MENTDP Course

What is Differentiation? A teacher’s response to learner needs The recognition of students’ varying background knowledge, characteristics and preferences Instruction that appeals to students’ differences 2

Why Differentiate? All learners are different. One size does not fit all. Differentiation provides all students with access to knowledge 3

Learner Differences Age:children, adolescents, and adults. Learning styles: visual, auditory, and kinesthesic. Levels: beginners, intermediate, and advanced. Educational and cultural brackground. Motivation: extrinsic and intrinsic. Responsibility for learning: autonomy

Learner Characteristics CHILDRENTEENAGERSADULTS Need to moveStill need to moveAble to keep still Concentrate on short periods Concentration developing can concentrate more easily Learn through experience Begin to learn in abstract ways Learn more in abstract ways Are not very able to control & plan their own behavior Begin to control and plan their behavior Usually able to control and plan their behavior Are not afraid of making mistakes May worry about what others think of them Not so willing to make mistakes or take risks Are not aware of themselves Are sometimes aware of their actions Aware of themselves and their actions Pay attention to meaning and language Pay attention to meaning and increasily to form Pay attention to meaning and form in language Have limited experience of life Begin to increase their experience of life Have experience of life

6 ContentProcessProduct According to Students’ Readiness Interest Learning Profile Teachers Can Differentiate

7 Discussion Question What are you already doing to differentiate learners and instruction in your classroom?

Things to Keep in Mind when Teaching Children 1. Involve children in hands-on activities. 2. Avoid talking for long periods of time. 3. Children learn by interacting with each other and with the teacher. 4. Review, Review, Review. 5. Encourage students to correct themselves and other students. 6. Use what is learned in different contexts. 7. Praise, Praise, Praise.

Things to Keep in Mind when Teaching Teenagers Meet their interest in current topics (sport, entertainment and media, and English-speaking cultures ). Create a collaborative classroom atmosphere. Allow the expression of different feelings Promote learner autonomy and individual choice Promote cross-curricular work. Resort to variety Address different learning styles Manage the classroom effectively Avoid putting students on the spot. Develop project work

Teaching adults Learning should be experienced based with goals adults can relate to. Adults enjoy actively participating in class. Adults require feedback. Adults learn at different speeds.

References Harmer, J. (2007) How to Teach English. Pearson & Longman, England. s/teaching_teenagers.htm Spratt, M. et al. (2005) The TKT Teaching Knowledge Test Course. Cambridge University Press, U.K. Tomlinson (1999 ) The Differentiated Classroom: Responding to the Needs of All Learners.

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