1. Differentiated Instruction: Working with ESL Students
Webinar
with Carla Fisher
March 2010

2. We’ll Get Started shortly
Welcome to this Webinar Session on English as a Second Language entitled: Differentiated Instruction
We’ll Get Started shortly
While waiting, please jot down the two most important questions you’d like answered prior to leaving the webinar today.
We’re all from somewhere … sometimes we live somewhere else!! 2

3. ATA Webinar and Print Series: Understanding ESL Learners
Teaching in the Content Areas
Differentiating Instruction
Assessment
Meeting Needs in the Classroom
BICS and CALP
ESL Student: Intake Procedures
WELCOMING
Students and Families 3

4. Agenda Theory Planning for Differentiation Differentiating for Content
Differentiating for Process
Differentiating for Product
Assessment
Questions

5. ESL…. Differentiated Instruction5

6. Where to Begin?

7. A Question for You
How much experience do you have with students and families needing English as a Second Language support?
A I have not had ESL students before.
B I have had some experience teaching students who need ESL support.
C My experience is quite extensive. 7

8. Question #2_
How much experience do you have with differentiated instruction?
A I do not have any experience.
B I have had some experience with differentiated instruction.
C My experience is quite extensive. 8

9. Differentiated Instruction
What does differentiated instruction mean to you?

10. Describe this figure to a partner without using words that contain the letter n

11. Mapping a Route Toward Differentiated Instruction
“Even though students may learn in many ways, the essential skills and content they learn can remain steady. Students can take different roads to the same destination.”
-Carol Ann Tomlinson

12. How We Teach Makes A Difference!

13. Traditional or Differentiated
Traditional Classroom
Differentiated Classroom
Student differences are masked or acted upon when problematic
Student differences are studied as a basis for planning
Assessment is most common at the end of the learning to see who got it
Ass. is ongoing and diagnostic to understand how to make instruction more responsive to learner need
A relatively narrow sense of intelligence prevails
Focus on multiple forms of intelligence is evident
Whole class instruction dominates
Many instructional arrangements are used
Time is relatively inflexible
Time is used inflexibly in accordance to student need
A single form of assessment is often used
Students are assessed in multiple ways

14. “We have to know where we want to end up before we start out – and plan to get there. We must have solid curriculum and instruction in place before we differentiate them.”
Carol Tomlinson
(Read the slide.)

15. Differentiated Instruction

16. Accommodations and Modifications
Do they mean the same thing?

18. Planning for DI Interest Questionnaires Inventory Learning Preferences
Observation
Discussion

19. Identify Concepts

20. Instructional Strategies
See Handout
Put up a check mark when you have found it!

21. Assessment and Evaluation

22. Instructional Planning Guide for DI
See Handout

23. Teachers Can Differentiate
Content
Process
Product
According to Students’
Readiness
Interest
Learning
Profile
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

24. Content
Some ways to Differentiate Content

25. Multiple Textbooks Supplementary print materials
Students might need a textbook that is more basic than the grade-level textbook.
Build a classroom library.

26. Books, Tests, Comfortable

27. Interest Centers
The complexity of the materials can be adapted for different readiness levels.
Motivation

28. Computer Programs Same content but in different ways.
Complexity can be changed so all learners are challenged.

29. Support Systems Audio Struggling readers need readings recorded
Audiotapes
Scanned documents

30. Study Partners and Reading Buddies
Study or review an assignment together
Similar or not
Breaks up long pieces of text
Opportunity to discuss

31. Process

32. Varying learning activities or instructional strategies to provide appropriate opportunities for ALL students to explore new concepts

33. Instructional Strategies
Adapted Assignments
ESL students can demonstrate their understanding of content without being penalized for their under developed writing skills.
Differentiated Instruction
Modifications
Accommodations

34. Accommodations Grading is same Do not fundamentally alter or lower
expectations or standards in instructional
level, content or performance criteria.
Changes are made in order to provide equal
access to learning and equal opportunity to
demonstrate what is known.
Grading is same

35. Modifications (Applies to students with severe disabilities)
Do fundamentally alter or lower
expectations or standards in instructional level,
content or performance criteria.
Changes are made to provide student meaningful &
productive learning experiences based on individual
needs &abilities.
Grading is different

36. Reading Supports

37. Learning Centers
Games
Puzzles
Manipulatives

38. Assistive Technology
Electronic Translators
Reading Pens

39. Product

40. .

41. Grade One
Compare and contrast colors, using terms such as lighter than, darker than, more blue, brighter than

42. Grade Four
Develop a flow chart for a consumer product that indicates the source materials, final product, its use and method of disposal.

43. Grade Seven
Research and report how measurement instruments are used in the community.

44. Grade Nine
Compare and contrast own life situation with themes of oral, print, and other media.

50. Evaluation
Rubrics
ESL Benchmarks

51. Least-Effective Teaching
Presenting large amounts of material at a time
Failing to guide student practice
Giving little time for student processing of the new material
Expecting all students to get new material the first time
Failing to prevent students from developing misconceptions
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

52. Most-Effective Teaching
Presenting smaller amounts of material at any time
Guiding student practice as students worked problems
Providing for student processing of the new material
Checking the understanding of all students
Attempting to prevent students from developing misconceptions
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

53. Questions?

54. Carla Fisher Professional Development Director for the ESL Council
Assistant Principal
École Corinthia Park School