Understanding ESL Learners: Differentiating Instruction

1 5. Understanding ESL. Learners: Differentiating Instruction ESL teachers know that Differentiating Instruction is the most effective way to teach ESL students, who come to class from a wide variety of backgrounds and circumstances. A comprehensive ESL program involves three major activities: direct language Instruction , the creation of a culturally inclusive environment, and differentiation and modification of curriculum. These three activities are described below. Direct Differentiation Language and Direct Language Instruction Comprehensive Modification Instruction ESL.

2 Program When using direct language Instruction , teachers analyze the language needs of ESL. Culturally learners and the language demands of academic curriculum; Inclusive include language learning goals as Environment part of lesson objectives;. plan Instruction that addresses specific language needs: grammatical and phonological structures, communicative and academic language functions, vocabulary development, discourse patterns; and work collaboratively with support staff to address language-development needs. Culturally Inclusive Environment In a culturally inclusive environment, resources, events and extracurricular activities reflect cultural diversity, and provide realistic and positive images of various cultural groups.

3 Schools find creative, meaningful ways to involve immigrant parents and offer services such as interpreters, bilingual aides, cross-cultural counselling, and mentorship and tutoring programs;. signs, notices and displays are multilingual; and students' first language is valued and encouraged. Differentiation and Modification In differentiation and modification, classroom content, processes and products are adjusted to reflect the unique needs of ESL learners;. Instruction is scaffolded to enable ESL students to achieve grade-appropriate outcomes.

4 Teachers offer a variety of resources, grouping arrangements, assignments and tasks;. teachers use various strategies to build background knowledge, make connections and encourage communication;. teachers embed learning strategies into Instruction ;. students can demonstrate Understanding in many ways; and lessons are engaging and relevant, encourage higher-level, critical-thinking skills and focus on essential elements of core curriculum. Differentiating Instruction FOR ENG. Teachers consider the following wh Profile of ESL Learner Then Identify essential outcomes (content) from the program of Adapt instructional strategies (.)

5 Studies and adjust teaching to ensure Understanding . necessary for students to reach ADAPTING CONTENT INSTRUCTIONA. Develop survival language/oral language skills first with Provide beginning-level ESL. beginner-level ESL students. the same first language if po Use techniques such as KWL or think/pair/share to activate Use the Language Experienc and/or build background knowledge and experience. Allow for first-language disc Use a variety of visuals, realia, manipulatives and other resources. concrete materials to teach. Present new information an Make extensive use of key visuals and graphic organizers.

6 Writing. Focus on concepts and principles instead of facts through the use of graphic organizers such as compare and Model and demonstrate pro contrast, Venn diagrams, timelines, etc. through pantomime, role pla Identify and develop key vocabulary through the use of Use gestures, facial express word walls, predictograms, word sort, semantic mapping, Modify speech by speaking concept frames etc. Provide audio tapes of nove Provide literacy scaffolds such as framed sentences and paragraphs, patterned stories, framed research and lab Engage students in coopera reports.

7 Tasks such as jigsaw, recipro dialogue journals, literature Reteach concepts/content in mini lessons. Use a variety of resources including multiple texts at Provide learning centres or different reading levels, Internet, CD-ROM software, video, explore topics or practise sk picture files, etc. Focus on the development o Consider students' culture/background when choosing strategies. resources. Provide authentic experiences through field trips, guest speakers, simulations, etc. Suggested Activities for D. Do needlework Choreograph dances Compile inform Build a planetarium Design a new product or brochure Draw a set of b Develop a collection Write songs Put on a puppe Design and conduct an experiment Design a simulation Create wall ha Plan a journey Develop an exhibit or experiment Go on an archa Make an etching or a woodcut Create a photo essay or album Design and ma Do a demonstration Make a video documentary Generate chart Create recipes Create illustrations explain ideas Demonstrate preparation of food Design or create musical instruments

8 Create a slide 2 Differentiating Instruction GLISH AS A SECOND LANGUAGE STUDENTS. hen Differentiating for ESL students Available Resources they (process) in whatever way Offer a variety of ways for students to demonstrate achievement h the desired outcome. of an outcome. Students can use a variety of activities to show knowledge in spite of limited English proficiency. AL STRATEGIES. OUTCOME. L students with a buddy (with ossible). Allow students to demonstrate Understanding in ways ce Approach. other than writing (for example: graphic organizers, art, performance, demonstrations, models, posters, etc).

9 Cussions and use of bilingual Allow students to take tests orally. nd instructions orally and in Allow beginning ESL students to use texts, notes, dictionaries and other aids during tests so that the tests become learning opportunities. ocedures and thought processes ay, etc. Allow extra time. sions and body language. Provide students with readers or scribes. slowly and clearly. Modify test questions by simplifying language. els, texts and lectures. Use a wide range of assessment options. ative/collaborative learning ocal teaching, reading buddies, e circles.

10 Stations to allow learners to kills independently. of specific language-learning Demonstrating Learning mation for a booklet Publish a history of one's family, Devise a survey community or home town Draft and circulate a petition blueprints or a graph Do a pantomime Design a webpage et show paint or collect pictures or diagrams Make a travel poster angings or murals Create an advertisement Create a bulletin board aeological dig Make a diorama Devise a game or puzzle ake costumes Make a calendar Make a mobile ts or diagrams to Make a tape recording Compile a portfolio of sketches Make a map Develop a display show Make a collage or piece of art Make a time line Differentiating Instruction 3.