Title: Assessment and Differentiation in Mixed Ability Classes NHLRC Summer Institute University of Illinoi
1 Assessment and Differentiation in Mixed Ability
Classes NHLRC Summer Institute University of
Illinois at Urbana-ChampaignJune 23, 2009
- Maria M. Carreira
- California State University, Long Beach
2Game Match the student to the class
3 Assume A maximally simple language
(mutually intelligible dialects,
transparent writing system)
- 40 students who fit the broad definition of HLL
- Placement test(s) yield the following
information -
- 2 have no abilities in the language (HL
motivation) - 10 have very high differentials in the HALA
test (i.e. strongly English dominant), learned
English before the age of 3 and understand the HL
but find it difficult (or refuse) to speak it. Of
these, 5 have no literacy skills, 5 can read it
at a very basic level - 5 have mid-high differentials, learned English
between ages 4 to 7, and are fairly communicative
in the spoken registers (with limitations) and
have very basic reading and writing skills - 3 have low differentials, learned English
after the age of eight and have
intermediate-level reading and writing skills -
-
-
4Match the students to the class
- Program A
- Multiple levels of traditional (SL) classes no
HL courses, - Program B
- Multiple levels of traditional classes, one HL
course - Program C
- Multiple levels of traditional classes,
- Two levels of HL instruction
-
5Match the students to the class
- Program A Multiple levels of SL courses no HL
courses, - 2 have no abilities in the language (HL
motivation) - 10 have very high differentials in the HALA
test (i.e. strongly English dominant), learned
English before the age of 3 and understand the HL
but find it difficult (or refuse) to speak it. Of
these, 5 have no literacy skills, 5 can read it
at a very basic level - 5 have mid-high differentials. Learned English
between ages 4 to 7, are fairly communicative in
the spoken registers (with limitations) and have
very basic reading and writing skills - 3 have low differentials, learned English
after the age of eight and have
intermediate-level reading and writing skills -
-
-
6Match the students to the class
- Program B Multiple levels of SL courses One HL
course - 2 have no abilities in the language (HL
motivation) - 10 have very high differentials in the HALA
test (i.e. strongly English dominant), learned
English before the age of 3 and understand the HL
but find it difficult (or refuse) to speak it. Of
these, 5 have no literacy skills, 5 can read it
at a very rudimentary level - 5 have mid-high differentials, learned English
between ages 4 to 7, are fairly communicative in
the spoken registers (with limitations) and have
very basic reading and writing skills - 3 have low differentials, learned English
after the age of eight and have
intermediate-level reading and writing skills -
-
-
7Match the students to the class
- Program C Multiple levels of SL instruction, 2
levels of HL - instruction
- 2 have no abilities in the language (HL
motivation) - 10 very high differentials in the HALA test
(i.e. strongly English dominant), learned English
before the age of 3, understand the HL but find
it difficult (or refuse) to speak it. Of these, 5
have no literacy skills, 5 can read it at a very
rudimentary level - 5 have mid-high differentials. Learned English
between ages 4 to 7 are fairly communicative in
the spoken registers (with limitations) and have
very basic reading and writing skills - 3 have low differentials, learned English
after the age of eight and have
intermediate-level reading and writing skills -
-
-
8- What did we learn from the matching game?
9Lesson 1 Placement is not just a function of
proficiency
- Other considerations
- Practical restrictions (i.e. course offerings,
enrollment, availability of instructors, etc.) - Program structure and goals
- Instructors pedagogical philosophy
10Lesson 2 Any way you slice it you end up with
mixed-ability classes.
- Issue How do you deal with mixed ability
classes?
11The problem
Language teaching is largely one-size-fits-all
(i.e. is structured like a math class rather than
a band/glee class).
12Characteristics of one-size-fits-all teaching
Curriculum/course content Sequential, static,
and predetermined Materials Unvarying - All
students use of the same materials to acquire and
demonstrate mastery of the curriculum Learning
objectives Uniform for all students. (Grades?
Workload?)
13Origins of the one-size-fits-all paradigm
The idealized language learner A learner whose
abilities in the target language are largely a
function of coursework history (i.e. a learner
with no personal or family background in the
language). Idealized learners with equivalent
coursework have comparable knowledge of the
FL/SL.
14Origins (cont.)
The idealized language class A class composed of
idealized language learners (i.e. a class where
all learners have a similar course background in
the target language). A class where learners have
comparable abilities in the target language.
15Current realities
Language classes are increasingly populated
by students who do not fit the profile of the
idealized language learner. Heritage language
learners (HLLs) Quasi-HLLs (i.e. speakers of
a cognate language, Ghambir, 2007) Others
(The Net Generation, children of academics,
spouses of HL learners Hanna, 2005, Oblinger,
2002)
16Problems
One-size-fits-all approaches are not designed
to deal with non-idealized language learners
and classes. As a result, in one-size-fits-all
programs much effort goes into fixing
non-idealized learners and eliminating
non-idealized classes.
17Focusing on the instructional paradigm
One-size-fits-all instruction
Differentiated (learner-centered) instruction
18Differentiated Instruction (DT)
In differentiated classrooms, teachers begin
where students are, not the front of a curriculum
guide. They accept and build upon the premise
that learners differ in important waysIn
differentiated classrooms, teachers provide
specific ways for each individual to learn as
deeply as possible and as quickly and possible,
without assuming one students roadmap for
learning is identical to anyone else (Tomlinson,
20002).
19Tenets of DT
Differences between students shape the
curriculum On-going assessment of students is
built into the curriculum Multiples
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
by virtue of their level of readiness
20Placement and curriculum design
The one-size-fits-all paradigm v. The DT
paradigm
21The one-size-fits paradigm
Placement High stakes placement Placement
tests/tools are largely useful at the beginning
of the academic term when placement decisions are
being made, but play little or no role in shaping
instruction (which is fixed). Curriculum
design Course creation as a deal with the
problem of diversity (feeds the problem view of
HLLs)
22The DT paradigm
Placement Low(er) stakes placement
Placement tools and data inform instruction on an
ongoing basis Curriculum design Ongoing
course modification as a way to meet the needs of
all learners
23How placement tools can inform instruction
- Montrul (2002)
- Production and judgment tests on
preterit/imperfect contrast show - Overall, late child L2 learners (learned English
between the ages of 8 and 10) perform like
monolingual Spanish speakers - Early bilinguals (learned English before age 7)
do not perform like monolingual Spanish speakers.
- Differences between early bilinguals simultaneous
bilinguals (learned English between 0-3) and
early child L2 learner (learned English between
4-7) . - There is a great deal of variation between
bilinguals within a given group.
24How placement tools can inform instruction
(contd)
Assume a Spanish HL class with 12 students who
are fairly communicative in the vernacular and
can read and write, to varying degrees. Tool
Linguistic autobiography Results 3
simultaneous bilinguals 5 early L2 bilinguals 4
late bilinguals
25How placement tools can inform instruction
(contd)
- Grammar instruction target early bilinguals
(simultaneous and early child L2 learners), but
do not overlook late bilinguals - Fine tune grammar instruction along the
differences in Montrul (2002) between
simultaneous and early child L2 learners - c) Teach spelling and irregular verbs to all
learners.
26Tools and strategies that support differentiation
- Agendas
- Contracts
- Centers
- Variable grouping
27Contract (3 options)
- Option One
- If you think that the Universal Placement test
would be useful for - your teaching situation
-
- Summarize the main ideas behind this placement
test. - Describe your program and explain the need for
this test. - 3. Give your students the placement test and
analyze the results considering implications for
curriculum and program design and materials
selection. -
-
28Contract (3 options)
Option 2 If you think that the Universal
Placement test would need to be modified before
it can be applied to your teaching situation 1.
Summarize the ideas behind this test and explain
why it would not work as is, in your program. 2.
Modify the test and explain why your version is
better suited to your particular situation. 3.
Give your students the placement test and write a
two-page analysis of the results
considering implications for curriculum
and program design and materials selection.
29Contract (3 options)
Option 3 If you would like to explore the
research literature on placement tests before
taking a position 1. Prepare a one-page
bibliography of resources on placement tests.
2. Study three different placement tests
(including the Universal Placement test) and
compare and contrast them with regard to their
reliability, ease of application, etc. 3.
Explain how you can apply what you have learned
to your teaching situation.
30Summary
One-size-fits-all instruction Cannot meet the
need of all HLLs, even under the best of
circumstances (simple language, optimal
placement tests, multiple levels of HL
instruction) Leads to a proliferation of
courses Promotes a view of HLLs are a
problem
31Summary (contd)
Differentiation Makes it possible to respond
to the needs of all learners in a class
Offers programmatic economy and flexibility for
language programs
32Summary (contd)
The role of placement tests within a DT paradigm
Informs placement Informs instruction on an
ongoing basis The focus of curricular design
within a DT paradigm Ongoing modification of
existing courses
33Implications
DT requires a paradigm shift with profound
implications for language programs, teacher
preparation, materials (textbook)
development.
34 Thank you