1. Differentiating Instruction for Diverse Heritage Learners Anna Uhl Chamot National Capital Language Resource Center/ The George Washington University

2. PURPOSE Identify characteristics of diverse heritage language learners. Identify characteristics of diverse heritage language learners. Provide rationale for Differentiated Instruction. Provide rationale for Differentiated Instruction. Suggest instructional approaches to meet needs of diverse learners. Suggest instructional approaches to meet needs of diverse learners.

3. WHO ARE HERITAGE LEARNERS? Students whose home language is other than English. Students whose home language is other than English. Students whose parents or grandparents speak a language other than English. Students whose parents or grandparents speak a language other than English. Immigrant students at grade level in their first language. Immigrant students at grade level in their first language. Immigrant students with educational gaps in their first language. Immigrant students with educational gaps in their first language.

4. WHAT IS DIFFERENTIATED INSTRUCTION? Builds on learners’ prior knowledge; Builds on learners’ prior knowledge; Addresses students’ interests; Addresses students’ interests; Provides alternate paths to achievement; Provides alternate paths to achievement; Assesses important concepts and skills; Assesses important concepts and skills; Uses varied rates of instruction; and Uses varied rates of instruction; and Organizes the classroom into collaborative learning teams. Organizes the classroom into collaborative learning teams.

5. WHY DIFFERENTIATE INSTRUCTION? Provides access and success for more students. Provides access and success for more students. Increases student motivation. Increases student motivation. Leads to more efficient learning. Leads to more efficient learning.

6. GARDNER’S ENTRY POINTS Narrational – Start with a story. Narrational – Start with a story. Logical-Quantitative – Start with a deductive rule or puzzle. Logical-Quantitative – Start with a deductive rule or puzzle. Foundational – Start with the concept and its vocabulary. Foundational – Start with the concept and its vocabulary. Aesthetic – Start with sensory features. Aesthetic – Start with sensory features. Experiential - Start with hands-on activity. Experiential - Start with hands-on activity.

7. INDIVIDUAL AGENDAS Personal list of tasks. Personal list of tasks. Can be done in any order. Can be done in any order. Completion date (2-3 weeks). Completion date (2-3 weeks). Teacher provides class time to work on agendas. Teacher provides class time to work on agendas. Frees teacher for direct instruction to small group. Frees teacher for direct instruction to small group.

8. COMPLEXITY LADDER Select major concept/skill all students need to learn. Select major concept/skill all students need to learn. Identify each student’s level, interests, talents, prior knowledge. Identify each student’s level, interests, talents, prior knowledge. Create activity to develop concept/skill. Create activity to develop concept/skill. Situate activity on Complexity Ladder. Situate activity on Complexity Ladder. Create more and less complex versions. Create more and less complex versions. Match students to appropriate version. Match students to appropriate version.

9. LEARNING STATIONS Classroom spots with independent tasks. Classroom spots with independent tasks. Signs: Cuentos y poemas; Pensar y escribir; Drama; Palabras; Reglas; Cultura. Signs: Cuentos y poemas; Pensar y escribir; Drama; Palabras; Reglas; Cultura. Teacher/student chooses task. Teacher/student chooses task. Clear directions for each task. Clear directions for each task. Monitoring system for work completed. Monitoring system for work completed.

10. LEARNING CONTRACTS Specifies task(s) to accomplish. Specifies task(s) to accomplish. Sets time line for completing each part. Sets time line for completing each part. Establishes criteria for success. Establishes criteria for success. Can be varied to meet individual needs. Can be varied to meet individual needs. Signed by student and teacher. Signed by student and teacher.

11. LEARNING STRATEGIES Student chooses area to improve. Student chooses area to improve. Pre-assessment task to establish level. Pre-assessment task to establish level. Student identifies learning strategies used in pre-assessment. Student identifies learning strategies used in pre-assessment. Conference with teacher to plan tasks and choose new learning strategies. Conference with teacher to plan tasks and choose new learning strategies. Independent practice (2-3 weeks). Independent practice (2-3 weeks). Post-assessment task to check progress and evaluate success of learning strategies. Post-assessment task to check progress and evaluate success of learning strategies.

12. WHEN WHEN TO DIFFERENTIATE When students are unmotivated, bored, or struggling. When students are unmotivated, bored, or struggling. As a reward for accomplishment. As a reward for accomplishment. When teaching a combination level class. When teaching a combination level class. When heritage and non-heritage learners are in same class. When heritage and non-heritage learners are in same class. When the teacher needs to work with one group. When the teacher needs to work with one group.

13. CASE STUDY ACTIVITY Work in groups of 3-4. Work in groups of 3-4. Read the five case studies. Read the five case studies. Choose one case study to discuss. Choose one case study to discuss. Develop a differentiated instructional activity for your case study. Be creative! Develop a differentiated instructional activity for your case study. Be creative! Report to the whole group. Report to the whole group.