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Differentiating Instruction Identifying With Your English Learners & Success In The Making. Our Workshop Objectives. We will recognize why we need to differentiate instruction for all students through group discussions and PowerPoint presentation.

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Differentiating instruction identifying with your english learners success in the making

Differentiating InstructionIdentifying With Your English Learners&Success In The Making

Our workshop objectives
Our Workshop Objectives

We will recognize why we need to differentiate instruction for all students through group discussions and PowerPoint presentation.

We will ascertain what is and what is not differentiated instruction throughout the workshop through discussion.

We will discuss students learning styles and explore why this is important to differentiating instruction.

We will compose a list of Before, During, and After activities that Differentiate Instruction throughout your lesson.

We will review in small and whole group ways we can accommodate assessments for ELs

We will share success stories we have had working with our ELs, through school or system efforts.

What does differentiating instruction mean to you
What Does Differentiating Instruction Mean to You?

Pair and Share

From mehlinger 1995

From Mehlinger, 1995 . . .

“Most teachers teach every child the same material in the same way, and measure each child’s performance by the same standards…. Thus, teachers embrace the value of treating each child as a unique individual while instructing children as if they were virtually identical.”

Differentiating instruction is
Differentiating Instruction Is…

  • Differentiated Instruction applies an approach to teaching and learning that gives students multiple options for taking in information and making sense of ideas. Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms .

  • (Tomlinson, 2001).

To differentiate instruction what must we know about our els
To Differentiate InstructionWhat Must We Know About Our ELs?

With a Partner

  • Discuss

  • Take Notes

  • Present to Whole Group

To differentiate instruction we must know our els
To Differentiate Instruction We Must Know Our ELs…

  • English Language Proficiency Level

  • Learning Style/s

  • Student History

  • Student Culture

  • Readiness

  • Interests

Teachers are successful at differentiating instruction for els when they
Teachers are Successful AtDifferentiating Instruction for ELs When They:

  • Know their students learning styles

  • Hold high expectations

  • Employ Research Based ongoing informal assessments

  • Provide multiple types of assessments

    Adapted from ColorinColarado

And when they
AndWhen They:

  • Differentiate homework

  • Collaborate

  • Use flexible grouping

  • Make content comprehensible

    Adapted from ColorinColarado

What are you doing today to differentiate instruction for els
What are You Doing Today to Differentiate Instruction for ELs?




How do you make content comprehensible for els
How Do You Make Content Comprehensible For ELs?

Turn and Share

  • Make a partner list of ideas

  • Share in whole group

Characteristics of a differentiated classroom
Characteristics of ADifferentiated Classroom

  • All students explore, apply, and understandthe same benchmarks

  • Continuous assessment is an integral part of the curriculum.

  • Flexible grouping is used consistently

  • Students are active explorers

What Can You Differentiate?

  • Activity

  • Walk around the room and speak to three people you do not know.

  • Discuss what can be differentiated in a classroom.

  • Take notes

  • Whole group share

This activity develops language acquisition and provides ideas about the content you may not have thought about.

What Can You Differentiate?

  • Time

  • Teaching Strategies

  • Learning Strategies

  • Classroom Assessments

  • Materials and Resources

  • Grouping

  • Expectations

Differentiated instruction
Differentiated Instruction



- Tracking

- A New Strategy

- Static

- Teaching to the Middle

- A series of activities

- Lowering the Bar

- Flexible Grouping

- Student Centered

- Rigorous / Relevant

- For all Learners

- Based on academic and personal needs

- Fosters relationshipsand reflection

What does it take to differentiate
What Does It Take To Differentiate?

  • Set rigorous and relevant goals

  • Students need to know / be able to do?

  • Where are they on the learning curve now?

  • Select instructional strategiesthat will enhance the learning.

  • Monitor student progress andadjust instruction if needed.

Brain research confirms what experienced teachers have always known
Brain Research Confirms What Experienced Teachers Have Always Known:

  • No two children are alike

  • No two children learn in the identical way

  • An enriched environment for one student is not necessarily enriched for another

  • In the classroom we should teach children to think for themselves

    Marian Diamond

  • Discuss bullets in small group

  • Share in whole group

What is a learning style
What Is A Learning Style?

A learning style is…

  • A way to take in and process information

  • A preference that gets stronger the more it is used

  • The way the mind operates

  • The way we learn!

Why should i care about learning styles
Why Should I Care About Learning Styles?

  • The way a child learns affects his/her entire personality and development.

  • Understanding learning styles will help teachers and students to better communicate.

  • Understanding learning styles will help teachers to differentiate instruction.

Learning styles
Learning Styles


  • Pass out one question per table

  • Discuss question at your table

  • Answer the question with your group

  • One person per table will share in whole group

S ensing t hinking learner st
Sensing Thinking Learner(ST)


  • Immediate responses and feedback

  • Details and sequential order

  • Hands-on activities with a specific, correct answer

  • Clear, concise, step-by-step directions

  • Knowing exact expectations; why something has to be done, and how well it is to be done

  • Drill and practice

I n tuitive t hinking learner nt
Intuitive Thinking Learner (NT)


  • Planning and organizing before working

  • Working independently

  • Analyzing and examining pros and cons

  • Arguing and debating

  • Thinking about ideas and how they are related

  • Finding/designing a new way to do something

  • Logical and strategic games

I n tuitive f eeling learner nf
Intuitive Feeling Learner(NF)


  • Learning without time constraints

  • Praise for personal ideas and insights

  • Using creativity and imagination

  • Open-ended activities with many possibilities

  • Working on many things at once

  • Self-expression and self-discovery

  • Creative and artistic activities

S ensing f eeling learner sf
Sensing Feeling Learner(SF)


  • Getting personal attention and praise

  • Sharing feelings and experiences

  • Working in groups/being part of a team

  • Having someone show how to do something

  • Role-playing and personal expression

  • Non-competitive games where no one loses

  • Interpersonal activities; opportunities to learn about himself/herself

Example questions students may have
Example.. Questions Students May Have

  • Sensing Thinking (ST): WHAT?

    ST: WHAT is the correct way to do this?

  • Intuitive Thinking (NT): WHY?

    NT: WHY does is have to be done this way?

  • Intuitive Feeling (NF): WHAT IF?

    NF: WHAT IF we tried doing it this way?

  • Sensing Feeling (SF): WHAT DOES IT MEAN TO ME?

    WHAT DOES IT MEAN TO ME to do this?

In a nutshell
In A Nutshell…

  • No one learning style is better than another.

  • We all have characteristics of each learning style; some characteristics are just stronger than others.

  • Learning about each style will help us to better understand and communicate with our students.

  • Knowing about each learning style will help teachers to better understand how students learn and how to differentiate instruction.

Differentiated instruction1
Differentiated Instruction



- Tracking

- A New Strategy

- Static

- Teaching to the Middle

- A series of activities

- Lowering the Bar

- Flexible Grouping

- Student Centered

- Rigorous / Relevant

- For all Learners

- Based on academic and personal needs

- Fosters relationshipsand reflection

Differentiating instruction

  • Before the Lesson

  • During the Lesson

  • After the Lesson

DI Before The Lesson

  • Plan Ahead

  • Student’s Background

  • Vocabulary

  • Student’s Knowledge

  • Link to previous lesson

DI Before The Lesson Continued

  • Pre-teach

  • Reflect

  • Supplementary Materials

  • Word Banks

  • Adapt Materials

  • Lower level non-fiction materials

Di during the lesson
DI During The Lesson

Now It’s Your Turn

  • Select a Partner/group

  • With Partner brainstorm DI During the Lesson

  • Compose a List of Ideas

  • Partners/group writes 2 ideas on chart paper

  • Share in whole group

Other suggestions for di during the lesson
Other Suggestions For DIDuring The Lesson

  • Simplified language/vocabulary

  • Pre-Questions

  • Present concrete concepts/vocabulary

  • Categorize content information

  • Highlighting

More suggestions for di during the lesson

More Suggestions For DIDuring The Lesson


Real life experiences

Teach text skills

Model and reinforce learning strategies

Teach note taking/recording

Di after the lesson
DI After The Lesson

  • Provide quality notes

  • Watch content videos/listen to recorded lesson

  • Provide activities to reinforce content and vocabulary

  • Support language development in small groups

  • Adjust assignments to ELs proficiency level

Differentiating assessments for english learners a brief look
Differentiating AssessmentsFor English Learners,A Brief Look

Maintain a balanced assessment system
Maintain A BalancedAssessment System

“To maximize student success, assessment must be seen as an instructional tool for use while learningis occurring, and as anaccountability tool to determine if learning has occurred.

Because both purposes are important, they must be in balance.”

From Balanced Assessment: The Key to Accountability and Improved Student Learning, NEA (2003)

Experts tell us
Experts Tell Us

“Assessment should promote learning, not simply measure it.”

Jay McTighe

Assessment should always have

more to do with helping students

grow than with cataloging their


Carol Tomlinson

Categories Of English Learners

  • Newly arrived students with adequate formal schooling

  • Newly arrived students with limited formal schooling

  • Long-term English-language learners

  • Students exposed to two languages simultaneously

Consider the purposes for assessment
Consider The Purposes For Assessment

Ask Yourself

  • “Does my assessment connect to the language and content standards and goals?”

  • Think about your assessment practices and are they consistent with your own instructional objectives and goals?

Use authentic assessment tools
Use Authentic Assessment Tools

  • Conduct multiple forms of evaluations

  • Anecdotal records

  • Checklists

  • Portfolios

  • Rating Scales

Access in non traditional ways
Access In Non-Traditional Ways

  • Involve student in performance assessment.

  • Students show knowledge through non-language ways such as Venn diagrams, charts, drawings, mind maps, or PowerPoint slides.

  • Access learning through participation activities.

  • Teach students reading strategies and use these to access literacy.

Assessment accommodations for newcomers
Assessment Accommodations For Newcomers

Students answer orally

Bilingual professional assists with assessment

Demonstrate reading progress through group assessments

Allow students to provide responses in multiple formats

Accept response in students’ native language if translation is possible.

Use bilingual dictionary

Assessment accommodations for developing els
Assessment Accommodations For DevelopingELs

Have an aide record student answers

Divide assessment into small chunks

Use visuals

Simplify vocabulary

Begin the assessment with several examples

Simplify assessment directions

Add glossaries in English or the first language

Ask questions in the affirmative rather than the negative and teach the language of testing

Forms of assessments
Forms of Assessments


2.  Cloze tests The student must decide the appropriate words for the blanks.

3.  Multiple-choice tests. Possibly omit choices to three.

4.  Strip stories where EL students put back in the correct order.

5.  Role play

6.  Using writing samples determines certain grammatical strengths and weaknesses.

7.  Portfolios show their progress and achievements in one or more areas. 

What have you learned today about differentiating instruction and assessments for english learners
What have you learned today about Differentiating Instruction and Assessments for English Learners?


Parallel Lines

Success in the making
Success In The Making Instruction and Assessments for English Learners?

Works cited
Works Cited Instruction and Assessments for English Learners?

Bailey, Kathleen M.  Learning About Language Asessment:   Dilemmas, Decisions, and Directions.  Boston:  Heinle & Heinle Publishers, 1998.

Susan Davis Lenski, Fabiola Ehlers-zavala, Mayra C. Daniel, Xiaoqin Sun-irminger, Assessing English-language learners, in mainstream classrooms

Freeman, D., & Freeman, Y. (2004). Essential linguistics: What you need to know to teach reading, ESL, spelling,phonics, and grammar. Portsmouth, NH: Heinemann.

Freeman, Y., & Freeman, D. (2003). Struggling English language learners: Keys for academic success. TESOL Journal, 12(3), 18–23.

Questions ? Instruction and Assessments for English Learners?


Thank You for Participating Today!

Hope to See You Next Year!

Dely V. Roberts – Instruction and Assessments for English Learners?

Title III/EL Specialist

[email protected]

Dr. Tammy Hallman Starnes–

Title III/EL Coordinator

[email protected]

Presentation and handouts available:

Click- ALEX…

Professional Learning…

English Learners…

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