1. Karen Jogan, Ph.D. kjogan@alb.edu

2.  What are your students thinking?

4.  How are students different?  How can we allow students with different abilities to achieve the same outcome?  How can we modify instruction so that students realize different outcomes?

5.  How are your students different?

6.  Different Content  Different Process  Different Product  Different Assessment

7.  Write down ◦ 3 things you found interesting about this year’s Peru TESOL conference

8.  Write down ◦ 3 things you found interesting about this year’s Peru TESOL conference ◦ 2 things you learned that you will use in your class

9.  Write down ◦ 3 things you found interesting about this year’s Peru TESOL conference ◦ 2 things you learned that you will use in your class ◦ 1 thing that you still have a question about

10.  Talk about your 3 – 2- 1 list with a friend.

11.  Write two sentences summarizing one session that you attended.  How will you apply what you learned to your own classroom?

12.  Repeat your summary to a friend.

13.  3 What’s ◦ What is one thing I learned at Peru TESOL? ◦ So what? How is this useful? ◦ Now what? How will I follow up?

14.  Teachers can adjust ◦ Level of complexity ◦ Amount of material presented ◦ Type of material presented  Meet individual learning profile of students

15.  Teachers can present new concepts and ideas using varied instructional strategies   Read: Write: Listen: View: Talk  Student engagement and motivation is personalized and durable

16.  Teachers can allow different product choices to demonstrate outcomes  Product choices allow students to demonstrate concept mastery and solve authentic problems through ◦ multiple intelligences, ◦ individual learning styles and interests

17.  Along with traditional tests, teachers can differentiate assessment…  Provide feedback to teacher and to student

18. Share one aspect of how you differentiate instruction…

21.  Skills ◦ Which skills?  Content ◦ Apply or enrich class content  Time Line ◦ Check-in requirements  Agreement ◦ Consequences?

22.  Student will (read, write, discuss, prepare, etc.)  About (content)  Student will check in (time)  If this assignment is done correctly, student will…  If portions of this assignment need revision, student will…

24.  Your students finish an assignment early in your class.  What do you tell them to do?

25.  Illustrate a story  Write a message to your parent  Read  Write a poem using today’s vocabulary  Make a crossword puzzle using new vocabulary  Write a recipe, newspaper article, rules for a game, etc.

26. F R U I T S

27. F ORRANGE GRAPEFRUIT KIWI TANGERINE APPLES

28. S P O R T S

29.  Tennis  Volleyball  Golf  Swimming  Soccer  Football  Baseball

30.  What is something else your students can do when they finish early? What will you tell them to do?

31.  Points  Random check  Percentage of final grade  Rubric

33. Listen to tape Write a menu Role Play Read a recipe Act out a scene & Narrate

34.  Role ◦ (hotel manager, visitor from abroad, teacher from your school)  Audience ◦ (English teachers in Peru, English teachers from abroad, colleague at your school)  Format ◦ (email, tv report, office memo, brochure, ◦ poster)  Topic

35. 1. Announcement for next year’s PERU TESOL conference 2. Why is PERU TESOL a great conference? 3. Why is Chiclayo a great conference destination?

36.  Role ◦ (hotel manager, visitor from abroad, teacher from your school)  Audience ◦ (English teachers in Peru, English teachers from abroad, colleagues at your school)  Format ◦ (email, tv commercial, office memo, brochure, poster)  Topic

37.  Teachers can present new concepts and ideas using varied instructional strategies  Student engagement and motivation is personalized and durable

38.  How can we group students?

39. ◦ Based on interests, readiness ◦ Cooperative groups

40.  I like to talk  I like to listen and write  I like to listen and draw

41.  I like to talk  I like to listen and write  I like to listen and draw

42.  Where were you on July 28?  Who was with you?  What did you do?

43.  Month of birth?  Choose a color?  Line up…

45.  Draw a clock…

46.  Make appointment with 4 different people between 10 am and 4 pm ◦ Write the person’s name next to the hour

47.  Where do you live and work? – 11 a.m.  What is your favorite hobby? – 2 p.m.  Tell me about your family. – 4 p.m.  What should a visitor do in Lima? – 10 a.m.  What destinations in Peru would you suggest for a tourist, and why? -- 12 noon  What enjoy about your job? –3 p.m.  If you could change one thing about your job, what would that be? – 1 p.m.

48. Mind Mapping – Diversity in the US

49.  Geography?  Language?  Ethnic groups?  Religion?  etc

50.  Talk with your partner about ONE aspect of diversity in the U.S.  Brainstorm and write down about this type of diversity in the U.S.

51. LIMADC Lima and Washington DC

52.  Journal Writing  Small group discussion  Problem solving  Connect to own life  Recognize patterns  Novelty  Movement  Think-pair-share

55.  Sydney  New York  San Francisco  London

56.  If I were going to ……, I’d… 1.What would you pack? 2.With whom would you plan your trip? 3.What would you see there? 4.What would you do there? 5.What would you eat? 6.What would you miss most about Peru?

57. Blue Green Red Yellow Which is your favorite color? Pick someone with the same favorite color… Favorite Color Partner…

58.  What are the main concerns about my classes this year?  What would you like to learn more about at next year’s PERU TESOL meeting? Favorite Color Partner…

59.  Teachers can allow different product choices to demonstrate outcomes  Product choices allow students to demonstrate concept mastery and solve authentic problems through ◦ multiple intelligences, ◦ individual learning styles and interests

61.  Design a poster  Develop an interview questionnaire  Create a webpage design  Collect pictures  Design a game  Listen to music, create a song  Present from another point of view Group of 3…. Choose a role to play…

62.  Write a poem  1 = Favorite City (noun)  2 = 2 nouns (about the city)  3 = 3 adjectives (describing the city)  4 = sentence or question

63.  Along with traditional tests, teachers can differentiate assessment…  Provide feedback to teacher and to student

64.  Rubrics  Portfolios  Authentic Assessment

65.  We are teaching a unit about FOOD. The students are at the end of their first year studying English. ◦ K - What do students know? ◦ U - What do they understand? ◦ D - What can they develop/ design as a final product?

66.  Tiered Activity ◦ 3 activities for 3 levels  Learning Contract that lists different products: students will select three from the list to fulfill the contract  RAFT assignment ◦ Choose a Role, Audience, Format, and Topic

67.  Time for questions and comments…