Professional Documents
Culture Documents
Complete prior to the workshop session on Friday 7th September from 10.30am-12.30pm.
Worth 10 marks
NOTE: Requires in-class attendance and participation.
Key: SS - students
It is extremely important to set the scene by presenting the The original lesson relied heavily on SS
vocabulary before undertaking the reading. This will allow the understanding the language. However, regarding
students to feel comfortable during the lesson while new ESOL SS the target language needs to be taught
language is being presented. before SS are able to read and relate to the
vocabulary written in books.
Feedforward:
- Explain more detail why group is separated into all ESOL students and where they will be going from here
Youtube video – How’s the weather “Increase the variety of ways in which you ask them
to process their understandings- helping them to
LEARN.” (Garret L (2018) lecture notes powerpoint
slide 15)
Show pictures from previous day. Opportunities to show what they know/remember
using language presented in previous lesson. Also
ties into homework activity weather chart.
One Guided Reading lesson adapted from 20min lesson to be Guided Reading Lesson to be structured over a
done over consecutive days (possible 2 or 3 per book) number of days to allow the ESOL group time to
understand the concepts before reading and then
writing.
Seat SS around a moon table
Move the moon table away as far as possible from other SS to “Differentiated instruction means changing the
avoid distractions. pace, level or kind of instruction you provide in
If possible utilise a moon table that has a whiteboard top (if not response to individual learners’ needs, styles or
available have lots of pens and paper on hand). interests” (Heacox, 2012, p. 5).
Changing lesson from drawing, learning vocabulary, singing, The LEARNING ENVIRONMENT is essential in the
reading and then writing keeps SS enthusiastic and motivated. movement of the group away from distraction as
well as utilising productive furniture like a
Reinforce positively each effort a student does to set up an whiteboard moon table.
encouraging environment. Ie good job, great work, I like how
you….. One of the facets for creating equity in today’s
classrooms is Affect that can be achieved through
Utilise body language to accompany sentences awarding positive reinforcement.
students efforts in positive ways. Reinforce positively each effort a student does to
Lean forward, smile, nod, concentrate and look at the SS set up an encouraging environment. Teacher can
directly (AVOID writing while a SS is talking). use rewarding phrases, positive body language and
rewarding feedback.
Marking: teacher to mark individually each piece of writing
using stickers, offering feedback and providing goals to work “Creating learning-focused, respectful and
on. supportive learning environments.”
(Grudnoff et al., 2017, pp.305-326).
Key criteria:
Jennifer Milani – ID: 9505531
● Justification comments clearly linked to theory/literature, and demonstrate CLEAR understanding of the key
role of EACH of the FOUR PRINCIPLES of effective differentiated teaching practice.
REFERENCES:
Grudnoff, L., Haigh, M., Hill, M., Cochran-Smith, M., Ell, F., & Ludlow, L. (2017). Teaching
for equity: Insights from international evidence with implications for a teacher education
curriculum. The Curriculum Journal, 28(3), pp.305-326.
http://dx.doi.org/10.1080/09585176.2017.1292934
Heacox, D. (2012). Differentiating instruction in the regular classroom: How to reach and
teach all learners, grades 3-12. MN: Free Spirit.
Tomlinson, C., & McTighe,J. (2006). Integrating differentiated instruction and understanding
by design: Connecting content and kids. Alexandria: Association for Supervision &
Curriculum Development: ProQuest Ebook Central. Retrieved from
http://ebookcentral.proquest.com/lib/auckland/detail.action?docID=3002130.
Tomlinson, C. (Ed.). (2014). The Differentiated Classroom: Responding to the Needs of All
Learners, (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum
Development. Retrieved from
http://ebookcentral.proquest.com/lib/auckland/reader.action?docID=1709534&ppg=25
Jennifer Milani – ID: 9505531