S3 Listening & Speaking Ppt Slides.pptx

Differentiated Instruction: Listening and Speaking

What is differentiated instruction? • Differentiated instruction is doing what’s fair for students. • It means creating multiple paths so that students of different abilities, interests, or learning needs experience equally appropriate ways to learn.

Why differentiate? Different levels of readiness

Different Ability Levels

Different Interests

Different Cognitive Needs

What to differentiate?

The content The process

The product

Differentiating Content • • • • • •

Resource materials at varying readability levels Audio and video recordings Highlighted vocabulary Charts and models Interest centers Varied manipulatives and resources

Differentiating Process (making sense and meaning of content)

• • • • •

Use leveled or tiered activities Interest centers Hands-on materials Vary pacing according to readiness Allow for working alone, in partners, triads, and small groups • Allow choice in strategies for processing and for expressing results of processing

Differentiating Products (showing what is know and able to be done)

• Graded product choices • Model, use and encourage student use of technology within products and presentations • Provide product choices that range in choices from all multiple intelligences, options for gender, culture, and race • Use related arts teachers to help with student products

Strategies to Make Differentiation Work

1. Tiered Instruction Changing the level of complexity or required readiness of a task or unit of study in order to meet the developmental needs of the students involved.

Tiering Key Concept Or Understanding Those who do not know the concept

Those with some understanding

Those who understand the concept

What Can Be Tiered? • Processes, content and products

• Assessments • Writing prompts

• Assignments • Anchor activities • Homework

• Materials • Learning stations

What Can We Adjust? • • • • • • •

Level of complexity Amount of structure Pacing Materials Concrete to abstract Options based on student interests Options based on learning styles

Tiering Instruction 1. 2. 3. 4.

5. 6.

Identify the standards, concepts, or generalizations you want the students to learn. Decide if students have the background necessary to be successful with the lesson. Assess the students’ readiness, interests, and learning profiles. Create an activity or project that is clearly focused on the standard, concept or generalization of the lesson. Adjust the activity to provide different levels or tiers of difficulty that will lead all students to an understanding. Develop an assessment component for the lesson. Remember, it is on-going!

Strategies to Make Differentiation Work 2. Anchoring Activities • These are activities that a student may do at any time when they have completed their present assignment or when the teacher is busy with other students. •

They may relate to specific needs or enrichment opportunities, including problems to solve or journals to write. They could also be part of a long term project.

Strategies to Make Differentiation Work 3. Flexible Grouping This allows students to be appropriately challenged and avoids labeling a student’s readiness as a static state. It is important to permit movement between groups because interest changes as we move from one subject to another

Ebb and Flow of Experiences (Tomlinson)

Back and forth over time or course of unit

Individual Small Group Individual

Whole Group

Small Group

Flexible Grouping Homogenous/Ability -Clusters students of similar abilities, level, learning style, or interest. -Usually based on some type of pre-assessment

Heterogeneous Groups -Different abilities, levels or interest - Good for promoting creative thinking.

Individualized or Independent Study -Self paced learning -Teaches time management and responsibility -Good for remediation or extensions

Whole Class -Efficient way to present new content -Use for initial instruction

Strategies to Make Differentiation Work 4. Compacting Curriculum Compacting the curriculum means assessing a student’s knowledge and skills, and providing alternative activities for the student who has already mastered curriculum content. This can be achieved by pre-testing basic concepts or using performance assessment methods. Students demonstrating they do not require instruction move on to tiered problem solving activities while others receive instruction.

SAMPLE OF L&S LESSON UNIT 5 (TEXTBOOK Y4 SK)

Focus

Listening and Speaking

Learning Standard(s):

SK: 1.1.4 Able to talk about related topics with guidance 1.1.2 Able to listen to and enjoy stories. 1.3.1 Able to listen to and demonstrate understanding of oral texts by: a) asking and answering questions b) sequencing c) predicting with guidance

Objective(s):

By the end of the lesson, pupils will be able to: 1. M: Rearrange 8/8 pictures in sequence according to the story. 2. L: Rearrange 5/8 pictures in sequence according to the story.

Time:

60 minutes

Teaching Aid(s):

Power point slides, Bingo sheets, picture cards

Set induction • Show posters of fairy tales/modern fairy tales e.g.: The Sleeping Beauty, Beauty and The Beast, Maleficent

Step 1 • Talk about the pictures. • Teacher asks Wh-questions and pupils respond. E.g.:What can you see in the picture? Is she pretty? • Teacher introduces the key words related to the story. E.g.: dungeon, mountain, kidnapped, rode, fought, locked • Teacher introduces the beginning sounds with actions (Module Book 1, 2 and 3).

Step 2 • Teacher introduces the key words (through pictures from the textbook page 43 – DIFFERENTIATED CONTENT) related to the story. E.g.: dungeon, mountain, kidnapped, rode, fought, locked • Teacher tells the story. Pupils listen. • Then, the teacher asks the pupils to predict the ending of the story. The teacher may help the pupils by providing three pictures of different endings.

What will happen next?

Step 3 • Teacher repeat the story. • In groups (mixed ability), pupils rearrange the pictures based on the story.

Step 4 • Teacher distributes worksheet 1. • Mainstream: Pupils write their own dialogue based on the situation. • LINUS: Pupils fill in the speech bubbles with sentence given. • Teacher chooses a few mainstream and LINUS pupils to present their work.

Closure • Teacher and pupils discuss on the moral values based on the story.