differentiated learning strategy instruction

Differentiated LearningDifferentiated Learning Strategy Instruction Strategy Instruction

Anna Uhl ChamotAnna Uhl ChamotNational Capital Language Resource National Capital Language Resource CenterCenterThe George Washington UniversityThe George Washington UniversityWashington, DCWashington, DC

OBJECTIVESOBJECTIVES

oSuggest guidelines for teaching Suggest guidelines for teaching language learning strategies.language learning strategies.

o Explain how to identify and expand Explain how to identify and expand studentsstudents’’ learning strategies. learning strategies.

o Suggest ways to differentiate Suggest ways to differentiate instruction for diverse learners.instruction for diverse learners.

DIVERSITY IN LANGUAGE PROFICIENCY DIVERSITY IN LANGUAGE PROFICIENCY AND LEARNING STRATEGY KNOWLEDGE/ AND LEARNING STRATEGY KNOWLEDGE/ USEUSE

Low to high language proficiency levels.

Low to high levels of learning strategy knowledge/ use (how to learn skills).

Means at least four combinations of language proficiency + learning strategy knowledge/ use.

1 (LLP + LSKU)

Low Language Proficiency (LLP)

3(HLP + LSKU)

2 (LLP + HLSKU) 4 (HLP + HLSKU)

High Language

Proficiency (HLP)

Low Strategy Knowledge/ Use

High Strategy Knowledge/ Use

LANGUAGE AND STRATEGY CONTINUALANGUAGE AND STRATEGY CONTINUA

UNDERSTANDING STUDENTSUNDERSTANDING STUDENTS’’ VARIED VARIED APPROACHES TO LEARNINGAPPROACHES TO LEARNING

• Ask students how they complete specific Ask students how they complete specific tasks.tasks.

• Ask students' other teachers how your Ask students' other teachers how your students learn in their classes.students learn in their classes.

• Have students identify favorite subjects, Have students identify favorite subjects, interests, special abilities.interests, special abilities.

• Identify studentsIdentify students’’ learning strategies for learning strategies for both language and content tasks.both language and content tasks.

WWHAT ARE LEARNING HAT ARE LEARNING STRATEGIES?STRATEGIES?

Students’ thoughts and actions that assist their learning.

Ways to understand, remember, and recall information.

Ways to practice skills more efficiently (Chamot, 2009).

IDENTIFY STUDENTIDENTIFY STUDENT’’S CURRENT S CURRENT LEARNING STRATEGIESLEARNING STRATEGIES

Class discussions about strategies.

Interviews with students. Learning strategy journals. Student think-alouds. Questionnaires and

checklists.

EXPAND STUDENTEXPAND STUDENT’’S CURRENT S CURRENT LEARNING STRATEGIESLEARNING STRATEGIES

Model how to use the learning strategy.Model how to use the learning strategy. Name the strategy in the target Name the strategy in the target

language.language. Tell Tell whenwhen and and howhow to use it. to use it. Students tell how they use it (if they Students tell how they use it (if they

already do). already do). Make strategies concrete with visuals and Make strategies concrete with visuals and

realia!realia! Have students practice and evaluate their Have students practice and evaluate their

use of learning strategies.use of learning strategies.

DEVELOP STUDENTS’ METACOGNITION

Model metacognitive awareness.

Ask students to describe their thinking processes.

Have students take increasing responsibility for their own learning.

WHAT IS DIFFERENTIATED WHAT IS DIFFERENTIATED INSTRUCTION?INSTRUCTION?

Provides instruction for diverse learners;Provides instruction for diverse learners; Builds on learnersBuilds on learners’’ prior knowledge; prior knowledge; Addresses studentsAddresses students’’ interests and needs; interests and needs; 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; andUses varied rates of instruction; and Organizes the classroom into collaborative Organizes the classroom into collaborative

learning teams.learning teams.

WHY DIFFERENTIATE WHY DIFFERENTIATE INSTRUCTION?INSTRUCTION?

Provides access and success Provides access and success for all students.for all students.

Increases student Increases student motivation.motivation.

Leads to more efficient Leads to more efficient learning.learning.

WHEN TO DIFFERENTIATEWHEN TO DIFFERENTIATE

When students are unmotivated, When students are unmotivated, bored, or struggling.bored, or struggling.

As a reward for accomplishment.As a reward for accomplishment. When teaching a combination level When teaching a combination level

class.class. When disparity exists in studentsWhen disparity exists in students’’

language proficiency and their language proficiency and their content knowledge.content knowledge.

When the teacher needs to work with When the teacher needs to work with one group.one group.

1

Low Language Proficiency

High Language Proficiency

Low Strategy Knowledge/ Use

High Strategy Knowledge/ Use

PLANNING DIFFERENTIATED TASKSPLANNING DIFFERENTIATED TASKS

2 4

3

INDEPENDENT TASK

(HLP + HSKU)

ANCHOR TASK

(MLP + MSKU)

SCAFFOLDED TASK

(LLP + LSKU)

PLANNING DIFFERENTIATED PLANNING DIFFERENTIATED INSTRUCTION AND ASSESSMENT - 1INSTRUCTION AND ASSESSMENT - 1

Identify important concept or “big idea” – enduring understanding all students should achieve (Wiggins & McTighe, 2006).

Identify language proficiency and learning strategy knowledge/ use of each student and use to group students.

List different ways you could teach the concept (listening, reading, Internet search, demonstration, video, role play, game, project, oral and written reports, etc.).

PLANNING DIFFERENTIATED PLANNING DIFFERENTIATED INSTRUCTION AND ASSESSMENT - 2INSTRUCTION AND ASSESSMENT - 2

Develop language, content, and learning strategy objectives and assessments for mid group (Anchor Task).

Plan learning activities to achieve Anchor Task objectives.

Identify scaffolding needed by LLP and LSKU students to achieve the same objectives (Scaffolded Task); plan assessment.

PLANNING DIFFERENTIATED PLANNING DIFFERENTIATED INSTRUCTION AND ASSESSMENT - 3INSTRUCTION AND ASSESSMENT - 3

Plan expansion and independent activities for HLP and HSKU students to achieve the same objectives (Independent Task); plan assessment.

Assign LLP + HLSKU and HLP + LSKU students to one of the three groups, depending on the task.

EXAMPLES OF DIFFERENTIATED EXAMPLES OF DIFFERENTIATED ACTIVITIESACTIVITIES

Complexity Ladder Individual Agendas Learning Contracts Group Folders Learning Stations

COMPLEXITY LADDERCOMPLEXITY LADDER

Select major concept/skill all students need Select major concept/skill all students need to learn.to learn.

Identify each studentIdentify each student’’s language level, s language level, interests, talents, prior content knowledge. interests, talents, prior content 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.

INDIVIDUAL AGENDASINDIVIDUAL 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 Teacher provides class time to work

on agendas.on agendas. Frees teacher for direct instruction Frees teacher for direct instruction

to small group.to small group.

LEARNING CONTRACTSLEARNING CONTRACTS

Specifies task(s) to accomplish.Specifies task(s) to accomplish. Sets time line for completing each Sets time line for completing each

part.part. Establishes criteria for success.Establishes criteria for success. Can be varied to meet individual Can be varied to meet individual

needs (Anchor, Scaffolded, needs (Anchor, Scaffolded, Independent).Independent).

Signed by student and teacher.Signed by student and teacher.

GROUP FOLDERSGROUP FOLDERS

Teacher prepares folders with differentiated tasks.

Teacher presents topic of lesson. Students work in their groups. Each student assigned a role. Groups work on their tasks. Teacher provides assistance as

needed.

LEARNING STATIONSLEARNING STATIONS

Classroom spots with independent Classroom spots with independent tasks.tasks.

Signs: Stories and Poems; Think and Signs: Stories and Poems; Think and Write; Drama; Words I Need; Solve Write; Drama; Words I Need; Solve This!; Science Lab; History Mysteries.This!; Science Lab; History Mysteries.

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. Teacher provides assistance as needed. Teacher provides assistance as needed.

SUMMARY: PLAN THREE LEVELS SUMMARY: PLAN THREE LEVELS OF DIFFERENTIATIONOF DIFFERENTIATION

Identify an important concept to teach (a “big idea”).

Develop objectives for content, language, and learning strategies.

Identify an assessment for each objective. Plan 3 learning tasks (Anchor, Scaffolded,

Independent) to teach concept. Modify the assessment for each task.

REFERENCES and RESOURCESREFERENCES and RESOURCES

Chamot, A. U. (2009). The CALLA handbook: Implementing the Cognitive Academic Language Learning Approach, (2nd Ed.). White Plains, NY: Pearson-Longman.

National Capital Language Resource Center (2007). Sailing the

five Cs with learning strategies. www.nclrc.org

Wiggins, G. & McTighe, J. (2006). Understanding by design, Second edition. Upper Saddle River, NJ: Pearson Education.