DIFFERENTIATION
TEACHING
KIA ORANA E TE
TUROU KI TE
APIIANGA REO
KUKI AIRANI
Differentiate Teaching In My Cook
Islands Class.
What worked when at Primary level.
The students are smaller.
The same students are in your class for a whole day so you
can create learning centres.
Students are grouped in all subjects.
One teacher and with one routine.
Consistency across the board and everything is integrated.
The issues I face at Secondary.
 Working space
Students are bigger
Period changeovers/ time to set up the class.
Subjects are specific – assessment driven.
Timetable constraint.
What works for my Cook Islands students?
• Normally we start each lesson with the Lord’s
Prayer in Cook Islands.
• Establishing the routine in class from day
one.
• Roll call to be using the correct address to the
teacher.
• Teacher - “Popongi e __________”
• Students – Popongi e Vavia tane (Mr Vavia)
• Or can use the normal “Kiaorana” for
greetings.
How do I cater for their needs?
At the beginning of the year the
students fill in a survey sheet and
thanks to the Tongan Language class
for helping out with this. (Examples
in the folder)
WHAT RESOURCES AND STRATEGIES DO I USE IN
CLASS?
TEACHING AS ENQUIRY (example in the folder)
Some examples of differentiation lessons.
1. Lesson prepared by colleagues at the
Workshop.
Focus: Different parts of the body in Cook Islands.
Learning Outcome.
By the end of this unit, students will be able to
 Describe people’s faces, hair, body
 Talk about hair and eye colours
 Identify pictures of people by listening to brief description
 Write a description of someone
 Perform a song in Cook islands language to do with body
parts.
How to group the students.
 Brainstorm of what the students already know about body
parts in Cook Islands language.
 Choice of which tier they want to work on.
• Tier 1.
List of vocabularies for the unit. English and
Cook Islands. Students to match them
together.
Labelling parts on a diagram of a human
Knowing the basic body part song “Upoko
pakuivi turi mangavaevae”
Unscrambling the words of body parts. Eg.
Ngtaria – taringa
List of vocabs for colours to describe eyes and
hair.
• Tier 2.
Constructing simple sentences using the
body parts eg. Teia toku mata, Tena toou
vaa, E rouru kerekere toku.
Cloze activity – gaps for the body parts
are left out.
Start to include Parts of speech to the
sentences.
Matching body parts with actions.
Describe people’s face or body parts.
• Tier 3.
Phrases and communicating with each
other orally about their body parts.
Personal stories of body parts.
Using the five senses to include in their
sentences eg. E ongi ana au ki toku
putangio
Clothes that you wear on different parts
of the body. Eg. You wear socks on your
vaevae.
Write a description of someone.
2.Whole class approach
o Give instructions and teaching with the
whole class.
o Students who are confident to move out and
work independently.
o Those that need extra help to remain in the
group. This time the teacher simplifies the
instructions and more examples are to be
used.
o Hopefully at the end you are left with the
very, very needy ones.
3.Prepared speech
• A choice of topics from the Cook Islands context
eg My School, My Family, Cook Islands Culture
etc...
• They write a 2minutes speech and differentiate
by telling the students that they can present
their speech in:
1. English Only
2. 50/50 Cook Islands and English
3. Cook Islands only (confident speakers)
4.Writing a description of an old man.
 List of vocabularies to describe an old man.
 Translation in Cook Islands.
 Practice with pronunciation of words
WRITING: (examples in the folder)
1. English only
2. 50 /50 English and Cook Islands (risk takers)
3. Cook Islands only (confident writers)
5. Making a Tivaevae Pattern – Cook Islands Art
work (examples on the wall).
Teacher discusses the importance of this art
work and demonstrates the process.
Students are given the choice to decide what
patterns they will add to their work mainly
focusing on tropical flowers and plants.
Use a scrap paper to practice on. Check for
the cutting.
Choice of colours for their drawing.
Enlarging on a bigger size paper. This time
they need to keep the negative so they will
have two finished products.
Again a choice of what colours they want for
the background and display.
Lastly explain what their pattern represents
either in English only, 50/50 or Cook Islands
only.
6. Pronunciation of Cook Islands words.
• Students are grouped with an expert in each
group who has the roll of the leader. The
students choose which group to be in.
• With each unit we cover there are always new
vocabularies to learn.
• The teacher to get words ready on cards.
• Share out cards to the groups.
• Leader starts off first with two words – he/ she
can either break the words in syllables or say the
words out and the others repeat.
• The leader gives 2 cards each for each student to
do the same.
• After each 5-7 minutes teacher to change cards
around.
KIAORANA
E
KIA MANUIA
AND
ENJOY
YOUR
WEEK-END