Tesol 2010: Differentiation, Language Objectives

Imagining Differentiated
Instruction with Language
Objectives in Mind

Kristen M. Lindahl
University of Utah
TESOL 2010

Session Overview
• Differentiation for Adolescent ELLs
– Cubing
• Science
– Tiered Activity
• Social Studies
– RAFT
• Math

03/23/2010 Free template from www.brainybetty.com
2

Differentiating for ELLs
• 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).

3

Differentiating for ELLs
• 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).

4

Differentiation & the
Adolescent Brain
• 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).

5

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.
– (Echevarria, Vogt, & Short, 2008; Lindahl & Watkins, 2007)

6

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.

7

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.

8

Cubing Example
• 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.”
9

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.
•Construct a class set of cubes, color code them
by readiness, interest, or learner profile.

10

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)
11

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, 2001

12

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
• “Clone” your activity on different levels. Consider:
– Materials from basic to advanced;
• Leveled texts and books; materials in the L1
– Form of expression from familiar to unfamiliar; and
– Experience from personal experience to removed
from personal experience (Tomlinson, 2001).
13

Tiered Activity
Example
• 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.
• 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)

14

Tiered Activity Example
• 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
this 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 person’s point of view.
– Pretend you are a reporter covering the event
for your local newspaper and write an article.
15

Tiered Activity Example
• Level Three (Advanced learners)
– 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).

16

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?)

17

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.

18

Role Definition Matrix
Personality: Who am I? Attitude: What are my Information: What do I
What are some aspects of feelings, beliefs, ideas & know that I need to share
my character? concerns? in my writing?

Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE: International Reading Association.
19

RAFT Examples
ROLE AUDIENCE FORMAT TOPIC
Comma Middle school Job Description Use in Sentences
English students
Huck Finn Tom Sawyer Telephone What I learned
Conversation during the trip
Science Lungs Cigarettes Complaint Effects of smoking
Chemist Chemical Instructional Combinations to
Company Manual avoid
Abraham Lincoln Dear Abby Advice Column Problems with his
Social generals
Studies Lawyer U.S. Supreme Appeal Speech Dred Scott
Court Decision

Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE: International Reading Association.

20

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.

21

RAFT Example
Role Audience Format Topic
Repeating Set of Petition Prove you
Decimal Rational belong to
Numbers the set
Pi Therapist Conversation “I’m feeling
irrational”

Square Whole Love letter Defining
Root Number the
relationship

22

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

Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE: International Reading Association. 23

References
• Buehl, D. (2001). Classroom strategies for interactive learning. Newark,
DE: International Reading Association.
• 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 (2ndedition). 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).
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