1. Using Literacy Centers to Differentiate in the Early Language Classroom Nathan Lutz Kent Place School

2. DO NOW Jot down one lesson/activity that is difficult for you to implement in class either because of your class size or the range of proficiency levels of your class.

3. Using Literacy Centers to Differentiate in the Early Language Classroom Nathan Lutz Kent Place School

4. For handouts from today’s session, please go to

5. ~ Carol Ann Tomlinson

6. Traditional ApproachThe Real World

7. No two students enter a classroom with identical abilities, experiences, and needs. Learning style, language proficiency, background knowledge, readiness to learn, and other factors can vary widely within a single class group.

8. Regardless of their individual differences, however, students are expected to master the same concepts, principles, and skills. Helping all students succeed in their learning is an enormous challenge that requires innovative thinking.

9. Top QuartileThe Best and Brightest Pay attention, do the work, ask good questions Second QuartileMid-Level Managers in Training Pay attention, do the work, don’t necessarily ask questions Third QuartileFuture Cubicle Farmers of America Work is hit or miss, but generally make an effort Fourth QuartileThe Calvinist Brigade (Damned from Birth) Little to no effort exerted

10. Top QuartileThe Best and Brightest Pay attention, do the work, ask good questions Second QuartileMid-Level Managers in Training Pay attention, do the work, don’t necessarily ask questions Third QuartileFuture Cubicle Farmers of America Work is hit or miss, but generally make an effort Fourth QuartileThe Calvinist Brigade (Damned from Birth) Little to no effort exerted

11. ALIENATED ON TARGET

12. Differentiated instruction is an instructional theory that allows teachers to face this challenge by taking diverse student factors into account when planning and delivering instruction. Based on this theory, teachers can structure learning environments that address the variety of learning styles, interests, and abilities found within a classroom.

14. WHAT?

15. Teachers are not developing a separate lesson plan for each student in a classroom. Teachers are not "watering down" the curriculum for some students.

16. Teachers providing several learning options or different paths to learning, which help students take in information and make sense of concepts and skills Teachers providing appropriate levels of challenge for all students, including those who lag behind, those who excel, and those in the middle

17. Learning Environment must be supportive – nurture and scaffold Continuous assessment – constant formative feedback High-quality curriculum – outcomes, standards for each student Respectful tasks – all the activities must be where they are at Flexible grouping – constantly re-evaluate groupings based on skill levels

18. Teachers can differentiateAccording to a student’s Content Process Product Learning Environment Assessments Readiness Interest Learning Profile Differentiate is Flexible and Infinite

19. Content – not everyone learning same thing Process – formative assessment Product – not everyone has to do the same projects – depending on interests and readiness Learning environment – flex grouping, seating arrangements, class décor Assessments – reflection of the process – summative assessment

20. Utilize pre-tests to assess where individual students need to begin study of a given topic or unit. Encourage thinking at various levels of Bloom's taxonomy. Use a variety of instructional delivery methods to address different learning styles. Break assignments into smaller, more manageable parts that include structured directions for each part. Choose broad instructional concepts and skills that lend themselves to understanding at various levels of complexity.

21. Provide access to a variety of materials which target different learning preferences and reading abilities. Develop activities that target auditory, visual, and kinesthetic learners. Establish stations for inquiry-based, independent learning activities. Create activities that vary in level of complexity and degree of abstract thinking required. Use flexible grouping to group and regroup students based on factors including content, ability, and assessment results.

22. Use a variety of assessment strategies, including performance-based and open-ended assessment. Balance teacher-assigned and student-selected projects. Offer students a choice of projects that reflect a variety of learning styles and interests. Make assessment an ongoing, interactive process.

23. Ensure that there are quiet, distraction-free places in the room to work, as well as places that invite student collaboration Provide materials that reflect a variety of cultures and home settings Set clear guidelines for independent work that matches individual needs Develop routines that allow students to get help when teachers are busy with other students and cannot help them immediately Help students understand that some learners need to move around to learn, while others do better sitting quietly

24. Whole-class instruction / Small-group instruction Individual work / Collaborative work Performance-based groups Partners/pairs/trios Think/Pair/Share

25. Before summative assessments take place, teachers need to start differentiated assessment at the diagnostic testing phase The assessment format MUST cater to Multiple Learning Styles and Intelligences Example: is a paper and pencil assessment a valid assessment for a kinesthetic and visual learner? Rich performance tasks criteria: Provide evidence of essential learning Demand innovation/creativity, problem solving, Are engaging yet challenging task Provide individual accountability in group work

26. Feedback should be timely Consider differentiated feedback!...specifically...feedback that caters to students’ individual learning styles Examples: voice recordings, video recordings, face to face chat, written

27. Students’ interests: need to know their interests Learning profiles: what kind of learners are they Readiness levels: how prepared are your students? Learning styles: what kind of Learner (Gardner)

28. Inventories Surveys Scales

29. IEP or 504 Plan? Information processing delay Grouping preferences Environment

30. AKA achievement Pre-assessing Formative assessments (exit tickets, self assessments, etc.) Summative assessments

32. Everyone’s work is: Equally engaging Equally appealing Equally important Emphasize strengths Are relevant Provide choices Stretch students Scaffold learning

34. If the sky were the limit… Have you ever wanted to teach a small group of 4-5 students? Do you think students need greater opportunity to become independent workers? Does “one size fits all” not work for your class?

35. If the sky were the limit… What is on your teacher’s wish list?

36. Small Group Instruction Targeted direct instruction Assessment Opportunity to re-teach / enrich Get to know students better – academically and socially Independent Learning or Small Group Work Students work independently at their instructional level Foster work ethic Develop independence Foster collaboration

37. Our Task as World Language Teachers

38. Establish your goals Practice a skill Extend knowledge about a subject Reteach content to struggling students Review material prior to an assessment Produce a project

39. Setting Up 1.Design activities 2.Set time limits 3.Group students 4.All materials organized and made available 5.Clear expectations that are posted 6.Explain, Model, Rehearse, Rehearse, Rehearse

40. Setting Time Limits Whole class 1/2 class 1/3 class 1/4 class...

41. How to group? Homogenous Heterogeneous

42. Organizing Your Centers Make a space for your students to work Provide all materials Color coding and/or use boxes/bins/folders Display clear and concrete directions Provide means to collect work/accountability sheet

47. Rehearsal Display groups & movement chart Dry run through the centers Model orderly behavior for movement, quiet, etc. Initially do games at centers – reinforce the fun! Require resetting the center – tidying up

48. Québec John Susan Marie Danny France Steve Sam Kathy Danielle Haïti Brian Pablo Abby Keisha Sénégal Philip Kunal Jin Mary

49. Types of Centers The sky is the limit! BUT... Keep it simple until the students learn the routine

50. Our Task as World Language Teachers

51. Variety interpersonal reading interpretive presentational listening writing speaking playing a game discuss

52. Keep in Mind... What are the objectives of this unit? What do students need to know and be able to do? What learning and practice would best be done at the teacher table? What experiences are best done in small groups or individually? What skills really need extra practice or support? What are engaging realia, videos, etc. for this unit? What materials and technology do I have access to? How shall I group students to maximize learning?

53. Accountability For individual work: Turn in a worksheet/checklist For games/experiential work: Turn in a slip or fill out a group sheet Staying in the target language

54. Je m’appelle ______________ Au centre n o 1, j’ai parlé français ____ (fait un cercle) 0% 25% 50%75%100% J’ai utilisé un nouveau mot! ___________________ Mon partenaire était ______________________.

55. étudiantCentre n o 1Centre n o 2Centre n o 3Centre n o 4 Didier Jeanne Sylvain Samuel Marie Claire

56. Examples of Centers Reading Center (interpretative communication) Guess Who? (interpersonal communication) Information Gap (interpersonal communication) Guess Where? (interpersonal communication)

57. Think back to your “do now” – the lesson/activity that is difficult for you to implement in class either because of your class size or the range of proficiency levels of your class...how can you solve that issue with a learning center?

58. NOW IT’S YOUR TURN

59. Parting Words Start small Strive for a balance of modalities/activities Share/collaborate with a colleague Centers can be portable: use file folders

60. ¡Gracias! Merci! 谢谢 شكرا

61. References Blaz, Deborah. Teaching Foreign Language in the Block. Eye on Education: 1988. Diller, Debbie. Literacy Work Stations, Making Centers Work. Stenhouse: 2003 Ford, M.P. & Opitz, M.F. “ Using centers to engage children during guided reading time: Intensifying learning experiences away from the teacher. ” in The Reading Teacher: 2002.

62. TPR; Yes/No; one word answersSimple sentencesOrganizing sentencesSpontaneous speakingRetelling a story Creating a story PROFICIENCY TRAJECTORY

63. TPR; one word answers Simple sentences Organizing sentences Spontaneous speaking Retelling a story Creating a story