二二

Differentiated Strategies in an English Classroom

18th May 2018

English Lessons…• Accuracy?

• Fluency?

• Vocabulary?

• Textbooks?

How about…

English Language Education & Gifted Education

• higher-order thinking skills

• creativity

• personal-social competence

• challenging tasks for students with high ability

The Planning of the Lesson

Student-Centered

• diverse learners

• take students’ learning needs as a major consideration

• students’ interest

• students’ learning styles

• students with different learning abilities / strengths

Learning Theme: Travelling around Hong Kong (U.1, U.2, U.5)

Grade:

Primary 4

Number of Students:

33 students with mixed ability Prior Knowledge:

• quite frequent self-reflection practices in our school

• will … / be going to …

• format of letter, email and whatsapp message

• travelling experience with family

Background information

Learning Objectives

Unit 1 Design an itinerary

Knowledge: • name of famous spots in HK• future tense ‘will’

Skills:• collaboration

Attitude:• respect others’ ideas

Learning Objectives

Unit 2 Giving directions

Knowledge: • vocabulary of shops and facilities in a street• use appropriate preposition to indicate directions• use imperative to show directions

Skills:• interact with others in case of asking for direction

Attitude:• confidence in speaking in English

Learning Objectives

Unit 5 Giving responses

Knowledge: • ‘be going to’

Skills:• problem solving • collaboration

Attitude:• perseverance

DifferentiationIn the past…

• ability in English Language

• tiered Assignments

Now…

• ability/strength/interest in different areas

• student-centered

• learning content

• learning process

• learning product

• teachers’ observation: students’ belongings, habits, conversations…

• academic results (not the only way)

• students’ choices (their interests, learning styles)

• parents

We understand our students through…

Our students learn through…

• a contextualized classroom

• choosing from options

• different groupings

• their interests

• engagement

Differentiated Strategies

• grouping of students (students’ choice)

• scaffolding (help cards in gadget bags)

• messages from characters in response to the itinerary

• ways of presentation

Unit 1: Design an itinerary• enhance high-order thinking skills (analysis, reasoning)• thinking ability towards creativity (fluency, elaboration)

Unit 2: Giving Directions• personal-social competence (communication)

Unit 5: Giving Responses• personal-social competence (communication)• enhance high-order thinking skills (evaluation, problem-solving)• other skills (observe details, spot problems)

Learning Objectives

Students’ Learning Needs

Content & Learning Activities

Implementation of Differentiation

Evaluation & Assessment

English Language Core Curriculum

Learning Outcomes

Students’ ability/skill/attitude in learning English

Differentiation

Learning (Engagement, Enjoyment, Enthusiasm)

• Differentiation of curriculum (Content)• Differentiation of instruction (Process)• Differentiation of assessment (Product/assignment)

We are different but unique!