Differentiating Instruction Krishauna Hines-Gaither Salem College www.oaal.org, [e-mail]

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Differentiating Instruction Krishauna
Hines-GaitherSalem Collegewww.oaal.org,
hinesk_at_salem.edu
Wakefield High, Raleigh
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Differentiating Instruction Krishauna
Hines-GaitherSalem Collegewww.oaal.org
hinesk_at_salem.edu
Carver High, Winston-Salem
What does the data reveal? Total FL
degrees(2005-06) 24,023 White (non-Hispanic)
15,337 Black (non-Hispanic) 838 Hispanic 3,569
Asian or PI 1,173 Am. Indian/Alaskan Native
87 Race/Ethnicity Unknown 1,492 Non Resident
Alien 1,527
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Differentiating Instruction in the World
Language Classroom

• To differentiate instruction is to recognize
  students varying background knowledge,
  readiness, language, preferences in learning,
  interests, and to react responsively.
  Differentiated instruction is a process to
  approach teaching and learning for students of
  differing abilities in the same class (Tomlinson,
  et al., 2003). Student abilities and learning
  styles drive content, process, and product
  forcing many teachers to change their teaching
  styles and the way they manage their classrooms.
  (Smutny, 2003 Lewis Batts, 2005).

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U.S. Legislation on Education

• 1840s Horace Mann in Massachusetts and Henry
  Barnard in Connecticut The common-school
  reformers.
• 1848 Seneca Falls Convention Declaration of
  Sentiments.
• 1850s Know Nothing Party
• 1863 Emancipation Proclamation
• 1954 Brown vs. Board of Education
• 1974 Enacted in as the Education of All
  Handicapped Students Act (Public Law 94-142).
  Later IDEA
• 1980s English Only Movement

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Diversity within diverse groups

• (L-R) Amparo (Colombia), Krishauna (NC), Leslie
  (NC), Julienne (Cameroon), Tika (NC)

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Diversity within diverse groups

• Mexican family from Costa Chica, Guerrero

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Differentiating Instruction in the World
Language Classroom

• Differentiate Content What teacher plans to
  teach.
• Differentiate Process How teacher plans
  instruction.
• Differentiate Product How teacher assesses
  content.

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Differentiate Content What teacher plans to
teach.

• NCSCOS
• To teach you, I must know you. Alaskan proverb
• What is the culture of your school community?
• What interests expertise do you have (or have
  access to)?
• What is the theme of your unit?
• Whats in the news?

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Differentiate Process How teacher evaluates
lessons.

• Caribbean (art)
• Mexico (music)
• Grammar (skit)
• Thematic Unit (skit)
• Identity (poetry)
• Service Learning/Community Learning
• Black History Month (oral presentation, music,
  film)

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Community Based Learning

• While attending this event, I found it to be
  extremely interesting. I had no knowledge of the
  Moreno population which originated in the
  beginning of the 16th century. The photographs by
  Romualdo Garcia were perfectly documented and
  well contrasted. Garcia has done a great job of
  capturing the Afro-Mexican cultures. I believe
  that all races of students should come to this
  event to appreciate the cultures of people that
  derived from African and Mexican descent.
  April Wilson (first year)

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Community Based Learning

• It is a very important discussion that should
  take place in all communities (especially due to
  the recent immigration issues). I was really
  bothered by the cover girls for the 50 most
  beautiful Latinos and the letters that were
  turned in. It was an interesting discussion that
  really made me analyze myself. We need to
  understand this issue so that we can reverse
  racism in the future and make intelligent
  decisions when voting.
• Meghann Evans (second year)

Zoe Saldaña
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Differentiate Assessment How teacher plans
instruction.

• Caribbean (art)
• Mexico (music)
• Identity (poetry)
• Black History Month (oral presentation, music,
  film)
• Grammar (skit)
• Thematic Unit (skit)

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Encourage Emergence of Identity in Activities

• Acéptame y mis imperfecciones
• Estas son las que me hacen perfecto.
• Mi pelo no es áspero (coarse)
• Es una corona Africana de gloria.
• Mis labios no son grandes,
• Estos solamente son llenos de pasión,
• Mi pelo no es rubio
• Es un café Amerindio besado por el sol.
• Acéptame y mis imperfecciones
• Estas son las que me hacen perfecto.
• Yo soy producto de mi pasado,
• No por selección
• Mi sueño es ser más fuerte
• Porque yo,
• Yo soy débil y no lo parece
• Yo soy tímida y no lo parece
• Yo soy muchas cosas,
• Pero no importa,
• Acéptame y mis imperfecciones

Adapted from Yo soy así By Gloria
Fuertes 1918-1998 Madrid, España
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Motivating Students

• Engaging African American Students in Language
  Study, Krishauna Hines, ACTFL The Language
  Educator, Nov 2007
• Exploring Low Enrollment of African-American
  Students in Foreign Language, Cassandra Glynn,
  ACTFL Presentation 2007
• African American Students Opinions about Foreign
  Language Study, Zena Moore, ACTFL Foreign
  Language Annals, 2004

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Differentiating Instruction Krishauna
Hines-GaitherSalem Collegewww.oaal.org
hinesk_at_salem.edu
Bolton Elementary, Winston-Salem
Cook Elementary, Winston-Salem