Maximizing Student Learning through Differentiated Instruction - AATK

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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  

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Workshop  Par8cipant  Ac8vi8es    

Goals/Aims/Objec(ves    

Standards  (5C)  

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 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                  

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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  

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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