In this workshop, participants will hear some scenarios and discuss the rationale for differentiating in our world language classrooms. The presenter will offer some assignments and show various techniques for differentiating the assignment based on student readiness and interest. Participants will work in groups to tier lessons on common topics and then share with the other groups.
Some essential questions of this session are “What is differentiated instruction?,” “How does differentiation help all students?,” “How do I implement it in my class?” In this workshop, the presenter will share many standards-based activities that align with the skills required by the CCSS. Participants will learn how to take complex authentic texts and tier activities to suit the needs of all learners (CCSS.ELA-Literacy.RI and CCSS.ELA-Literacy.RL). Participants will also look at a variety of writing activities that can be scaled up or down depending on student readiness (CCSS.ELA-Literacy.W). Finally, participants will also learn of techniques to have students produce language orally in lieu of writing, when needs are dictated by a student’s learning profile. (CCSS.ELA-Literacy.SL).
This presentation will incorporate many of the Professional Standards for New Jersey Teachers:
- The main goal of this session is to show how differentiation is good for all learners. (S2: Learning Differences)
- Getting to know each and every student’s needs for learning is of paramount importance in this workshop. (S1: Learner Development)
- In addition to tiering assignments, teachers will learn about creative use of the learning space and students groupings to help differentiate instruction. (S3: Learning Environments)
- Both formative and summative assessments are crucial for effectively planning a differentiated instruction classroom (S6:Assessment).
- For this topic, I like to quote the guru of differentiation, Carol Ann Tomlinson, who said, “Differentiation isn’t a strategy. It’s a way of thinking about all you do when you teach.” Although Differentiated Instruction is not a strategy per se, participants will learn a variety of strategies to use in order to make differentiation happen in their classes. (S8: Instructional Strategies)
- Making differentiation happen requires a fair amount of up-front planning, but the pay offs are well worth it. (S7: Planning for Instruction)
- By attending this workshop, teachers are enhancing their knowledge and professional practice (S9:Professional Learning)
- For those participants who choose to collaborate after the convention, they may go to the presenter’s wiki to download documents referred to in the presentation, upload resources they may wish to share, and share best practices in a discussion board. (S10: Leadership and Collaboration)
CHOICE BOARDS.docx
MI_Board_Choices.doc
Practical Guide to Differentiation (Hawkins).pdf
Differentiation in the World Language Classroom.pptx
MUSICUENTOS’ LIST OF HOMEWORK CHOICE SYSTEMS FOR WL
MULTIPLE INTELLIGENCES: WHAT DOES THE RESEARCH SAY? (Edutopia)
INSTRUCTIONAL ADAPTATIONS FOR STUDENTS WITH DIVERSE NEEDS (NJ DOE – WL)
Vanderbilt – The Iris Center at Peabody College – Module on D.I.
Nathan Lutz 