Principle 2 is the best principle of all 3.
Principle 2 is the best principle of all 3.
In Malaysia, we are working on CEFR thus teachers are asked to go on to many courses. There is a course on materials adaptation. We are suggested to give different tasks to students of different levels. This then raises the issue of time. Teachers do not have time.
It is interesting when Penny suggests a list of techniques for questioning. It really helps. It makes differentiation be very easy to be done in lessons!
In Malaysia, we are working on CEFR thus teachers are asked to go on to many courses. There is a course on materials adaptation. We are suggested to give different tasks to students of different levels. This then raises the issue of time. Teachers do not have time.
It is interesting when Penny suggests a list of techniques for questioning. It really helps. It makes differentiation be very easy to be done in lessons!
What I like about Penny's tips about differentiation is that they blend in so naturally and effortlessly in what is going on in the classroom even though there's quite a bit of thinking behind the tools she is employing.
ReplyDeleteSetting up multiple tasks for different level students in the class to be done at the same time would seem problematical to say the least.
ReplyDeleteA good task, however, should be flexible enough for learners to use the language that they already have to complete it. For example, if students need to plan a dinner, lower level students might be limited to, "Let's have/get/buy ___", "We need ____" whereas stronger students might additionally ask more questions and offer opinions, e.g "We should make sure there is no pork or beef, and everything is halal."
When I've had mixed ability classes (and most classes fall into this category), sometimes it's helpful to evenly distribute 'weaker' and 'stronger' students, whilst other times, it's good to group similar levels together so noone feels intimidated or held back. How about you - what do you think will be most helpful for next year?
Phil Brown The fact of the matter is that in most classes you have different levels, so whether it is problematic or not, we have to deal with this circumstance as a given. I tend to appeal to the more advanced students to help the less proficient ones, and also try to avoid designing separate (multiple) activities and instead look for ones that can be accomplished at various levels.
ReplyDeleteElizabeth Bekes I wish the teacher I was working with on my primary teaching degree had said this. We had to make 3 or 4 different worksheets for all the different subjects and it was awful!
ReplyDeleteInteresting comment on CEFR. In Canada there is a "descriptive scale of English language ability (framework? Model?) called the Canadian Language Benchmarks. (NCLA. For French) In the government funded Language Instruction for Newcomers programme teachers are expected to reference the CLBs when planning lessons ("modules", lesson plans) following a highly prescriptive formula. Teachers are also mandated to create assessments referencing the benchmarks for inclusion in a portfolio. This portfolio with a required number of "artefacts" is used to decide whether a learner is to be promoted to the next "level". (Managers review the portfolios - no required number of assessments - no promotion....) The approach is based on "outcomes and results". I guess all of this (CEFR and CLB) is by way of being an experiment. The idea of clear set levels (I'm not convinced !) leads to "Personalized Teaching" for each learner. Teachers always were aware of each learners strengths and weaknesses - but this "personalized approach" is putting an added burden on them and adding unpaid preparation time without clear evidence that the approach yields good return on investment ( improved learning).
ReplyDeleteHannah McCulloch We were told to do the same! I wish mine heard this too.
ReplyDeleteClaudie G CLB sounds really complicated with all the terms used. CEFR is relatively new here and teachers are still struggling to understand it. But one thing I know for sure, the implementation of both CLB and CEFR take a lot of teacher's time all because of aiming to have clear set levels which will then leads to Personalized Teaching. Then thanks Penny for giving us simpler and effortless perspective towards Differentation (one of the key elements to Personalized Teaching).
ReplyDeletePhil Brown I can’t really explain why but I prefer my students to work with the people they are comfortable with, so most of the time, I let them decide their partner. Perhaps it’s that because I want to create a safe learning atmosphere for my students.
ReplyDeleteClaudie G I recently saw a talk by Dr John De Jong who was involved in creating the CEFR back in the day. He pointed out a great number of flaws in it and has been working on the Global Scale of English which is supposed to have more concrete descriptors. I don't have the actual presentation to hand, but here is a similar one linked to vocabulary. academia.edu - A meaning-based CEFR-linked framework for assessing vocabulary knowledge
ReplyDeleteThank you Hannah, I'll check it out. There are a lot of issues with CEFR...( and CLB - imp!) Here's a link to another article enl.auth.gr - www.enl.auth.gr/gala/14th/Papers/Invited%20Speakers/Fulcher.pdf
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