Using Literacy Centers to Differentiate in the Early Language Classroom

1. Using Literacy Centers to Differentiate in the Early Language Classroom Nathan Lutz Kent Place School

2. DO NOW Jot down one lesson/activity that is difficult for you to implement in class either because of your class size or the range of proficiency levels of your class.

3. Using Literacy Centers to Differentiate in the Early Language Classroom Nathan Lutz Kent Place School

4. For handouts from today’s session, please go to

5. “Differentiation isn’t a strategy. It’s a way of thinking about all you do when you teach. . .” ~ Carol Ann Tomlinson

6. The Scenario Traditional Approach The Real World

7. The Scenario No two students enter a classroom with identical abilities, experiences, and needs. Learning style, language proficiency, background knowledge, readiness to learn, and other factors can vary widely within a single class group.

8. The Scenario Regardless of their individual differences, however, students are expected to master the same concepts, principles, and skills. Helping all students succeed in their learning is an enormous challenge that requires innovative thinking.

9. Teaching to the Middle: A Snarky Approach

10. Teaching to the Middle: A Snarky Approach

11. Teaching to the Middle: A Snarky Approach ON TARGET

12. What is Differentiated Instruction? Differentiated instruction is an instructional theory that allows teachers to face this challenge by taking diverse student factors into account when planning and delivering instruction. Based on this theory, teachers can structure learning environments that address the variety of learning styles, interests, and abilities found within a classroom.

13. But doesn’t that sound like a lot of extra work?

14. You want me to do WHAT?

15. What Differentiation IS NOT… • Teachers are not developing a separate lesson plan for each student in a classroom. • Teachers are not "watering down" the curriculum for some students.

16. INSTEAD, IT IS… • Teachers providing several learning options or different paths to learning, which help students take in information and make sense of concepts and skills • Teachers providing appropriate levels of challenge for all students, including those who lag behind, those who excel, and those in the middle

17. D.I. Non-Negotiables • Learning Environment must be supportive – nurture and scaffold • Continuous assessment – constant formative feedback • High-quality curriculum – outcomes, standards for each student • Respectful tasks – all the activities must be where they are at • Flexible grouping – constantly re-evaluate groupings based on skill levels

18. Differentiate is Flexible and Infinite Teachers can differentiate According to a student’s • Content • Process • Product • Learning Environment • Assessments • Readiness • Interest • Learning Profile

19. What do I differentiate? • Content– not everyone learning same thing • Process– formative assessment • Product– not everyone has to do the same projects – depending on interests and readiness • Learning environment – flex grouping, seating arrangements, class décor • Assessments – reflection of the process – summative assessment

20. Differentiate by Content • Utilize pre-tests to assess where individual students need to begin study of a given topic or unit. • Encourage thinking at various levels of Bloom's taxonomy. • Use a variety of instructional delivery methods to address different learning styles. • Break assignments into smaller, more manageable parts that include structured directions for each part. • Choose broad instructional concepts and skills that lend themselves to understanding at various levels of complexity.

21. Differentiate by Process • Provide access to a variety of materials which target different learning preferences and reading abilities. • Develop activities that target auditory, visual, and kinesthetic learners. • Establish stations for inquiry-based, independent learning activities. • Create activities that vary in level of complexity and degree of abstract thinking required. • Use flexible grouping to group and regroup students based on factors including content, ability, and assessment results.

22. Differentiate by Product • Use a variety of assessment strategies, including performance-based and open-ended assessment. • Balance teacher-assigned and student-selected projects. • Offer students a choice of projects that reflect a variety of learning styles and interests. • Make assessment an ongoing, interactive process.

23. Differentiate the Learning Environment • Ensure that there are quiet, distraction-free places in the room to work , as well as places that invite student collaboration • Provide materials that reflect a variety of cultures and home settings • Set clear guidelines for independent work that matches individual needs • Develop routines that allow students to get help when teachers are busy with other students and cannot help them immediately • Help students understand that some learners need to move around to learn, while others do better sitting quietly

24. Differentiate the Learning Environment • Whole-class instruction / Small-group instruction • Individual work / Collaborative work • Performance-based groups • Partners/pairs/trios • Think/Pair/Share

25. Differentiate by Assessment • Before summative assessments take place, teachers need to start differentiated assessment at the diagnostic testing phase • The assessment format MUST cater to Multiple Learning Styles and Intelligences • Example: is a paper and pencil assessment a valid assessment for a kinesthetic and visual learner? • Rich performance tasks criteria: • Provide evidence of essential learning • Demand innovation/creativity, problem solving, • Are engaging yet challenging task • Provide individual accountability in group work

26. Assessments Require Feedback • Feedback should be timely • Consider differentiated feedback! • . . .specifically. . .feedback that caters to students’ individual learning styles • Examples: voice recordings, video recordings, face to face chat, written

27. Know Thy Learner! How do I differentiate? • Students’ interests: need to know their interests • Learning profiles: what kind of learners are they • Readiness levels: how prepared are your students? • Learning styles: what kind of Learner (Gardner)

28. Interest Inventory • Inventories • Surveys • Scales

29. Learning Profile • IEP or 504 Plan? • Information processing delay • Grouping preferences • Environment

30. Readiness Level • AKA achievement • Pre-assessing • Formative assessments (exit tickets, self assessments, etc.) • Summative assessments

31. Learning Styles

32. Respectful Tasks • Everyone’s work is: • Equally engaging • Equally appealing • Equally important • Emphasize strengths • Are relevant • Provide choices • Stretch students • Scaffold learning

33. Scenario 2

34. If the sky were the limit… • Have you ever wanted to teach a small group of 4-5 students? • Do you think students need greater opportunity to become independent workers? • Does “one size fits all” not work for your class?

35. If the sky were the limit… What is on your teacher’s wish list?

36. Independent Learning or Small Group Work Small Group Instruction • Targeted direct instruction • Assessment • Opportunity to re-teach / enrich • Get to know students better – academically and socially • Students work independently at their instructional level • Foster work ethic • Develop independence • Foster collaboration

37. Our Task as World Language Teachers

38. Establish your goals Practice a skill Extend knowledge about a subject Reteach content to struggling students Review material prior to an assessment Produce a project

39. Setting Up • Design activities • Set time limits • Group students • All materials organized and made available • Clear expectations that are posted • Explain, Model, Rehearse, Rehearse, Rehearse

40. Setting Time Limits Whole class 1/2 class 1/3 class 1/4 class . . .

41. How to group? Homogenous Heterogeneous

42. Organizing Your Centers Make a space for your students to work Provide all materials Color coding and/or use boxes/bins/folders Display clear and concrete directions Provide means to collect work/accountability sheet

43. Scaffolding

44. What is Scaffolding? Support to extend reach Task-oriented Temporary

45. How to Scaffold at Centers • Activate prior knowledge • Review vocabulary • Provide cues – sentence stems, word walls, examples, other resources • Model the work

46. It’s Your Turn! • Turn to another person and discuss how you SCAFFOLD for your students.

47. Rehearsal Display groups & movement chart Dry run through the centers Model orderly behavior for movement, quiet, etc. Initially do games at centers – reinforce the fun! Require resetting the center – tidying up

48. France Steve Sam Kathy Danielle Québec John Susan Marie Danny Haïti Brian Pablo Abby Keisha Sénégal Philip Kunal Jin Mary

49. Types of Centers The sky is the limit! BUT. . . Keep it simple until the students learn the routine

50. Our Task as World Language Teachers