Παρουσίαση Τελικών Εργασιών 1 Φεβρουαρίου 2014 Applying Differentiated Instruction in an one- to-one class Alexandros Palaiogiannis M.Ed. in TESOL Hellenic Open University

1. The teaching context 2. Lesson rationale 3. Post-lesson Evaluation

One-to-one class A female student, 25 yrs old, at Threshold level (B1) Bilingual (Albanian, Greek) and soon to be trilingual (English) Positive attitude towards English Intrinsic motives: understanding and enjoying movies, songs, Internet sources Extrinsic motives: professional development as a make-up artist, seeking work abroad In need of productive skills development Feelings of anxiety and nervousness when speaking Strategies used: switching to Greek, using circumlocutions, synonyms, background schemata, images associated with words A preference for visual and intrapersonal intelligences

DI PRINCIPLESTHE LESSON S’s individual needs (become more fluent in speaking, seek job abroad) Main aim: speaking skills development Relevant activity: taking part in a job interview simulation Readiness (‘what S knows, understands and is able to do’ – Hasty and Hacket, 2012) Topic: make-up artistry due to S’s familiarity, own experiences and knowledge Interests (her job as a make-up artist, seeking job opportunities abroad) Topic, lesson content, activities (e.g. expressing opinion on relevant sub- topics, taking part in a job interview simulation) Learning profile (a preference for visual, intrapersonal intelligences and individual work) A video sequence used (available online from NjiQoYAog), working on her own or the teacher NjiQoYAog Content (the method to gain access more important than the change of topic – Tomlinson and McTighe, 2006) Viewing a video or taking part in a simulation as the best methods to access content in the specific context

DI PRINCIPLESTHE LESSON Process (sense-making activities associated with S’s life and own experiences) Topic of make-up artistry and the relevant tasks Product (personally meaningful to the S, interesting, engaging) Completion of the simulated job interview and the development of real life interview and self-presentation skills Affect (lowering S’s affective filter, nervousness and anxiety) Generating positive feelings and boosting self-confidence through the familiar and interesting topic

Motivation and interest levels kept high Connection with S’s life and experiences helped make sense of the content and carry out the activities despite lack of linguistic knowledge The more personally meaningful the tasks, the more lowered the affective filter and the more enhanced S’s performance Strengths Tasks beyond S’s challenge level, especially current grammar and vocabulary knowledge More time spent on task than anticipated Weaknesses Slightly modify activities to suit S’s own level of challenge Timing Future improvements

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