1. Dare to Differentiate!
dulidoherty.wordpress.com

2. Multilevel class scenario
Has this happened to you?
Ms. Angelo has her class of 30 complete an exercise in the book that has them write the present continuous form of the base verb. After 2 minutes 10 Ss have finished the activity quickly and they start talking to each other. There conversation is in Spanish and not about the topic. Other Ss have barely started. They are having trouble and she goes to assist them.
What is the challenge this teacher is facing?
TPS

3. Factors to consider Different educational background
Different literacy levels
Different levels of English
Ts brainstorm – how does this happen? Why would some Ss arrive at a higher or lower level?

4. Our reality as EFL teachers
Every EFL class is multilevel to some degree.
Some classes levels are much more exaggerated than others.
Is there a solution?

5. Of course! Differentiation
Can you plan 2 different lessons? This is differentiation, but it is hugely time consuming.
My purpose is to get you to start differentiating(probably already are)- TPS?
Know your levels, and attempt to let every student be successful. TODAY I’ll show you some easy prep ways to differentiate your activities. DO we differentiate the whole lesson? No, start with practice activities

6. What is differentiation?
It is using certain strategies and organizing activities in your lesson so that all students of varying levels are able to succeed.
It is the choices you make that make the activities, etc. accessible to all your Ss.

7. Which one includes more Ss?
Class discussion on hobbies
Teacher asks a question and the Ss answer(10min.)
Teacher writes a question on the board
Ss write an answer and then check their answers with a partner(5min.)
Teacher asks a question and the Ss answer(5min.)

8. Strategies Tiered activities(routes of access) Multilevel Activities
Flexible Grouping - Mixed ability and same ability pairing and grouping techniques
Task based learning(projects)
More scaffolding
Modified activities
Flexible assignments

9. Tiered Activity
The teacher manipulates an activity so that it is achievable and challenging for each level.
Present continuous
A. 1. Fill in the blank
B. 1. Fill in the blank 2. check with a partner
C. 1. Fill in the blank 2. check with a partner
3. Switch the verb in the sentence that will still keep the meaning of the sentence.
Ex. She is playing football.
walking
Am I teaching more? Less?

10. *
*I want to make clear that I’m not asking you to teach them LESS, just give the lower level Ss more support/scaffolding and the higher level Ss room to expand.

11. My objective
SWBAT change a sentence from positive to negative in present tense by comparing pictures in a pair activity.

13. How can we make it more achievable for a lower level student
How can we make it more achievable for a lower level student? More scaffolding/support? Show the paper.

14. Douglas Reeves describes this as “not uniformity of work, but similarity of proficiency."
The idea is that students can gain proficiency even when completing different types of assignments or a different number of assignments (one big project vs. five smaller assignments).

15. SWBAT write a 6 line adjective poem
Challenge: you know that a certain group of your Ss will fly through this and another group will have trouble thinking of adjectives.
Courage
Courage is invisible
Is invisible, temporary
Is invisible, temporary, misunderstood
Is invisible,temporary,misunderstood,discouraged
How can you differentiate the activity for 3 groups? – give list of adjectives, high group – someone gives them a topic – peer edit- read each others

16. Multilevel Activities
Same activity, but it allows Ss to go at their own pace or contribute what they can.

17. Speaking/Listening
SWBAT describe someone putting on their clothes using the present continuous while watching a video.
Br bean- he is putting on his socks do it – what did YOU say?

18. Writing Dialogue Journals
Dialogue journals What they want or a topic(past tense)---

19. Dialogue Journals Dear Ms. Emma,
How are you? Today I’m very excited because I had a presentcionn en the class of english and it was great!
Ruth
Dear Ruth, I’m doing great! I’m so happy for you that your English presentation went so well! What was it about? Emma

20. Emma, today I go to school , but forgot my homeowrk. Luisa
Luisa, I’m sorry that you forgot your homework. Did you tell the teacher? Emma

21. Dear Yessenia,
Dear Teacher Karin, Today was a very bad day. My father was crying to day because of the death of my mother last year. I miss her, too. I went to my grandmother’s house. Everyone was sad there, too. Thank you for the English class, Miss Karin. I love it! Yessenia

22. Comic strips

26. Flexible Grouping Same ability pairs/groups Mixed ability pairs/groups
Mr. Bean activty – would you put the Ss in SA or MA? Why TPS

27. Mixed grouping- speaking
Show a picture and in groups the “lower level” student will answer the questions(“Yes, she is wearing a hat”.)
Professions

29. Newspaper Template- multilevel writing

33. Multilevel Grouping- speaking
Video – robbery – role play
– write dialogue
– one student is “low level”
- everyone has to speak 5 lines
Show the beginning of Our Town Do it!

34. Flexiblehomework Flexible Assignments: After reading a story:
Write a diary entry as the main character
Write what the character would be like if they lived in present day Guatemala
Draw and write captions for a comic of a day in the life of the main character

35. Student comment
“ “I enjoyed having a choice of what project to do. It allowed me to focus on things that I thought were interesting, and thus I did a better job and worked harder on my project because it was less of a chore. I also think the choices were diverse enough that it allowed for a variety of people to be successful.”

36. Reading – Jigsaw – Tiered Assigment
Fiction Story
Adapt the first part for the lower level students
Use a jigsaw activity