THEORY AND PRACTICE IN PRIMARY ENGLISH LANGUAGE TEACHING II

Lecture – Week 12- Differentiation in Primary ESL Classroom

 Differentiated instruction in the 21st Century

21st-century learning is a term used to describe a shift in
education from the traditional methods of the past to a
more modern approach. This new approach focuses on
preparing students for the future by teaching them the
skills they need to be successful in a global economy. It is
about preparing students for the real world, not just for a
test.
 Differentiation in Primary ESL Classroom
The 6 C's of 21st Century Skills
 Critical thinking: Finding solutions to problems.
It’s the mechanism that weeds out problems and
replaces them with fruitful endeavours.
 Creativity: Thinking outside the box -means of
adaptation. This skill empowers students to see
concepts in a different light, which leads to
innovation.
 Collaboration: Working with others- getting
students to work together, achieve compromises,
and get the best possible results from solving a
problem.
 Differentiation in Primary ESL Classroom
 Communication: Talking to others
Communication is the glue that brings all of these
educational qualities together. It’s crucial for students
to learn how to effectively convey ideas among
different personality types.
 Citizenship/culture
It is important for an individual to be in touch with
everything that surrounds them—both culture and
community.
 Character education/connectivity
It is a school’s commitment to helping young people
become responsible, caring, and contributing citizens.
 Differentiation in Primary ESL Classroom
Task, Materials and Outcome in differentiated
teaching and learning
 1. Task

Assigning different tasks or projects based on

students’ abilities
A higher-level task for students who can think
critically could be asking them to read a chapter
and answer questions about it.
A lower-level task for students still working on
basic reading skills could be having them read a
shorter passage and answer comprehension
questions.
 Differentiation in Primary ESL Classroom

 Modifying Task Difficulty Level

This can be done by changing the task’s difficulty

level or providing different options for students.

For example, suppose a student is struggling with

a math problem. In that case, the teacher might
provide a simpler version of the problem for them
to complete.
 Differentiation in Primary ESL Classroom

• Task can be differentiated in a number of ways. Students

have different levels of mastery or knowledge of a
content. So assign different tasks according to their ability.

• Some students may have no prior knowledge of the task,

some students may have partial knowledge, and some
students may have mastered the knowledge of the task.

• In task differentiation teachers need to consider the

objective of a lesson, then provide students with flexible
options about the content they study to meet the objective,
from subject or topic to approach or presentation.
 Differentiation in Primary ESL Classroom

 2. Materials
• Use different types of materials, such as texts, videos,
audio, images, games, and online tools to present the
same content in different ways.
• Use materials that vary in complexity, difficulty, and
depth, to challenge your students according to their
readiness levels.
• Make sure materials are relevant, engaging, and
aligned with the learning objectives and standards.
 Differentiation in Primary ESL Classroom

• Organize materials - use different strategies such as color-

coding, numbering and symbols. Organizing the materials
effectively, can save time and energy, and enhance the
teaching and learning experience.

• set up stations around the classroom, each with a different

set of materials for a different group or level of students.

• review your materials and evaluate their effectiveness.

use different tools, such as post-tests, quizzes, rubrics,
checklists, and reflections, to measure your students'
learning outcomes and satisfaction.
 Differentiation in Primary ESL Classroom

3. Outcome / Product
 This aspect of differentiated learning involves the method by which
teachers access each student’s level of mastery of the curriculum.
Teachers can do this by conducting tests, asking students to write a
report on a practical topic based on the course, etc .

 However, the best assessment method is one that matches each

student’s level of intellectual interest and preferred learning mode.

 Product/Outcome differentiation applies to the types of assignments

students create. A teacher might ask students to explain a concept; the
product could be a written report, a story, a song, a speech, or an art
project. Varying the types of assessments you give students is also an
example of product/outcome differentiation.
 Differentiation in Primary ESL Classroom
Teacher Support in differentiated learning
 Providing Different Levels of Support

This could mean giving some students more

support than others or providing diverse levels of
challenge. For example, a student struggling with
a particular topic could get help from the teacher.
In contrast, other students work on more complex
problems.
 Differentiation in Primary ESL Classroom
 Alternatively, a student who finishes an
assignment quickly could be given a more
challenging problem to solve. This can also
include giving students extra time to complete
assignments, breaking instructions into smaller
parts, or providing step-by-step explanations.
Teachers can also help students monitor their
progress by giving them self-assessment tools.
 Differentiation in Primary ESL Classroom

 Using Different Teaching Strategies

This includes using visual aids, hands-on
activities, or cooperative learning groups.
Teachers can also vary the amount of
scaffolding they provide for students.
Scaffolding is when teachers support
students as they are learning new material
and then gradually remove that support as
the student becomes more confident in their
abilities.
 Differentiation in Primary ESL Classroom

 Creating Learning Stations

In this approach, students rotate through different
learning tasks or activities, each designed for a
specific level of challenge. For example, a student
might work on a math problem at one station,
read a passage aloud at another station, and play
a game that reviews vocabulary words at yet
another stations.
 Differentiation in Primary ESL Classroom
 Using Task Cards
With task cards, students are given a set of cards
with different tasks or questions on them. They
then work on the task or question that is most
appropriate for their level. This can be done with
any subject area, including math, science, and social
studies.
 Adjusting the Time Students Have to Complete

Tasks
A student might be given more time to complete an
assignment if needed, or they might be asked to
complete a shorter version if they can.
 Differentiation in Primary ESL Classroom
 Grouping Students

Group students by ability, reading level, interest,

or other characteristics to help them learn best.
For example, you might have a group of high-
achieving students working on a difficult task. At
the same time, you provide support to a group of
struggling students.
 Tiered Lessons

With tiered lessons, teachers provide a variety of

levels of instruction for students to choose from.
This allows all students to be engaged in the
lesson and to learn at their own pace.
 Differentiation in Primary ESL Classroom

 Tailoring Instruction to Meet Student Interests

Tailor instruction to match the interests of students.
Teachers might use current events as a basis for
teaching social studies or allow science class to
choose their experiments.
 Assessing Students’ Learning Needs Frequently
Frequently assess student’s learning needs to ensure
they get what they need from instruction. This might
involve giving quizzes or tests, observing students’
work habits, or talking with them about what they
are learning.
 Differentiation in Primary ESL Classroom

 Allowing for Choice in Learning Activities

Allow students to choose various learning
activities to match their interests and abilities.
Teachers might have a variety of tasks available
for math class or let the students choose their
reading materials for their language lessons.
 Tutorial Tasks
Individual Task
1. Why do you think teachers need to conduct
differentiated learning in their classrooms?
2. Explain how a teacher could prepare for
differentiated learning in his classrooms.
3. Ready to share with others when you are
called.
 E-LEARNING
1. Look for two online articles on 21st century
differentiation strategies.
2. Highlight the main ideas of the articles in a
mind map form.
Thank you