Virendas challenge

1
Virendas challenge

• Describe one or two activities that worked well
  for you
• Describe one or two activities that did not work
  at all

2
Day 4

• Differentiating instruction

3
Survey implications

• HL curricula should
• Be grounded in local (HL) communities
• Be authentic and personally meaningful
• Rationale
• Most HLLs are US born or are early arrivals
  study the HL to communicate with family and
  friends in the US use their HL in the context of
  the home, derive benefit from belonging to a
  community of speakers

4
Survey implications (cont.)

• HL curricula should
• Have a bilingual and bicultural outlook
• Rationale HLLs frequently make use of both of
  their
• languages together
• Be input rich
• Rationale HLLs have little exposure to their
  HL
• Progress from the aural to the written
  registers
• Rationale HLLs have relatively strong aural
  skills and weak reading and writing skills
• Accommodate different levels of proficiency
• Rationale HLLs in a given class can vary
  significantly from each other.

5
My experience in the astronomy program
Ability
Me
Low
High
The class
Me
Motivation
6
My experience in the German class
Ability
Me
low
high
The class
Me
Motivation
7
Question
How do instructors deal with situations such as
these?
8
General approaches

• Work within the one-size-fits-all instructional
  paradigm (most common approach)
• Work within a learner-centered - differentiated -
  instructional paradigm

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Characteristics of the one-size-fits-all approach
Course content The course content is
determined by prior course work (1 year
beginner, 2 years intermediate, 3 years or more
advanced)
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Characteristics of the one-size-fits-all approach
Learning objectives Uniform learning
objectives for all students with regard to
what material is studied the level of
mastery of the material time frame during
which material is to be acquired
(pacing)
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Characteristics of the one-size-fits-all approach
Materials and activities All students
complete the same activities, assignments and
assessments
12
Dealing with student diversity within the
one-size-fits-all paradigm

• Goal
• Build maximally homogeneous classes
• Means
• All students conform to the course
• If there are sufficient numbers of students
  are either end of the scales, create a new course
  for these students
• There is great emphasis on placement of
  students

13
My experience in the astronomy program
Me
Ability
Low
High
The class
Me
Motivation
Placement failure
ULTIMATE OUTCOME I dropped out
14
My experience in the German class
Ability
Me
low
high
The class
Me
Motivation
Placement success
ULTIMATE OUTCOME I tuned out
15
The learner-centered, differentiated Approach
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Characteristics of Differentiated Instruction
(Tomlinson 1999)

• Differences between students shape the curriculum
• Ongoing assessment is built into the curriculum
• Multiple learning materials are available
• There is variable pacing
• Students play a part in setting goals and
  standards
• Varied grading criteria are used
• Work is assigned to students in consideration of
  their level of readiness

17
Dealing with student diversity within the
differentiated paradigm

• Goal
• Respond to the needs of all learners in class.
• Means
• The class conforms to students
• Teachers implement activities and
  instructional practices that support
  differentiation
• There is great emphasis on assessment as a
  means to understand the needs, goals, etc. of
  students

18
Second language teaching

• is one-size-fits-all

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Origins of the one-size fits all approach
The idealized language learner A student whose
abilities in the target language are largely a
function of coursework completed. The idealized
language class A class composed of idealized
language learners with the same course background.
20
Current realities
Language classes are increasingly populated by
students who do not fit the profile of idealized
language learners (non-idealized language
learners).
21
Types of non-idealized learners

• Heritage language learners
• Associate-heritage language learners
• Spouses of native speakers
• Children of missionaries
• Foreign language learners from the Millennial
  Generation

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Types of non-idealized language classes

• Foreign language learners heritage language
  learners
• Heritage language learners quasi-heritage
  language learners
• ___________________________

23
The challenge
How do we meet the needs of students in the
various types non-idealized language classes?
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Proposal

• Abandon the one-size-fits-all approach
• Replace it with a differentiated approach

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Concerns
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• Its too much work!
• How do I keep track of what everyone is doing?
• Wont I lose control of the class?
• This could be an organizational nightmare!
• So now I have to discard everything Ive been
  doing for years and start something new?
• How do I even go about learning about the needs
  of my students?

27
Instructional tools

Technological tools

Teamwork
28
Differentiated instruction Basic tools

• Activities
• Instructional practices
• Classroom management

29
Activities by focus

• Grammar/vocabulary
• Reading/writing
• Organize/review material
• Assessment

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Activities
31
Grammar/vocabulary

• Workbook and textbook exercises
• Electronic resources provided by textbook
  publisher (exercises, exams, tutoring)
• Teacher-generated exercises

32
Constructivist grammar activities(López-Sánchez
and Mojica-Díaz 2006)

• Students use authentic materials to discover the
  patterns and principles of their language of
  study
• Instructor acts as a facilitator

33
Grammatical analysis Mojica-Díaz and
López-Sánchez (forthcoming)
34
Technology

• Computer-graded exercises
• Pedagogical web sites

35
Activities that focus on reading and writing

• Post-reading questions
• Design a graphic organizer
• Write or cut-and-paste a summary
• Add information or graphics to a text
• Re-write a text
• Others (5)

36
Stop and write (Dodge 2006)

• Before reading Study the title, section
  headings, pictures, graphs, etc. Based on this
  information write a short paragraph about what
  you think this reading is about.
• After reading Revise and expand your paragraph.
• In groups of four, assess each students
  paragraph using a rubric.

37
2. Dialectal Journal (Dodge 2006 67)

• In this column, record In this column
• a passage write a reaction
• a main idea discuss its significance
• an important event make an inference

38
3. Multiple-entry journals(Tomlinson 2003157)
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4. Text-to-self connections(Harvey and Goudvis
2000266)
40
5. Text-to-text connections(Harvey and Goudvis
2000267)
41
5. Text-to-world connections(Harvey and Goudvis
2000267)
42
Activities to organize or review the material

• Sum-it-up!
• The exit card
• The organizer
• Write a test

43
Sum it up! (Dodge 2006)
44
The exit card (Dodge 2006)
45
The organizer
46
Write a test
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Assessment options

• Design a web site
• Prepare a PowerPoint presentation
• Conduct an interview
• Create an annotated electronic bibliography
• Prepare a pamphlet
• Make a movie
• Rewrite a reading in a different genre
• Rewrite a reading using US-appropriate theme or
  language
• Imitate a writers style

48
Voces by Reinaldo Arenas
Nosotros vinimos por el aire Nosotros vinimos por
el mar Nosotros llegamos amarrados a la cámara de
un auto Nosotros llegamos sujetos a la rueda de
un avión Nosotros salimos conjurando tiburones y
guardacostas Nosotros salimos taladrando un túnel
en el aire Nosotros salimos agarrados a la cola
de un cometa Nosotros llegamos a nado, vomitando
la bilis, soltando el bofe, los huesos al sol,
deshidratados, descarnado el corazón. Sí, sin
duda somos los más dichosos -los afortunados. Los
demás yacen sin tiempo bajo el mar o condenan
nuestra fuga mientras secreta y desesperadamente
desean partir.
49
Voces by Mayra Ocampo
Nosotros vinimos por tierras prohibidas Nosotros
vinimos por tierras perdidas Nosotros llegamos
torcidos en la cajuela de un auto Nosotros
llegamos con una identidad robada Nosotros
salimos conjurando serpientes y
patrullas Nosotros salimos aferrados a una fe
incierta, rezando a un Juan soldado Nosotros
llegamos escarbando un túnel en la
sierra Nosotros llegamos hambrientos,
deshidratados, desesperados, con las tripas
vacías, los huesos al sol, la lengua al aire. Sí,
sin duda somos los más envidiados -los que
pasamos con suerte. Los demás yacen olvidados en
el desierto sus almas perdidas y vagando mientras
familiares sufren su partir y sueñan con un
milagro.
50
Differentiation Basic tools

• Activities
• Instructional practices
• Classroom management

51
Instructional practices

• Group work
• Centers
• Contracts
• Stations

52
Instructional practices

• Group work Grouping strategies, types of groups
• Centers
• Choice boards
• Contracts

53
Grouping strategies
varied uniform
By ability By interest By learning style By
student choice By chance/proximity
hobbies professional goals academic needs
visual auditory verbal
Flexible
54
Types of groups

• Learning partners (1/1)
• Small groups (3-5)
• Half-class/half-class

55
Learning partners

• For accuracy checks
• For reading aloud
• For peer editing
• For peer teaching

56
Small group

• Roles
• Facilitator Makes sure that everyone contributes
  to the discussion, makes sure that everyones
  contribution is given careful consideration
• Monitor Makes sure that everyone uses the target
  language and stays on task
• 3. Liason Communicates with the teacher and
  other groups for clarification, questions, etc.
• 4. Secretary Takes notes on the discussion and
  reports back to the class

57
Forming small groupsThe Jigsaw Sequence (Dodge,
2006118)

• Home base group

58
Activities for a jigsaw sequence

• After completing a reading
• Group 1 Answer comprehension questions
• Group 2 The multiple-entry journal
• Group 3 Write a summary
• Group 4 Re-write the text

59
Half-class/half class
The instructor works with one half of the class
while the over half completes assigned tasks.
60
Instructional practices

• Group work
• Centers
• Contracts
• Stations

61
Centers
A classroom area that contains a collection of
activities or materials designed to teach,
reinforce, or extend a particular skill or
concept (Tomlinson 199976).
62
My own use of centers

• Virtual spaces (Blackboard)
• Computer graded
• Work is done outside of class
• Work is done independently by students
• Work is self-paced
• (the workbook can also be a source of
• center activities)

63
Instructional practices

• Group work
• Centers
• Contracts
• Stations

64
Contracts
A negotiated agreement between teacher and
student that gives students some freedom in
acquiring skills and understanding (Tomlinson,
1999 87)
65
My own use of learning contracts


66
Instructional practices

• Group work
• Centers
• Contracts
• Stations

67
Stations
Different spots in the classroom where students
work on various tasks simultaneously. Not all
students need to go to all stations or spend the
same amount of time in each station (Tomlinson
199962).
68
Independent studies
A tailor-made opportunity to help students
develop talent and interest areas (Tomlinson
199992)
69
My own use of independent studies

• Option of last resort with students who just
  dont fit in
• Sample cases
• In my bilingual teacher class
• In a high school in Alabama

70
DifferentiationBasic tools

• Activities
• Instructional practices
• Classroom management

71
Classroom management

• Laying the groundwork
• Communicating with students
• Tapping into collegial funds of knowledge

72
Laying the groundwork

• Prepare students to
• work in groups
• work online
• use templates and routines
• use strategies that will help them navigate the
  material

73
Using case studies to prep students for group work
Learning Team A is made up of Frank, Omar, Lisa,
Jackie, and Shawn. Frank volunteers to be the
team leader and takes control rather easily. He
notices Lisa is the last person to make comments
and suggestionsThe deadline for the first
project is in two days and Lisa has not
contributed much. If you were in Learning Team
A, how would you first define the problem?
(Brooke 2006144)
74
Laying the groundwork for online learning

• Teach students to give substantial and
  appropriate discussion responses
• Distribute nettiquete guidelines
• Make sure that students understand the layout of
  your courses webpage and know how to use the
  various features of this page

75
Brooke 2006148
A good response to others is not something
like "I agree." Please find something that you
can analyze, add to, critique, explain, disagree
with, or something. It should be a few cogent
sentences. It should contain something that shows
your knowledge of the book, as well as additional
materials you might bring to class from the web
and elsewhere. You must use references to
support your work. You CANNOT copy a website and
paste it as your response. If you want to use a
website, summarize it, outline the pertinent
information, and then cite the webpage. If you
copy a webpage as your response, you will earn 0
points for the module.
76
Brooke 2006148 (cont.)
Think of this as your opportunity to teach.
Create substantial responses which expand on a
point and present information on the topic. Your
responses should demonstrate your critical
thinking on the topic.
77
Laying the groundwork

• To engage in group work
• To work online
• To use templates and routines
• To use strategies that will help them navigate
  the course

78
Classroom management

• Laying the groundwork
• Communicating with students
• Tapping into collegial funds of knowledge

79
Communicating with students

• Provide clear and precise directions for all
  activities in writing
• Communicate objectives and expected outcomes in
  writing
• Provide rubrics or check-lists for students to
  monitor their own progress

80
Text-to-text connection
81
Check-list for text-to-text connection activity
82
Classroom management

• Laying the groundwork
• Communicating with students
• Tapping into collegial funds of knowledge

83
Tapping into collegial funds of knowledge

• Dont do it alone share activities, tips, tests,
  rubrics, etc. with colleagues
• Join a collegial circle
• Experiment with different activities and share
  your experiences with other instructors
• Talk to elementary school teachers
• _______________________________

84
A final word on workload

• Dont go cold turkey. Aim to introduce a
  differentiated activity every week or two. Build
  up a bank of activities over time
• Take advantage of templates
• Dont try to differentiate every aspect of
  instruction. Use differentiation only when
  needed
• Press on. This will be difficult at first but the
  results are well worth it.

85
BUT

• Were not done!

86
Before you can differentiate

• You need to know your students their needs,
  abilities, goals, etc.

87
Action Research Tools

• Surveys
• Interviews
• Observations
• Focus groups
• Self-assessments
• Coursework (tests, homework, etc)
• Diaries/journals
• Teaching logs

88
Lets apply what weve learned

• Task Design four different tasks for the same
  text or material (YouTube entry, etc.)

89
Works cited
Brooke, S. 2006. Using the Case Method to Teach
Online Classes Promoting Socratic Dialogue and
Critical Thinking Skills. International Journal
of Teaching and Learning in Higher Education.
Vol. 18 (2) 142-149. Dodge, Judith (2005).
Differentiation in Action A Complete Resource
with Research- Supported Strategies to Help You
Plan and Organize Differentiated Instruction and
Achieve Success with All Learners, Grades 4-12.
New York Scholastic. Harvey, S. Goudvis, A.
(2000). Strategies that Work Teaching
Comprehension to Enhance Understanding. Portland
ME Stenhouse Tomlinson, C. A. (1999). The
Differentiated Classroom Responding to the Needs
of All Learners. Alexandria, VAASCD.