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DIFFERENTIATION IN THE CLASSROOM FOR
ENGLISH LEARNERS AND SPECIAL
EDUCATION STUDENT STUDENTS
How to ensure that every student can be successful
Dr. Jayne KraemerESL Staff Developer
Julie DonlonECE Program Specialist
New Teacher InductionFriday, August 9, 2013
ACRONYM ALPHABET SOUP
Think/Pair/Share Take a minute to
look at each of the acronyms on the list and and think about what they stand for.
Turn to a partner and share your thinking. Try and identify and define each of these acronyms together.
LEP ARC
PSPIEP
ELELL
ESL
EBD
EXCEPTIONAL CHILD EDUCATION (ECE) Different categories of ECE students:
Mild Mental Disability (MMD) Functional Mental Disability (FMD) Autism (AUT) Developmental Delayed (DD) Speech or Language Impairment (SL) Specific Learning Disability (SLD)
Basic Reading Reading Comprehension Reading Fluency Math Computation Math Reasoning Written Expression Listening Comprehension
EXCEPTIONAL CHILD EDUCATION (ECE)CON’T
Emotional-Behavior Disordered (EBD)Other Health Impaired (OHI)Multiple Disabilities (MD)Hearing Impairment (HI)Visual Impaired (VI)Orthopedically Impaired or Physical
Disability (OI)Traumatic Brain Injury (TBI)Deaf-Blind
BEHAVIOR CHARACTERISTICS Has a low tolerance level and a high frustration level. Has a weak or poor self-esteem. Finds it difficult, if not impossible, to stay on task for extended periods of time. Is spontaneous in expression; often cannot control emotions. Is easily confused. Is verbally demanding. Has some difficulty in working with others in small or large group settings. Has difficulty in following complicated directions or remembering directions for
extended periods of time. Has inflexibility of thought; is difficult to persuade otherwise. Has poor handwriting skills. Has a poor concept of time. Has difficulty awaiting turns. Often shifts from one activity to another. Has good and bad days and struggles to sit still. Doesn't always consider consequences before acting - impulsive. Often has a short fuse or low frustration level Can be fidgety and often needs to tap fingers, feet, twiddle pencils etc. Mind wanders a lot and tends to have mood swings Can exhibit negative or oppositional behavior Doesn't follow rules and makes fun of others, exhibits mood swings Difficult time minding his/her own business Often is disorganized, loses things etc
ACADEMIC CHARACTERISTICS
Has poor auditory memory—both short term and long term.
Has difficulty processing information Has difficulty relating new information to old
information Difficulty decoding words Vocabulary words are difficult to retain Has difficulty comprehending text Has poor retention of math facts Has difficulty with problem solving Has difficulty producing written text Has difficulty producing paragraphs that stick to
the main idea
INFINITE CAMPUS STEPS1. Input the student’s name2. Click on the index tab3. Click on student information4. Click on the special education tab
This is what you will see:
UNDERSTANDING YOUR ENGLISH LEARNERS
LEP ESL
Limited English Proficient
English as a Second Language
More often referred to as English Learners (ELs) or English Language Learners (ELLs)
ESL students are LEP students enrolled in an ESL program
JCPS LEP Students
JCPS ESL Students
J e f f e r s o n C o u n t y P u b l i c S c h o o l s
English as a Second Language 2013/2014
School Sites
Elementary Middle and High Auburndale Elementary Bowen Elementary Brandeis Elementary Byck Elementary Camp Taylor Elementary Coral Ridge Elementary (NEW) Engelhard Elementary Fairdale Elementary Farmer Elementary Frayser Elementary Goldsmith Elementary Hartstern Elementary Hawthorne Elementary Hazelwood Elementary Jeffersontown Elementary Kennedy Elementary Kenwood Elementary King Elementary Klondike Elementary Layne Elementary Lincoln Elementary Luhr Elementary Maupin Elementary McFerran Elementary Minors Lane Elementary Price Elementary Rangeland Elementary Roosevelt-Perry Elementary Rutherford Elementary Shacklette Elementary (NEW) Shelby Elementary Slaughter Elementary Stonestreet Elementary Trunnell Elementary Wheatley Elementary Wilkerson Elementary Wilt Elementary Young Elementary Zachary Taylor Elementary
Frederick Olmsted North Middle Frederick Olmsted South Middle Lassiter Middle (NEW) Myers Middle Noe Middle Thomas Jefferson Middle Western Middle Westport Middle ESL Newcomer Academy Middle School High School Atherton High Central High Doss High Fairdale High Fern Creek High Iroquois High Jeffersontown High Moore High (NEW) Pleasure Ridge Park Seneca High Southern High (NEW) Waggener High Western High
DIVERSITY OF JCPS ENGLISH LEARNERS
Over 100 languages spokenSpanish, 49%Arabic, 6.8%Mai Mai, 6.1%Somali, 5.5%
78 countries of origin (new enrollments 2012-13)Mexico, Cuba, Somalia, Iraq, Bhutan, Burma
Refugees, immigrants, and U.S. citizens
INFINITE CAMPUS STEPS1. Input the student’s name2. Click on the index tab3. Path student information program
participation LEP
This is what you will see:
JCPS PROGRAM SERVICES PLAN (PSP)
Pages 4-6 are updated yearly within the first 30 days of the school year (10/1/13)
Pages 4-6 are completed by the school (counselor and ESL teacher if the student is enrolled in an
ESL program)
Initial PSP pages 1-3 are completed by the ESL Intake Center
Each newly enrolled JCPS LEP student has a PSP which is emailed and ponied to the receiving
school.
STAGES OF SECOND LANGUAGE ACQUISITIONStages of Second Language Acquisition
Approximate Time Frame
WIDA Levels of English Language Proficiency
Preproduction 0-6 months Level 1 – Entering
Early Production
6 months – 1 year
Level 1 – Entering Level 2 – Emerging
Speech Emergence
1-3 years Level 2 – Emerging Level 3 – Developing
Intermediate Fluency
3-5 years Level 3 – Developing Level 4 – Expanding
Advanced Fluency
5-7 years Level 5 – BridgingLevel 6 - Reaching
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DIFFERENTIATION VIDEO (PD360)
Three Levels of Text Protocol Step 1: Introducing the Text (5 minutes) Step 2: Sentences (10 minutes) Each member of the group selects a sentence that he or she finds significant from the
video. The other participants listen and take notes on what each person says, but there is no discussion. Each member should also let the other participants where their sentence can be heard (beginning, middle, end of video) before stating it to the group.
Step 3: Phrases (5 minutes) Each member of the group selects a phrase that he or she finds significant from the video.
The other participants listen and take notes on what each person says, but there is no discussion.
Step 4: Words (5 minutes) Each member of the group selects a word that he or she finds significant from the video.
The other participants listen and take notes on what each person says, but there is no discussion.
Step 5: Discussion (10 minutes) Participants discuss what they heard and what they've learned about the video being
studied. During this time, participants can make connections to what they have heard and how this impacts their teaching situation and their library.
Step 6: Debriefing (2 minutes) The group debriefs the process. Could this protocol be used back at their schools? Some
members of the group may want to reexamine the video following the protocol, as most likely they'll discover that their understanding of it has considerably improved after the group discussion.
WHY DO WE DIFFERENTIATE FOR OUR STUDENTS?
Academic ability: gifted learners to special need learners
Multiple Intelligences: Verbal/linguistic, logical/mathematical, bodily/kinesthetic, naturalist, interpersonal
Learning Styles: Tactile, Auditory, Visual, Kinesthetic Thinking Styles: concrete sequential, concrete
abstract, abstract sequential, abstract random Attitudes: influenced by family, peers, cultures Sex: boys (spatial); girls (verbal) Culture and Ethnicity: beliefs, customs, and
practices Socioeconomic Culture: different attitudes and
learning beliefs Language Differences: stage of language proficiency Developmental Readiness: learn different concepts
and skills at varying times
WAYS TO DIFFERENTIATE INSTRUCTION
Input Size Time
Difficulty Level ofSupport
Degree ofParticipatio
n
Organization&
Environment
Output Adapted Curriculum
ACTIVITY Use your instructional strategy cards to
determine where they can be place on the Nine categories of differentiated instruction grid.
Level of SupportThe amount of assistance given to the Learner
For example:Students work in cooperative groups, with peer buddies, mentors, cross-age tutors or Para educators.
Input
Instructional strategies used to facilitate student learning
For example:Use of videos, computer programs, field trips, and visual aids to support active learning
SizeThe length or portion of an assignment, demonstration or performance learners are expected to complete. For example:Reduce the length of report to be written or spoken, reduce the number of references needed, reduce the number of problems to be solved.
Time
The flexible time needed for student learning
For example:Allow more time for test taking, space short work periods with breaks.
Difficulty
The varied skill levels, conceptual levels and processes involved in learningFor example:Provide calculators, tier the assignment so the outcome is the same but with varying degrees of complexity.
Degree of ParticipationThe degree to which the learner is actively engaged in the task.For example:During group activity student participates for the most important portion depending on ability level. (participates for 5 min. of 15 min. discussion)
Organization/Environment
The amount of structure for completing tasks and adaptations in the physical setting.
For example:Provide a daily schedule on the board as well as individual schedule placed on student’s desk
Output
The ways learners can demonstrate understanding and knowledge.
For example:To demonstrate understanding, students write a song, tell a story, design a poster, or perform an experiment.
Additional Differentiation forAlternate AchievementAdapted CurriculumThe adapted outcome expectations within the context of a general education curriculum.
For example:Student uses text supported by symbols to indicate answers to questions.
Nine Categories to Differentiate Instruction
BEFORE YOU START YOU MUST… Know how your students learn Know how to move students to HOT
questions Pre-test your students
NOW you must…Always ask these three questions:o 1. What is the big idea I’m trying to get
across?o 2. What is the life-long benefit for students?o 3. What is the real-life application?
WHEN YOU ARE FEELING OVERWHELMED…
Remember – Every lesson may not challenge or
interest every student All students will benefit from
differentiation Start small – change only one aspect of
the lesson Think divergent instead of convergent
when designing activities and asking questions (divergent means no correct answer)
Differentiation is making sure that the right students get the right learning tasks at the right time. Once you have a sense of what each student holds as “given” or “known” and what he or she needs in order to learn, differentiation is no longer an option; it is an obvious response.
Lorna M. Earl, Assessment as Learning: Using Classroom Assessment to Maximize Student Learning, 2003
SUPPORTING ENGLISH LEARNERS
English Learners who were attending school in
their home country
English Learners who have limited or
interrupted formal
schooling
Instruction needs to be designed to help
students grow in both academic content
knowledge and English language skills. If these are not
addressed together, in a way that matches individual student needs, then the
student is not served. (WIDA Consortium)
SUPPORT FOR ENGLISH LEARNERS Classroom teachers of ELs should understand
English as a Second Language (ESL) teaching methods and the second language acquisition process.
Literacy instruction should not be delayed until after the student has reached oral language proficiency in English (Ortiz & Vaughn, 2007).
Literacy instruction and oral language instruction should occur concurrently. Teachers can scaffold language and provide opportunities for ELs to practice, use, and interact with language.
SUPPORT FOR SECONDARY ESL STUDENTS
ESL Students enrolled in an ESL middle schools and high schools receive English as a Second Language instruction from an ESL certified teacher who provides language instruction through content (English Language Arts) as a medium for building language skills. Instruction is focused on teaching language and content simultaneously. Students are in mainstream classes for all other content areas.
INSTRUCTIONAL CONSIDERATIONS FOR ENGLISH LEARNERS
Effective instruction for English learners provides access to the core curriculum and, at the same time, intentionally develops their English language proficiency.” (Echevarria &
Hasbrouch, 2009, p. 3))
30
STRATEGIES FOR DIFFERENTIATING INSTRUCTION FOR ENGLISH LEARNERS
Focus on Building Academic
Vocabulary and Academic Interaction
Cooperative Learning
31
TIERED VOCABULARY
Tier 3 Domain-specific
academic vocabulary
Tier 2 high-utility
academic vocabulary found in many
content texts, cross-curricular terms
Tier 1 every day words familiar to
most students primarily learned through conversation
Common Core State Standards
COOPERATIVE LEARNING STRATEGIES & ACADEMIC INTERACTION FOR ENGLISH LEARNERS
1. Read and reflect on your quote.2. Share your quote with a partner and discuss
what it means to you.3. Exchange quotes.4. Find a new partner.5. Repeat number 1, 2, and 3
EFFECTIVE PRACTICES FOR TEACHERS OF ENGLISH LEARNERS
Understand the second language acquisition process Use visuals Incorporate graphic organizers Teach academic vocabulary Differentiate instruction (materials and assessments) Provide abundant opportunities for academic
interaction Design instruction around cooperative learning
activities Modify the pace of instruction (teacher talk and wait
time) View students’ first language as a rich resource to
reinforce instruction
COOPERATIVE LEARNING VIDEO VIEWING GUIDE AND DEBRIEF
What did you notice? What do you wonder? What could you incorporate into your own repertoire?
ACADEMIC INTERACTION
Everyday Academic English
Huh? Will you please repeat that?
What? Will you please restate your idea?
What do you mean?
Can you explain what you mean by?
I don’t get it. I don’t quite understand your ____ response, example, reason, question, decision, perspective
©Kate Kineslla, Ed.D.
4 LS OF PRODUCTIVE PARTNERING ©KATE KINSELLA, ED.D.
1.L = Look at your partner’s eyes.
2.L = Lean toward your partner.
3.L = Lower your voice.
4.L = Listen attentively.
RESOURCEShttp://wg.serpmedia.org/
Focus on Tier 2 VocabularyFree – Open Source
Word Generation Materials
RESOURCES www.livebinders.co
m Search for
author: mmorgan5
RESOURCES www.livebinders.co
m Search for
author: Irina McGrath