Professional Documents
Culture Documents
2016 Training
Differentiated Instruction & Assessment
Part A Differentiated Instruction (theory + practice)
children who have different learning styles and different language abilities;
children who have different needs;
children who have different levels of emotional and social maturity;
children who have different levels of motivation;
children who come from different educational and cultural backgrounds;
children who have different attention spans and interests.
Whenever a teacher varies his or her teaching in order to create the best
learning experience possible to reach out to an individual or small group, that
teacher is differentiating instruction.
Differentiated instruction provides tailor-made options for different teaching
scenarios.
Teachers can differentiate:
the content what the student needs to learn or how the info is presented and
supported.
the process the activities in which the student engages in order to make sense of the
content;
the product the culminating projects that ask the student to rehearse, apply, and
extend what he or she has learned in a unit.
The aim of the group work was to design differentiated activities for lower and higher
levels of ability.
Activity 1 The activity in the book presents a task about routines with two parts: a)
the children have to tick the activities they usually do after school and b) they have to
write two sentences about these activities.
The teachers worked in groups and some of their suggestions were:
For a lower level
After ticking the activities they do after school, children can
1) do a matching task: they match the visuals with the words that describe the
activities. These words are given in a box.
2) re order the words in scrambled sentences. Example: football / I / school / after /
play.
3) mime the action in front of the class. The class has to guess which activity it is.
For a higher level
1) Students describe all the activities they do after school.
2) Students say what they always, sometimes and never do after school.
Activity 2 In the activity presented in the book the children have to draw an animal
and talk about it.
Suggestions for a lower level:
1) Students draw the animal and say This is my favourite animal. It is a
2) Students mime the animal. The class has to guess which animal it is.
3) Students label the parts of the body.
4) Students choose the correct option from the options given. Example: This is a
.It has got a big/small head. It has got long/short legs, etc.
What I studied and you did not ask (students add -at the end of a test -words or
language that they studied and was not included in the test)
Option of choice in test. (students have one or two compulsory tasks and then a
choice of task: they can choose one from three given to finish the test).
Feedback
Feedback, without doubt, is one of the most powerful influences on learning and
achievement. Feedback from tests should be immediate and positive. By being
immediate its value will be maximized and has a more direct and fresh connection
between the performance and the students. If the feedback comes too late or is not
clear, it loses its relevance altogether.
Negative feedback is punitive by only showing the weak points or the areas that
students have not learnt. On the other side of the coin, positive feedback highlights
what the children have done well and this boosts self-esteem and promotes learning.
Reviewing Achievement
Many teachers set aside some time to talk to their students about their learning and
about what they have achieved. This is Review Time (a learning conversation) to
recognise achievement, to talk about possible obstacles, etc.
The aim is to build self-esteem, to develop childrens confidence in themselves as
learners and to give them a sense of control over the learning process.
Introduction to Scenario-Based Testing (theory and practice)
A useful format that can be used with differentiated tasks is the format presented in a
scenario-based test.
In a scenario-based test all the parts are connected to a scenario, topic or character.
This scenario is presented in task 1 at the beginning of the test and it is later developed
in the different parts. Children receive information about the situation while they do the
test. They have fun meeting new characters and reading about them. The story
develops naturally while they are faced with new tasks in the test. Children love stories,
consequently, by introducing a simple story in a test, some of the tension always
present in a test situation is reduced.
Scenarios should be
In each of the scenarios listed above, one of the characters may act as the link in the
different parts: listening and reading tasks, dialogue, vocabulary tasks or even a mini
writing activity.
Practical work:
In class the teachers worked in groups. They received different exercises that were not
connected. The aims were to prepare a scenario-based test by linking all the parts
through a character and to add differentiated tasks for a lower level.
Suggested bibliography
Internet Sites
http://www.ascd.org/publications/books/108028/chapters/Assessment-andDifferentiation@-A-Framework-for-Understanding.aspx
http://www.readingrockets.org/article/what-differentiated-instruction