How to cater for learner diversity in History

classrooms (1): Differentiated instruction (New)

Yan Chai Hospital Wong Wha San Secondary SchoolMiss Wong Fung Ming

Class 2C: Life in the Age of Machines Learning Contract (003)

CDI020131166 28 May 2013

Lesson Overview

Subject: History

Class: 2C

Topic: Life in the Age of Machines

Learning Strategies: The Learning Contract

Essential issues:•What were the major developments in industry, energy, transport, communications?•What were the effects of Industrial Revolution?

Objectives Students will know:

the major developments in industry, energy, transport, communications the effects of Industrial Revolution

Students will understand: Mass production and division of labour led to the rise of the Industrial Revolution British started to use machines to raise production in order to satisfy the needs of growing population and demand for raw materials

Students will be able to: Justify standpoint of different stakeholders in the Industrial Revolution process. Relate Industrial Revolution to changes in economy and society at that time.

Have you encountered the following problems?

1)Students pay attention in lesson, but they cannot answer correctly.

2) Students study hard, but the academic results are not satisfactory.

Direct Instructions: highly teacher-oriented guidance and structure frameworks are provided

Students have no choice in what they will learn.

Have you encountered the following problems?

3) Although specific grouping strategies are used, students are not eager to take part in group activities.

4) At first, students are motivated by the rewarding scheme. Later, they are no longer interested in group activities.

Strategies to cater learner

diversity:

Learning Contract

History Lesson PlanTopic:Life in the Age of Machines –Major developments during Industrial Revolution

Previous Knowledge:Causes of the Industrial RevolutionLevel: S2

No. of Students: 38

Character of the class: Mixed-ability

Lesson Duration: 65 minutes

Time (mins)

Sequence of Key Points or concepts

Activities

5 mins

10 mins

15 mins

20 mins

10 mins

Review: Causes of the Industrial Revolution Introduction of “Learning Contract”

Introduction to the inventions during the Industrial Revolution

Importance of various inventions to our contemporary life Conclusion

Asking questions:Q.1 When did Industrial Revolution take place? Q.2 Where did Industrial Revolution first start?Q.3 What were the main causes of the Industrial Revolution? The “Menu” of Learning Contract is shown to students.Differentiate in process

Playing the song “The Industrial Dream”(http://flocabulary.com/industrial-revolution/) and tell students that the song describes the changes that the Industrial Revolution brought to industrializing nations. When the video is over, ask students to share the inventions that they heard and write them all up on the board. Flexible grouping: group work

Word Train:“Which Industrial Revolution invention changed the world the most?” Ask each group to consider the various effects of each invention, and decide which invention was most influential. Ask them to write down the arguments why the invention they list changed the world most on the debate worksheet.

Review the concepts learnt in the lesson:1)Major developments during the Industrial Revolution;2)How the Industrial Revolution and inventions influence the world and our daily life.

Obstacles to cater for learner diversity in History classes

‘Watering down’ curriculum content may widen the learning gap.

Teachers have great difficulty in handling students with different ability in the class at the same time.

High achievers may find it boring and time wasting to wait when teachers focus on helping the low achievers.

Traditional approach of standardized teaching is not recommended for mixed-ability classes as student differences are masked.

Objectives of Learning Contract

Learning contracts are formal agreements between the students and the teacher relating to what the students are going to learn.

Learning contracts have become popular both as a learning and assessment tool over the years.

It allows for individualized approach to learning activities.

Menu of a ‘Learning Contract’

Sample: Learning Contract – Main Dishes

Sample: Learning Contract –Side Dishes

Sample: Learning Contract – Dessert

Learning Contract – Live SampleWord Train:

Learning Contract – Live SampleWord Train

Objectives:

Students know more about the influences of inventions by making arguments of why the invention they list changed the world most.

Learning Contract – Live SampleWord TrainTasks:

•Students write down arguments why the invention they list changed the world most. (use facts from the song or textbooks to support their views)

•Students write down reasons to show why the invention they list was more influential/important than the other groups.

Results:After the implementation of the

instructional strategies, students’ learning outcome has been greatly improved.

The improvements have been shown in the students’ results of the Second Uniform Test for academic year 2011-12.

A number of high achievers even got full marks and no one of Class 2C failed in the History uniform test.

All these outcomes are delightful!

Points to note: The contract should be planned based on

information obtained from interest and readiness questionnaire, and pre-assessments.

Teachers have to state rules and expectations clearly.

Classroom rules and the daily schedule of activities should be consistent.

Lessons begin with simple activities on a single concept and then more to abstract ideas as the students appear ready.

The needs of both advanced and struggling students should be balanced to promote a positive learning environment in class.