1. Diversity in the second language learning classroom  Differentiated learning  Student learning centres

2. June 2005Jeanne Gilbert Differentiated learning: usually consists of usually consists of three levels of learning three levels of learning within an activity within an activity

3. June 2005Jeanne Gilbert  Layered Curriculum - Dr. Kathie F. Nunley http://www.help4teachers.com/

4. June 2005Jeanne Gilbert What's In a Layer? C Layer : : Basic knowledge, understanding. The student builds on his/her current level of core information. B Layer : : Application or manipulation of the information learned in the C layer. Problem solving or other higher level thinking tasks can be placed here. A Layer : : Critical Thinking and Analysis. This layer requires the highest and most complex thought.

5. June 2005Jeanne Gilbert Example Viewing a video: with three tasks sequentially requiring a deeper level of language understanding and interpretation

6. Diversity in the second language learning classroom StudentCentredLearning

7. June 2005Jeanne Gilbert What is a Learning Center? Michael OpitzMichael Opitz: http://teacher.scholastic.com/professio nal/backtoschool/learning_center.htm) Michael Opitz

8. June 2005Jeanne Gilbert For me, a learning center is a small area within the classroom where students work alone or interact with others, using instructional materials to explore one or more subject areas. It is a place where a variety of activities introduce, reinforce, and/or extend learning, often without the assistance of the classroom teacher. For me, a learning center is a small area within the classroom where students work alone or interact with others, using instructional materials to explore one or more subject areas. It is a place where a variety of activities introduce, reinforce, and/or extend learning, often without the assistance of the classroom teacher.

9. June 2005Jeanne Gilbert The Process  Aims and Goals  Planning, planning, planning  Management Tips  Learning Centres  Assessment and Evaluation

10. June 2005Jeanne Gilbert Ongoing evaluation of Learning Centres  Use feedback and feedforward from staff AND students ie analyse and evaluate activities AND learning  Synthesise and/or create new resources

11. June 2005Jeanne Gilbert Ideas for Learning Centres  Reader’s Centre  Vocabulary Centre  Computer Centre  Guided Writing (wtg tasks) (wtg tasks)  Creative Art Centre (shaping) (shaping)  Guided Reading  Language Game  Writing Centre  Listening Post  Conversational Centre (drama, role play) (drama, role play)

12. June 2005Jeanne Gilbert Management Tips  Task management board and / or  Activity log For checklist of For checklist of skills and concepts

13. June 2005Jeanne Gilbert Task Management  Have whole class together first for instructions  Show class Task Management Board or Activity Log  Organise groups and duration of time (or not)  Groups can be social, random or teacher selected  Activities could last whole period or part of a period  Activities can be at different levels of difficulty  Specific Learning Outcomes for activities must be clear (and relate to AOs)  Reporting back time at end of lesson is REALLY IMPORTANT

14. June 2005Jeanne Gilbert Example of Task Management Board Reader’s Centre R, W: Individual work or think, pair, share tasks Read and add new vocab + structures to reading log - share Vocabulary Centre L, S, W: Group work using vocab cards Activities (cards) to practise new vocab Computer Centre R, L - ICT Individual or pair work Use software to practise new vocab + structures Guided Writing L, S, R, W: Pair/group work Writing activity task sheets – self marking

15. June 2005Jeanne Gilbert Example of Activity Log Topic: introducing yourself and others Curriculum links: 1.4 communicate about personal information such as name, age, nationality and home 2.5 communicate about physical characteristics, personality and feelings Station Activities – work with a partner AOLSRW Something I learned or was reminded of I’ve checked my work Partner check Teacher’s signature 1 Match the phrases with the pictures. Take turns with your partner to read them aloud 2.5R,S 2 Decide who partner ‘A’ and who partner ‘B’ is … 2.5S,W 3 Guess who? Qui est-ce? Devine! 2.5S,R

16. June 2005Jeanne Gilbert Example of Activity Log Topic: introducing yourself and others Curriculum links: 1.4 communicate about personal information such as name, age, nationality and home 2.5 communicate about physical characteristics, personality and feelings Station Activities – work with a partner AOLSRWDifficultyTime Partner check Teacher’s signature 1 Match the phrases with the pictures. Take turns with your partner to read them aloud 2.5R,S* 10 mins 2 Decide who partner ‘A’ and who partner ‘B’ is … 2.5S,W** 15 mins 3 Guess who? Qui est-ce? Devine! 2.5S,R*** 15 mins

17. June 2005Jeanne Gilbert Reporting Back: Possible Teacher Questions / Learning prompts:  Explain to the others what your group did today. Or:  Explain what you did in the xxx centre  What did you learn today?  What will you have to do next to remember / use this learning?  Do you have any advice for the next group?

18. June 2005Jeanne Gilbert References  Making Meaningful Links – Kerri Thomas, Audrey Ulrich, AFMLTA Conference 2001  Addressing the Diversity of Learning in a Year 9 Second Language Class – course notes Noeline Grant 2003  Catering for Different learning Needs Beltz 1978 – adapted by Ulrike Handke 2001  Multilevel Tabloid Activities – translated and adapted from a presentation at NZALT Conference by Friederike Cichon 1998 – Jeanne Gilbert 2001  Accelerated Learning in the Classroom – Alistair Smith  Learning to Think. Thinking to Learn – Michael Pohl 2000  Inside the Black Box – Black and Williams 1998  Assessment For Learning – some practical strategies – Geoff Moore 2002

19. June 2005Jeanne Gilbert