Differentiation in the MFL Classroom MFL Alive – 29 February 2020.

A- Everyday differentiation

1. “No passengers” policy : Seating Plan / Circulating / Snowball effect : individual – pair – group

(Think, pair, share)

2. The importance of a multi-sensory approach

All skills / Songs / Move / Mime / Build (Lego for verb endings or word order etc) / Individual /

Group / Graphic organisers…

Training Toolkit : “Including students with SEN and/or disabilities in secondary modern foreign

languages” https://dera.ioe.ac.uk/

3. Differentiated questioning

How difficult ? / How many? / In what language? / Delayed questioning

B- Differentiating instructions More detail on these activities: Breaking the Sound Barrier 1. Climb the wall Conti & Smith, 2019

Level 1: Translate at least 5 words they know (open book optional.) Level 2: Teacher reads out or they test each other Level 3: They test each other and have to get the correct spelling too Level 4: They give definitions in the target language

2. Jigsaw sentences

Lev 1: highlight and translate/match key words Lev 2 : Translate 3 sentences, using clues Lev 3: All, with clues Lev 4: All, without clues

3. Pyramid sentences

Lev 1: Highlight and translate elementary key words / Referee Lev 2 : Translate orally as far down as possible Lev 3: Write translation, get as far down as possible Lev 4: Translate orally, for every mistake, start from the top again.

4. Parsing grids, sentence frames, sentence builders

Time Subj Verb Prep. Place Prep transport

Steve Smith 21/02 Blog entry : https://frenchteachernet.blogspot.com/using-sentence-builder-frames-for-gcse.html?m=1

4. Challenging higher-ability students

Early finishers: Extension tasks or include an “even better” clause in the activity, ice-cream

sticks or challenge capsules, help other students, challenge grid (see next page)

Hot seating: Five seats at the top of the class. Class ask questions, if “Experts” cannot

answer, they swap seats. Lower-ability students are the referees, with their books open.

C- Differentiating outcomes

1. Homework Menus: Pick one starter / main / dessert homework – spice level for difficulty

2. Tic Tac Toe Boards for tasks or exercises: Must complete any row of three

1. Draw a family tree in French about the Monaco Royal family

2. Make an audio/video recording to describe who is in your family.

3. Write at least three sentences about family members’ ages and birthdays.

4. Make an audio/video recording to describe a member of your family in detail

5. Make a list of what you have found challenging and what has helped you learn.

6. Design a graphic organiser with at least 8 key facts in French about Monaco

7. Design a graphic organiser to explain how adjectives work in French and how they differ from English.

8. Research famous French-speaking families and make a PPT presentation in French

9. Make an audio/video recording to say who is in your family & describe at least three family members in detail

3. Point scoring grids: Categorise unit content by points ( ex: J’adore = 1pt / J’ai horreur de = 2 pts

Accurate past tense = 3 pts etc). Students decide of their minimum target score.

4. How many lives: Students draw their choice of 1 to 5 hearts at top of homework, every time

they check their copies, they cross out a heart.

5. Bloom’s Wheel: Tasks organised according to Bloom’s taxonomy. Andrew Hill www.tes.co.uk

6. Using rubrics : Explicit success criteria and allow students to determine on what step of the

ladder they are for each success criteria. (See LC Writing Rubric on next page)

Name : Task: 1Y Interaction orale : Je me présente

A. Clarity B. Pronunciation

and Intonation C. Greeting

D. Information

given - Q/A E. Fluency

0

-

5

The audience / the teacher cannot understand.

I sound too Irish. I do not articulate, and I pronounce silent letters. My intonation is very poor.

I do not greet the person I am

talking to.

I can only give one

information about

myself.

I keep pausing.

There are long

gaps and blanks.

6

-

10

I can be difficult

to understand at

times.

I make a number of pronunciation mistakes, but people can still

understand.

I use a single word greeting.

I give one or two

information about

myself.

I have some

unnatural pauses

and a few gaps.

11

-

15

The teacher/audience understand me almost all the time.

I made few pronunciation

mistakes and my intonation was accurate most of the time.

I greet the person, tell them how I am and ask them how they are.

I give three different

information about

myself.

I speak fairly

smoothly overall.

16

-

20

The teacher/the audience easily understand me.

My vowel sounds are nice and open. I do not pronounce silent letters. I pronounce the liaison. My intonation is accurate.

I greet the person, tell them how I am and why, and I ask them how they are.

I give more than

three different

information about

myself.

I have a smooth

delivery. I hardly

pause without

prompts.

7. Differentiating Feedback: Comment codes / Whole-class feedback / Blank Test / Colour-coding

D- Promoting Independent Learning Outside the Classroom

1. Using Quizlet for differentiation: Can replace homework for disengaged students, degree of

difficulty (match – test), give a head start to lower-ability student + tool to check spelling

mistakes from copies

2. Link to Target Language Community: Penpals, emails, trips and exchanges, Erasmus +

3. IT Tools for independent learning per language skill:

Reading Listening Writing Speaking

News for children in TL Twitter accounts Instagram accounts Linguascope

YouTube Netflix Spotify Linguascope

Wakelet (blog) Microsoft Teams

Flipgrid Natural Readers YouTube Adobe Spark

ES

SA

Y

Communication 15 marks M

ere

tran

scrip

tion

or v

ery

po

or tre

atm

en

t of

stimu

lus m

ate

rial, C

om

mu

nic

ativ

e in

ten

tion

stultifie

d : Y

ou

r essa

y is to

o sh

ort, it is a

mere

rep

etitio

n o

f the q

uestio

n a

sked

. Th

e e

xam

iner d

oes

no

t kn

ow

wh

at y

ou

r op

inio

n is. T

ake m

ore

time to

thin

k a

nd

pla

n b

efo

re y

ou

start w

riting

.

Mo

re o

r less c

om

pete

nt tre

atm

en

t of stim

ulu

s

mate

rial, C

om

mu

nic

ativ

e in

ten

tion

mo

re o

r less

resp

ecte

d : Y

ou

have p

artly

ad

dre

ssed

the q

uestio

n

ask

ed

with

som

e a

mo

un

t of d

eta

il, bu

t yo

ur o

pin

ion

is no

t clear e

no

ug

h, o

r yo

u d

idn

’t giv

e re

levan

t

perso

nal e

xam

ple

s.

Stim

ulu

s mate

rial w

ell e

xp

loite

d

Co

mm

un

icativ

e in

ten

tion

fulfille

d: A

ll ele

men

ts of

the q

uestio

n a

re sp

ecifica

lly a

dd

resse

d a

nd

develo

ped

with

a g

oo

d ra

ng

e o

f deta

il (cau

se,

con

seq

uen

ce, o

pp

ositio

n, sta

tistics etc.) Y

ou

have

inclu

ded

perso

nal e

xam

ple

s an

d cle

ar o

pin

ion

s.

Lack

of te

xtu

al co

here

nce

: Yo

ur e

ssay lo

oks m

ore

like a

list of b

ulle

t po

ints, th

ere

is a “co

py a

nd

paste

”

effe

ct of p

hra

ses y

ou

learn

ed

off b

y h

eart b

ut d

o n

ot

make se

nse

tog

eth

er. P

lan

bette

r.

Reaso

nab

le le

vel o

f tex

tual c

oh

ere

nce

: Yo

ur m

ain

arg

um

en

ts are

reaso

nab

ly cle

ar a

nd

do

no

t

con

trad

ict each

oth

er a

nd

yo

u h

ave u

sed

som

e

con

necto

rs, bu

t no

t all th

ree ty

pes.

Hig

h le

vel o

f tex

tual co

here

nce: Y

ou

r arg

um

en

ts

are

very

clear a

nd

sep

ara

te. Y

ou

have u

sed

a g

oo

d

ran

ge o

f con

necto

rs (structu

re, lo

gic, o

pin

ion

) an

d

yo

u d

o n

ot co

ntra

dict y

ou

rself.

Fre

nch

mo

no

glo

t wo

uld

have d

ifficu

lty

un

dersta

nd

ing

: Yo

u h

ave

use

d lite

ral tra

nsla

tion

too

mu

ch, it d

oes n

ot m

ake se

nse

to a

nativ

e F

ren

ch

speaker. B

uild

up

yo

ur v

oca

b sk

ills.

Co

mp

reh

en

sible

for F

ren

ch

mo

no

glo

t: Yo

u a

re

reaso

nab

ly e

asy

to u

nd

ersta

nd

, som

e lite

ral

tran

slatio

n. U

se w

hat y

ou

kn

ow

an

d n

ot ju

st wh

at

yo

u w

an

t to sa

y. Q

uality

over q

uan

tity.

Cla

rity in

arg

um

en

tatio

n: S

en

ten

ces, e

ven

com

ple

x

on

es, a

re e

asy

to u

nd

ersta

nd

an

d th

e e

xam

iner

kn

ow

s exa

ctly w

here

yo

u sta

nd

in re

latio

n to

the

qu

estio

n a

sked

.

A lo

t of irre

levan

t mate

rial: P

arts o

f yo

ur e

ssay a

re

com

ple

tely

un

rela

ted

to th

e q

uestio

n a

sked

. A lo

t of

rep

etitio

n. P

lan

ah

ead

to m

ake su

re y

ou

have

en

ou

gh

sep

ara

te id

eas/a

rgu

men

ts.

So

me irre

levan

t mate

rial: S

om

e p

arts o

f yo

ur e

ssay

no

t rele

van

t to th

e q

uestio

n a

sked

. Intro

du

ction

too

vag

ue a

nd

/or co

nclu

sion

mere

rep

etitio

n o

f yo

ur

arg

um

en

ts. Pla

n co

nclu

sion

ah

ead

.

Little

or n

o irre

levan

t mate

rial: Y

ou

did

no

t rep

eat

yo

urse

lf; yo

ur in

trod

uctio

n a

nd

con

clusio

n w

ere

rele

van

t an

d a

dd

ed

to y

ou

r pro

du

ction

. All m

ate

rial

rele

van

t an

d sp

ecific to

qu

estio

n a

sked

.

Mista

kes in

reg

ister: Y

ou

are

mixin

g u

p th

e “tu

”,

“vo

us” a

nd

“on

” form

s. Yo

u u

sed

info

rmal la

ng

uag

e

that co

uld

be u

sed

in a

jou

rnal e

ntry

, no

t an

essa

y.

No

t too

man

y m

istakes in

reg

ister: Y

ou

use

d

form

al la

ng

uag

e b

ut th

ere

were

som

e in

stan

ces o

f

“tu” a

nd

“on

” bein

g m

ixed

up

. So

me a

dje

ctives to

o

info

rmal.

Few

mista

kes in

reg

ister: Y

ou

use

d fo

rmal a

nd

arg

um

en

tativ

e la

ng

uag

e. Y

ou

did

no

t use

the “tu

”

form

. Go

od

use

of im

perso

nal “o

n” a

nd

“they”.

Language 15 marks

Pro

ble

ms w

ith v

ocab

ula

ry: N

o p

hra

ses o

r pro

verb

s

To

o m

uch

litera

l tran

slatio

n. V

ery

basic a

nd

limite

d

vo

cab

ula

ry. B

uild

up

voca

b sk

ills on

this to

pic.

Vo

cab

ula

ry a

deq

uate

: Very

little lite

ral tra

nsla

tion

,

som

e p

rove

rbs a

nd

ph

rase

s. Reaso

nab

le ra

ng

e o

f

vo

cab

ula

ry b

ut so

me m

ore

specific w

ord

s need

ed

.

Idio

matic

Fre

nch

an

d rich

vo

cab

ula

ry: G

oo

d ra

ng

e

of re

leva

nt p

roverb

s & p

hra

ses, n

o lite

ral tra

nsla

tion

.

Very

go

od

ran

ge o

f specific a

nd

ad

van

ced

voca

b.

Mo

st verb

s inco

rrect: W

ron

g te

nse

, use

d o

r

un

clear. E

nd

ing

s mo

stly in

corre

ct. Irreg

ula

r form

s

inco

rrect. Le

arn

yo

ur v

erb

s. Use

wh

at y

ou

kn

ow

.

Verb

s gen

era

lly c

orre

ct: S

om

e co

nfu

sion

in te

nse

s

use

d. A

few

en

din

gs m

istakes, so

me irre

gu

lar fo

rms

inco

rrect. U

se e

asie

r syn

on

ym

verb

if un

sure

.

Few

mista

kes in

verb

s: Co

rrect te

nse

use

d. G

oo

d

ran

ge o

f ten

ses u

sed

accu

rate

ly in

reg

ula

r an

d

irreg

ula

r form

s.

Basic

rule

of a

gre

em

en

t no

t resp

ecte

d: A

dje

ctives

an

d a

rticles m

ostly

inco

rrect. U

nd

erlin

e th

em

wh

en

pro

of-re

ad

ing

an

d m

ake su

re th

ey “m

atch

”.

Ru

le o

f ag

reem

en

t gen

era

lly re

specte

d:

Ad

jectiv

es a

nd

article

s gen

era

lly co

rrect.

Do

no

t forg

et to

pro

of-re

ad

an

d fla

g “risk

y” o

nes.

Co

mp

lex

sen

ten

ces w

ell h

an

dle

d: A

ccura

te u

se o

f

(ce) q

ui / ce

(qu

e) / d

on

t /sub

jon

ctif an

d co

nn

ecto

rs

(cau

se, co

nse

qu

en

ce, p

urp

ose

, op

po

sition

etc.)

Man

y m

istakes in

spellin

g: D

o n

ot fo

rget to

pro

of-

read

an

d fla

g “risk

y” w

ord

s. Th

ink o

f spellin

g a

lerts.

Write

do

wn

“tricky” w

ord

s wh

en

learn

ing

.

No

t too

man

y m

istakes in

spellin

g: S

om

e sp

ellin

g

mista

kes. P

roo

f-read

an

d fla

g “risk

s”. Th

ink o

f

spellin

g a

lerts. W

rite d

ow

n “trick

y” w

ord

s wh

en

learn

ing

.

Few

mista

kes in

ag

reem

en

t or sp

ellin

g

Accu

rate

use

of th

e n

eg

ativ

e fo

rm, a

rticles,

ad

jectiv

es, p

ron

ou

ns a

nd

pre

po

sition

s. Sp

ellin

g

accu

rate