1) 1st year: 가족 (Integrated Korean Beginning 2). 2) 2nd year:취미생활 (
Integrated Korean Intermediate 2). 3) 3rd year:만남과 결혼(Korean Intermediate
Reader, ...
Goal 1. As a group, develop a lesson plan that reflects differen8ated instruc8onal strategies and present the lesson plan using the PPT template provided.
Ac(vity Times 1. 40 minutes: 1) Brainstorming ideas for employing Differen8ated Instruc8on. 2) Developing a lesson plan with Differen8ated Instruc8on. 3) Designing assessment tools.
2. 20 minutes: 1) Par8cipant presenta8ons, comments, feedback.
1. A PPT template on a computer. 2. Textbook excerpts with a dialogue and a reading text for each level. 1) 2) 3) 4)
1st year: 가족 (Integrated Korean Beginning 2) 2nd year:취미생활 (Integrated Korean Intermediate 2) 3rd year:만남과 결혼(Korean Intermediate Reader, p.219-‐220) 4th year: 결혼 적령기 (서강 한국어 5A ), 저 출산(연세대 교재 6)
3. Resources. 1) Comparison of heritage language and tradi8onal language learners (Kagan and Dillon, 2008 P. 148) 2) An example of differen8ated process from Theisen, 2002
1. Read the excerpts briefly, determine which level you are interested in (1st year, 2nd year, 3rd year or 4th year) and pick which one you want to use to create a lesson plan. 2. Form groups of five or six people with the same interest. 1st year: Pink 2nd year: Green 3rd year: Yellow 4th year:
Blue
There should be at least one computer in each group. 3. Using the PPT template provided, discuss and develop a
lesson plan that employs differen8ated instruc8onal strategies. 4. Present the lesson plan using the PPT template provided.
1. The groups will be divided into two teams: A and B. Each team will contain all four levels if possible. Team A
1st: Pink
2nd: Green
3rd: Yellow
4th: blue
Team B
1st: Pink
2nd: Green
3rd: Yellow
4th: blue
2. Each group in Team A presents a lesson plan at its sta8on, using the PPT template provided. 3. Each group in Team B visits the sta8on that has the same level in Team A. 4. AVer 7 minutes, Team A and Team B switch roles. 5. AVer another 7 minutes, all par8cipants return to their seats and fill-‐out an exit card.
Workshop Par8cipant Ac8vi8es
1. Class Level 2. Students profiles, abili8es, interests, readiness, etc.: a. Students profile: Heritage / Non-‐Heritage b. Students proficiency levels c. Students interests & mo8va8on
6
Workshop Par8cipant Ac8vi8es
Goals/Aims/Objec(ves
Standards (5C)
7
5 C’s Real-world use in student’s home and community, Participating in discussions and practices of gift-giving
Interpersonal, Interpretive, Presentational (Interview, presentation)
Gift-giving traditions, special occasions
Practice of giftgiving and special occasions
Language, history, sociology, medicine, business/economics 8
Workshop Par8cipant Ac8vi8es
1. How would you provide choices to students or accommodate student’s learning styles and abili(es? 1) Differen8ated by content __ 2) Differen8ated by process __ 3) Differen8ated by product __
2. Class Ac(vi(es Planned
9
Workshop Par8cipant Ac8vi8es
1. Is assessment related to objec(ves and standards? 2. Are students provided with ample opportuni(es to demonstrate their successful progress toward the goals and the standards? 1) Forma8ve Assessment – 2) Summa8ve Assessment –
* Forms of assessment, criteria for rubrics, any differen8a8on in assessment 10
Workshop Par8cipant Ac8vi8es
1. AVer observing the other Team’s presenta8on, answer the following ques8ons: 1) Did the lesson plan accommodate different preparedness, learning styles, interests or skills? Yes:_____ No: _______ 2) There is differen8a8on of (Check at least one): ① Content ______ ② Process ______ ③ Product ______
2. What I learned from the other Team’s presenta8on related to Differen8ated Instruc8on is: _________________________________________ 3. What I learned from the workshop is: _________________________________________ 11 _____________________________
Sample textbook sec(ons with conversa(ons & reading selec(ons For Level 1 ~ 4
12
3rd Level
4th Level: 100시간 한국어-‐연세대 교재 6 저 출산
4th Level: 서강 한국어 5A 결혼 적령기 지문
Works Cited Blaz, Deborah. Differen=ated Instruc=on: A Guide for Foreign Language Teachers. Eye on Educa=on. NY: Larchmont, 2006. Print. Carreira, M. “Forma8ve Assessment in HL Teaching: Purposes, Procedures, and Prac8ces.” Heritage Language Journal, 9.1 (2012): 100-‐120. Dodge, Judith. Differen=a=on in Ac=on: Differen=a=on in Ac=on: A Complete Resource with Research-‐ Supported Strategies to Help You Plan and Organize Differen=ated Instruc=on and Achieve Success with All Learners. New York: Scholas8c, 2006. Print Kagan, Olga. "STARTALK/NHLRC Heritage Language High School Classes .” Na=onal Heritage Language Resource Center, University of California, Los Angeles. Los Angeles, CA. July 19, 2012. A session presenta8on. Kagan, Olga, and Kathleen Dillon. “Issues in Heritage Language Learning in the United States” "Encyclopedia of Language and Educa8on. Vol 4: Second and Foreign language Educa8on. Ed. N. Van Deusen-‐Scholl and N. Hornberger, Springer, (2008): 143-‐156. Theisen, T. “Differen8ated Instruc8on in the Foreign Language Classroom: Mee8ng the Diverse Needs of All Learners.” LOTE CED Communiqué, 6 (2002): 1-‐8. Thorbury, Scos. “Reformula8on and Reconstruc8on: Tasks That Promote ‘no8cing’” ELT Journal, 51.4 (1997): 326-‐335. Print. Tomlinson, C.A. Differen8a8ng Instruc8on for Advanced Learners in the Mixed-‐Ability School Classroom, ERIC Digest #E536 (1995). Web Tomlinson, C.A. What Makes Differen8ated Instruc8on Successful? Retrieved May 4, 2013 from hsp://www.readingrockets.org/ar8cles/262 (2000). Wilberg, P. One-‐to-‐One. Hove: Language Teaching Publica8ons, 1987. Print 18
