2/14/11. Session Overview. Warm-Up & Review: List, Group, Label. Objectives. Differentiating Practice & Application in SIOP

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1 Differentiating Practice & Application in SIOP Session Overview Review SIOP Components: List, Group, Label SIOP Component #6: Practice & Application Differentiation for Adolescent ELLs 2 Kristen M. Lindahl University of Utah Cubing Science Tiered Activity Social Studies RAFT Math 3 4 Objectives Warm-Up & Review: List, Group, Label Content Objective: EWBAT create a cubed, tiered, or RAFT activity by adapting an existing assignment for ELLs. On your handout, you have a list of SIOP indicators and example activities that can all be associated with one of the SIOP components. Language Objective: EWBAT describe the differences between differentiating by content, process, or product and interest/readiness/ learning profile by talking to a partner. Decide which component the indicator or activity belongs under. Write the component number next to the indicator or activity. Check answers as a whole group. 1

2 5 6 SIOP Component #6: Practice & Application Differentiating for ELLs Indicators: Hands-on materials or manipulatives for student practice Index cards Word sorts Components or features of a concept or product Activities for students to apply content and language knowledge in the classroom Activities that integrate all language skills: listening, speaking, reading and writing. Differentiated instruction goals: To address learner variance in classrooms; To provide challenge, success, and fit for today s diverse learners (Tomlinson, 2001). Adolescent ELLs will vary by: L1 Literacy; Academic content-area knowledge, Socioeconomic status, Whether the student is foreign-born, and Family situation and personal experiences. (Short & Fitzsimmons, 2007). Differentiating for ELLs 7 Differentiation & the Adolescent Brain 8 To provide ELLs with maximum access to core curricula, educators can differentiate: the content of lessons, the process by which the teacher presents the new information, the products created by students, and the learning environment. Curriculum standards dictate what must be taught; differentiated instruction can be the way in which to teach it (Tomlinson, 2001). Differentiation responds to adolescents developmental needs by providing: Personal connection; Appropriate intellectual challenge; Emotional engagement; Purposeful social interaction; Metacognitive development; and a Supportive learning environment. (Crawford, 2008). 2

3 Differentiation & Language Development An essential piece for ELLs that needs to be addressed: Attaining content AND language objectives. Areas of academic language: Reading comprehension, Writing Process, Vocabulary, Functional/Formulaic Language, Word Study, Grammar & Conventions. (Bigelow, 2005; Echevarria, Vogt, & Short, 2008; Lindahl & Watkins, 2007) 9 Cubing Students use & share their thinking in relation to a topic, subject, or unit of study. Teachers (or students!) make a list of six directions. Each direction is relevant to the information gained from the text or other materials. Students (independently or in teams) roll a die. They follow the direction that corresponds with the number rolled Cubing Example 12 Cubing Example Earth Science Objectives: Content Objectives: Students will be able to distinguish between physical and chemical properties (and changes) of various substances. Language Objective: Students will be able to describe physical and chemical properties by speaking and writing during cube activities. Higher Order Thinking Skills (HOTS) Cube: 1. Illustrate one of the physical changes you saw during our labs. 2. Define chemical change. 3. Use lab equipment to demonstrate a chemical change. 4. Create and plan your own experiment that would allow us to see a physical or chemical change. 5. Compare 3 substances based on their physical and chemical properties. 6. Argue for or against the following statement. Use 3 facts to support your argument. Chemical changes do not affect the physical properties of substances. 3

4 Implementing Cubing Assign a certain number of tasks to be completed. Consider multiple intelligences cubes: Visual/Spatial: Draw it Logical/Mathematical: Solve it.. Kinesthetic: Demonstrate or role play it Naturalist: Find examples of it in the real world Musical: Write a song or rap about it Verbal/Linguistic: Tell a story with it as the main character Interpersonal/Intrapersonal: Tell a partner about it or write a personal journal entry about it. Or, have 1 cube per intelligence (6 visual/spatial activities, 6 kinesthetic activities, etc.) Or, construct a class set of cubes, color code them by readiness, interest, or learner profile. Tiered Activities Students work with the same essential idea and use the same key skills. Focus at different levels of: complexity, abstractness, and open-endedness. Routes of access at varying degrees of difficulty make it more likely that: Each student comes away with skills & understanding; and Each student is appropriately challenged (Tomlinson, 2001) Tiered Activities Select the concepts and skills that will be the focus of the activity for ALL students. Think about your students : range of skills, language proficiency, formal assessment scores, reading ability, background information, interests, and learning profile. Tomlinson, Tiered Activities Create an activity that is: interesting, higher-order cognitively, and meets content and language objectives. Place your activity on a ladder. Top rung =highest level of skill & complexity Low rung =lowest level of skill & complexity 16 Clone your activity on different levels. Consider: Materials: from basic to advanced; Leveled texts and books; materials in the L1 Forms of expression: from familiar to unfamiliar; and Experiences: from personal experience to removed from personal experience (Tomlinson, 2001). 4

5 Tiered Activity Example 17 Tiered Activity Example 18 Social Studies Objectives: Content: Students will be able to identify key events in the Tiananmen Square Incident by conducting research in pairs. Language: Students will be able to defend their perspective on the TS incident by forming questions and/or writing their own accounts. WebQuest Activity (adapted from Crawford, 2008): With your research partner, read the different accounts of the TS Incident on the following websites (Teacher provides the websites) Level One (Beginning-Intermediate ELLs) Choose one of the accounts and record the series of events on a time line diagram. Discuss why you think the account represents the author s person s point of view. Write this person a letter containing 3 questions you want to ask him or her. Level Two (Advanced ELLs and grade-level students) Use a Venn Diagram to compare 2 different accounts of the incident. Discuss why you think the accounts represent each author s point of view. Pretend you are a reporter covering the event for your local newspaper and write an article. Tiered Activity Example Level Three (Advanced learners, ELLs and NSs) Use a Venn Diagram to compare 2 different accounts of the incident. Discuss why you think the accounts represent each person s point of view. Pretend you are a Chinese, French, or American reporter covering the event for a national newspaper. Write an article that explains your cultural and/or political perspective. Use facts to justify your point of view (Adapted from Crawford, 2008; p. 19). 19 RAFT R: Role (Who is the writer; what is the role of the writer?) A: Audience (To whom are you writing?) F: Format (In what format should the writing be?) T: Topic (What are you writing about?) 20 5

6 RAFT Provides students opportunities to: focus on perspective writing; share what they know in an unusual way about the content they have learned; think creatively. 21 Personality: Who am I? What are some aspects of my character? Role Definition Matrix Attitude: What are my feelings, beliefs, ideas & concerns? 22 Information: What do I know that I need to share in my writing? Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE: International Reading Association. RAFT Examples English Science Social Studies ROLE AUDIENCE FORMAT TOPIC Comma Middle school students Job Description Huck Finn Tom Sawyer Telephone Conversation Use in Sentences What I learned during the trip Lungs Cigarettes Complaint Effects of smoking Chemist Chemical Company Instructional Manual Combinations to avoid Abraham Lincoln Dear Abby Advice Column Problems with his generals Lawyer U.S. Supreme Court Appeal Speech Dred Scott Decision Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE: International Reading Association. RAFT Example Algebra I Objectives: Content: Students will be able to classify numbers as rational or irrational. Language: Students will be able to explain the relationship between a number and the set (rational or irrational) to which it belongs in writing. 6

7 RAFT Example Role Audience Format Topic Repeating Decimal Set of Rational Numbers Petition Prove you belong to the set Pi Therapist Conversation I m feeling irrational Square Root Whole Number Love letter Defining the relationship 25 RAFT Example To the governor and legislature of Rational Number Land: Hello. My name is (point one-two-six repeating) and I recently purchased a home in RNL (Rational Number Land). I have run into a few problems though. It appears that my citizenship in RNL is not well defined. I was not born in RNL as were many of my fraction friends, but have since applied for citizenship under the name (fourteen one hundred and elevenths). This name change I assure you is perfectly legal as that it does not change my overall value. But this I fear is the problem. Many are not willing to accept that 1.26 r and 14/111 are the same number. Many of the less educated fractions think that I am irrational because my name is infinite when written out completely. My numerologist assures me that through a simple procedure, I can be turned permanently into a fraction, thus being more presentable to fellow Rationals. I think the public needs to enact laws that extend the definition of rational numbers to include repeating decimals like myself. I enclose a copy of the recommended procedure by Dr. 0.2 (Zero Point Two). You probably know him as Dr. One Fifth. The bad thing is that my insurance will not cover the procedure because they deem it to be unnecessary. You know what, they are right; it is not necessary. Please consider my petition for equality and frame a law that will allow me to prove, with ease, my citizenship in RNL. Besides, I don t think that I should suffer because of the lack of intelligence of some Rationals. Thank You, Point OneTwoSix Repeating 26 Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE: International Reading Association. 27 References 28 Objectives Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE: International Reading Association. Content Objective: EWBAT create a cubed, tiered, or RAFT activity by adapting an existing assignment for ELLs. Language Objective: EWBAT describe the differences between differentiating by content, process, or product and interest/readiness/ learning profile by talking to a partner. Exit Ticket: your administrator an example of a differentiated activity from your classroom. Crawford, G.B. (2008). Differentiation for the adolescent learner: Accommodating brain development, language, literacy and special needs. Thousand Oaks, CA: Corwin Press. Echevarria, J., Vogt, M., & Short, D. J. (2008). Making content comprehensible for English learners: The SIOP model. Boston: Pearson. Lindahl, K. & Watkins, N. (2007). The Language Objective Menu. In E. Swan & M. Christison. (2008). Concept-oriented reading instruction for English language learners: Creating engaged readers through integrated curriculum and coherent instruction. Training Materials, unpublished manuscript. Short, D. & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English Language Learners A report to Carnegie Corporation of New York. Washington, D.C.: Alliance for Excellent Education. Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms (2 nd edition). Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). Tomlinson, C.A. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). 7