S.L. students & Understanding ESL Learners: Pamphlet 5

Some Important Questions to ask Yourself when Planning. Consider what you have learned today about differentiating instruction. How will you connect this information with improving student learning and instruction in your classroom? What are you ready to take with you into your classroom? (Go back to your AFTER page.) Start one step at a time, one lesson at a time. Plan a basic lesson/unit and then think “support” and “challenge” Let’s take our first steps together.

Supporting and Challenging English Language Learners in the Classroom