one size does not fit all: designing and differentiating ... · extreme makeover house hunting...
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October 14, 2016
Presenter: Peggy Boyles
Email: [email protected]
One Size Does Not Fit All:
Designing and Differentiating Instruction for
Developmental Age
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CHOOSING A THEME
• What factors should be considered?
– the interests of the learners and the teacher
– relationship of the goals of the curriculum for the grade level
– potential for integration with the culture of the language being taught
– a meaningful response to the question: “Why should it matter to our students?”
– Potential for a meaningful culminating performance assessment with links to real-world language use.
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TOPIC: HOUSE
ENCHANTED
CASTLE
HOUSE
OF THE
FUTURE
EXTREME
MAKEOVER
HOUSE
HUNTING HAUNTED HOUSE
Giving the topic a personality!
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Elementary Middle School High School
COMMON TOPICS FROM AN ARTICULATED CURRICULUM
� Family and Friends
� Self
� Food/Restaurants
� School
� Taking a Trip
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1. IDENTIFY DESIRED RESULTS
Should NOT be differentiated
2. DETERMINE ACCEPTABLE
EVIDENCEMay Be Differentiated
3. PLAN LESSONS &
ACTIVITIESShould Be Differentiated
Backward Design
Knowledge & Skills
May Be Differentiated
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CONTENT
(What knowledge, understanding, and skills do we want
students to learn?)
PROCESS
(How will learners make sense of the
content?)
PRODUCT
(How will students demonstrate what they have come to know, understand, and are able to do?)
AFFECT
(How could students’ emotions and
feelings impact their learning? READINESS
(Readiness is not the same as ability. To grow,
students must work with focused tasks that are a bit too difficult for the current
level of readiness.”
INTEREST
(What will engage the attention, curiosity, and involvement of
the learner? - Resource: Carol Ann Tomlinson
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Early Elementary Learners
– Layers of Educational Development
Emotions have
primary importance
Drawn to ideas through
simple polar opposites
Ideal use of a story form
approach, like a fairy tale.
The world of imagination is vivid
and real to these learners
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Upper Elementary & Middle
School Learners
Developing a sense of
identity within a wider world
Drawn to extremes and to
experiences different than
their own.
Attracted to stories of real-life
heroes and heroines
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High School Learners
I’m not over-
confident. I just know I’m right!
They understand the world to be a unit, of
which they are a part
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CURRICULUM WITH CLEAR
PROGRAM CAN-DO STATEMENTS
Interpretive
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• Tiered by Resources
– Materials chosen at various
levels and complexity of content
• Tiered by Outcome
– Each student uses same materials, but as a
path to a different end result
• Tiered by Process
– Students get similar results in different ways
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� Students are active
agents of their own
learning and have their
own goals for learning
� Learning is enhanced
in positive social
interactions
� Information is best
learned and
remembered if it is
made meaningful,
purposeful and
cognitively engaging.
Yinghua Academy
Loyola Marymount
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HILMAR, CALIFORNIA
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Day 4 Skype
- Greet and introduce each other
- Ask what school your friend attends and what grade
he/she is in.
- Mention one thing you like about STARTALK so far
- Ask if your friend has ever visited a college campus. If
so, which one(s)?
- Talk about what you think you might see and
do there.
- Close the conversation respectively
HILMAR, CALIFORNIA
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� Students are active
agents of their own
learning and have their
own goals for learning
� Learning is enhanced in
positive social
interactions
� Information is best
learned and remembered
if it is made meaningful,
purposeful and cognitively
engaging.
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“The importance of a written plan cannot be overemphasized. There is a remarkable correlation between the presence of a detailed written plan and the ability of a teacher to be creative and flexible in the actual class setting. Only careful planning can prevent the loss and misuse of time, which is already in very short supply.
Source: Curtain and Dahlberg, “Languages and Children: Making the
Match”, 20016 edition