A road map for
Differentiated
Instruction
in Secondary FSL
OMLTA, March 2011
B.A.Kukhta-Jackson
beverly.kukhta-jackson@hwdsb.on.ca
Identify your road
Entry card
(workshop responses on next slides)
• One thing I already know
about DI.
• One example of DI that I have
done with my class.
• One question I have about DI.
One thing I already know about DI.
(workshop participant responses)
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DI helps reach all students.
1st identify learning styles/types of intelligences.
It teaches to the strengths of students.
SO important for student engagement.
Differentiate process and product.
DI should be happening most of the time to ensure
student success.
You need to reach all intelligences.
It’s about reaching or engaging all students at their
level of readiness, interests.
Having options for different interests.
Can differentiate content, process, product.
It takes different kinds of intelligence into account.
Differentiation can be implemented across product,
process, content.
One example of DI that I have done with
my class. (workshop participant responses)
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Jigsaw to differentiate delivery of content.
Choice board.
Allowing students to pick a subject/topic of interest on a project.
I use learning centres – offer choices of activities.
I use multiple intelligence and learning style surveys.
Differentiated tasks within culminating performance tasks using Bloom’s
and student’s learning style (multiple intelligences).
Teaching a concept using different methods: hands on game, handout,
pwrpt, Q&A.
Using individual whiteboards to assess learning.
Bullfighting – after instruction students demonstrated what they learned
with – a. act it out, b. creating a poster, c. write a summary.
Written and oral instructions.
Having a choice for a final project – written paper, just answering
questions, drawing pictures for the answer.
Allowing students to complete a project in whatever way appeals to their
strengths.
Given choices in assignments i.e. presenting MovieMaker.
One thing I have done is exit cards. I ask a question that summarizes
what was covered in the lesson.
Presentation format – video, audio, skit, PowerPoint, etc.
Essay topics (many choices) DI content.
One question I have about DI.
(workshop participant responses)
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I want to see the entire process of planning with DI. Do you start with one
lesson, one unit, etc.
How to create a common rubric when kids are demonstrating knowledge in
different ways.
How can I use DI to assess learning effectively?
I struggle with differentiating products that aren’t at the same level of
difficulty (tiering) – how is it fair?
I struggle with keeping the activity varied but at the same time at the level
for each student. I feel like I have too much going on in many different
directions.
Do you use DI for summative as well as formative evaluation?
What are some other great, engaging but low key ways to incorporate DI?
Is differentiated teaching more difficult to do as students get to higher
grades?
How do you make it all fit and still have time to complete everything?
How do you start where they are when you have a curriculum to work
through?
I currently teach elementary and in the midst of getting my high school
second teachable. I am looking for ideas for the older students.
• Title: Where am I going with DI in secondary FSL? Practical
Examples of Differentiated Instruction grades 9 - 12
• Workshop description:
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• Do you need a road map about how to use DI in FSL
classes? In this session, the presenter will briefly define
Differentiated Instruction and then will show examples of
how to incorporate DI strategies into your regular practice.
She will talk about practical things that many teachers of
FSL are already doing and will discuss assignments,
activities and how to use technology to help students learn
more actively for all grades and levels of secondary school
FSL classes. Bev has lots to say and would like to facilitate
some discussion and interaction, so this will be a double
session.
Profile of students in my board:
• largely urban/suburban with a
smaller rural population
• 16 secondary schools with
populations ranging from
approximately 630 to 1600
students
Bev Specifics
• over 20 years experience teaching Core
and Immersion French - applied and
academic, mostly secondary, some
elementary
• Lifelong learner & convert to the “DI”
shift in approach to working with
students
• has worked as a consultant, special
assignment teacher and department head
• Westdale is a semestered school - 75
minute periods
• programs used: Quoi de neuf? (Pearson),
Sans Frontières, Nouvelles Frontières,
Express and other supplementary
materials
Differentiated Instruction:
What is it?
• D.I. is an approach to teaching
& learning to give students a
variety of options for taking in
information and making sense
of and responding to it.
(You are probably already doing D.I.)
WHY DO IT?
• A positive learning environment for one
student is not necessarily motivating for
another.
• Teachers want to give every student an
opportunity to learn & succeed.
• Success for all cannot be achieved by
providing the exact same learning experience
for every student because each student has a
different approach to learning.
Benefits of a
Differentiated Classroom
Student Benefits
•Every student has an
opportunity to approach
new learning situations
with confidence &
motivation.
•Opportunity to discover
personal strengths and
show multiple
intelligences.
•Less frustration due to
confusion or boredom.
Teacher Benefits
•A greater understanding
of each student’s ability to
learn.
•The reward of having a
classroom that allows
equal opportunity for
success for all students.
•More creative and more
fun.
What It MAY Look Like
• Curriculum: not what a teacher
will teach but rather what a
student will be able to
demonstrate.
• We strive to ensure that all
students are achieving their
full potential.
How to plan for DI in your
classroom:
• What will you ask from your students that
demonstrates learning?
• How will you measure it?
• What interests your students?
• How well do you know your students?
(mixed ability levels, backgrounds,
interests, learning styles, multiple
intelligences and Pathways…)
A starting point:
• Class profile
Learning style
Type – choice, practicality, research,
feelings
Senses – visual, auditory, kinesthetic
Multiple Intelligences
Interests
• Mandala (Karen Hume)
On-line resources:
• a good link for Multiple Intelligences
tests and VAK surveys that can be
completed online and results are
tabulated by the program:
• http://www.businessballs.com/howardga
rdnermultipleintelligences.htm#multiple
%20intelligences%20tests
• www.future1234.ca
• Many others are available on-line or in
print form.
FSF 1D: Moi-même
• Tâche finale: les choix
–page web
–Page du « Livre de Visage »
–Scrapbook page
–Booklet
–PowerPoint
–Etc…
•And…
FSF 1D: Moi-même
• Choose one part of
your page to present
to the class orally
• Further DI: work with a
partner to prepare a
« celebrity interview »
FSF 1P: la bonne bouffe
• Quoi de Neuf: unité 2
–une distributrice originale
–combiner deux plats ou
boissons pour créer un
nouveau plat ou une
nouvelle boisson
–une de tes recettes préférées
FSF 1P: la bonne bouffe
• presentation choices:
–poster
–electronic
• PowerPoint
• MovieMaker
• video (cooking show)
Your turn:
• Think about a project you
do regularly.
• Talk about how you could
differentiate the product.
10 different ways of making choices:
1. Choice of
topic/theme.
6. Choice to work independently
or with a partner.
2. Choice of
environment.
7. Choice of members of group.
3. Choice of text. 8. Choice of materials.
4. Choice of questions.
9. Choice of seating.
5. Choice of activities.
10. Choice of time.
Differentiated groupings
• Purpose: to practise and
consolidate a specific language
structure (FSF 1D1, les verbes
réfléchis )
• Why? To encourage students to
use different activities to learn a
language structure
• How? Consider learning styles and
interests
• What? Use activities you already
have in new ways.
Using learning styles for more
effective studying (Karen Hume: Start where they are)
•Visual
Highlighters
Mind maps/graphic organizers
Smart Ideas etc.
Symbols/images
Window writers
Make a poster
Coloured chalk on the blackboard
Using learning styles for more
effective studying (Karen Hume: Start where they
are)
•Auditory
Read notes aloud
Make a recording (audio, video)
Find and listen to or make a
podcast
Have a friend explain it to you
Tell someone else how to do it
Make a rap or a song
Using learning styles for more
effective studying (Karen Hume: Start where they are)
•Kinesthetic/Tactile
Use examples to learn the rule.
Study while standing on one foot,
while walking around or sitting on an
exercise ball.
Write on a poster, or in the palm of
your hand, on white boards or on
windows.
SmartBoard
Activity:
• Choose a language structure that you
regularly teach and test in a specific
course.
• Using the ideas in the 3 previous
slides, think of what you could set up
in your classroom easily with
materials you already have or which
don’t require a lot of preparation to
help students prepare for a test on
one specific language structure.
FSF 1D1: les verbes réfléchis
• Station # 1 : guided work sheet practice
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do on own or with partner
check and correct answers from answer sheets
• Station # 2 : make a reference sheet – a “cheat
sheet” as if you could use it for the test (you won’t
really be able to use it, but making it will help you learn the
structure better)
• Station # 3: game using white boards, cards for
infinitives and dice for subject
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2 teams – one player from each team plays at the same
time.
– Each player draws a card from each envelope, then
conjugates verb in present tense on white board or
blackboard or paper.
– If correct, player then draws a money card and adds (or
subtracts) to score
FSF 1D1: les verbes réfléchis
• Station # 4: puzzles – provided and/or make own (if
done well and in black ink or dark pencil, may be
photocopied for the class)
• Station # 5: make a poster on chart paper to explain
les verbes réfléchis
• Station # 6: tutorial session with teacher or another
student
• Station # 7: Concentration game
• Station #8: Pull a prop (hairbrush, soap,
toothbrush, sleep mask, etc.) from a gift bag or a
box and make a sentence
RAFT
• Is an acronym for Role, Audience, Format, Topic.
These headings are written across the top of a grid
and a number of options are created. Students
choose an option or the teacher selects it for them.
• Students read across the columns to learn the role
they are going to assume, the audience they will
address, the format in which they will do the work, and
the topic they are going to explore.
• RAFTs can be created to address student interests
(especially in the topic and role columns), student
learning preferences (in the format column) and
varied stages of readiness by altering the difficulty or
complexity of some of the rows or creating separate
RAFT assignments for different groups of learners.
• RAFTs focus on the same learning goals for all
students
RAFT example: Une description
Role
un superhéros
une vedette de
cinéma
un musicien/ une
musicienne
Audience
Format
Topic
un réalisateur
un portrait du
magazine
« People »
Comment aider le
monde...
FSF1P1 TES MOTS, TA VOIX
Now that you have completed the course work, you
get to show me what you can do in French. For your
final project (Rich Performance Task), you will have
to :
•Create a title
–Write 3 sentences in the past tense
–Write 3 sentences in the present tense
–Write 3 sentences in the future tense
•Organize your sentences into subheadings (Passé,
Présent, Futur)
•Use pictures to help with understanding
•Follow your chosen format
•Edit and revise your work with the help of peers and
your teacher
•(Hamilton-Wentworth District School Board Summer 2010 DI writing team)
Tiering
FSF 14 Rich Performance Task: Promotion of a Celebrity
• You will be completing a series of tasks to promote a celebrity.
You are the manager/PR representative/impresario for this
celebrity. You will choose a musician, athlete, artist, chef,
entrepreneur, scientist, fictional character, fashion designer, or
yourself. You may choose whomever you like but you are
encouraged to choose a francophone to aid in your research and
extend your knowledge of French culture.
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You will be given specific instructions on how to complete each
component as you go.
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You will be given class time to research your celebrity and to
follow the writing process to complete your tasks.
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You will be assessed during the planning and writing process
through conferencing, teacher observation, self-reflection, and
peer assessment. Your final project will be assessed using the
rubrics provided.
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(Hamilton-Wentworth District School Board Summer 2010 DI writing team)
Useful resources:
• A partial list!!
• Karen Hume. Start where they are
(2008)
• OSSTF: Students First. Creating
Dynamic Classrooms (2007)
• Marcelle Faulds. Strategies for
Success: Tools for the SecondLanguage Clasroom
• Carol Ann Tomlinson
• Ont. Min. of Ed. Differentiated
Instruction Educator’s Package
(2010) (on Edugains.ca)
An exit card:
bien
pas bien
amélioration
Tools for communication:
• My Blog:
www.ms-k-j.blogspot.com
• www.twitter.com
Search @bevkj
or by my e-mail
Exit card: 3.2.1. reflection
• Based on today’s information and discussion of Differentiated
Instruction, complete the following reflection:
• List three aspects of this topic that you find interesting.
____________________________________________
• List two questions that you still have about D.I.
____________________________________________
• Additional comments:
____________________________________________
My 3 Big ideas
• Understand that people have unique learning
profiles and incorporate those profiles into our
lessons whenever possible.
•Plan with the end in mind.
•Increase students’ confidence
in communication.