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Differentiated Instruction in ESL Classroom (References (Ie May Freeman.…
Differentiated Instruction in ESL Classroom
Significance of study
beneficial to students of different level of proficiency, learning preferences, cultural background and sociocultural background
enhance teachers' knowledge in providing differentiated instruction
increase individual student achievements and nourish their intellectual growth and potential
Problem statement
Challenges in practicing differentiated instruction in ESL classroom
Research objective/question(s)
To provide individual learners with various learning materials cater to their needs
What is the most effective way in implementing differentiated instruction?
Discussion/implication
Limitations
teachers' credibility in applying differentiated instruction
time-constraint
workload
teacher's ability to control the classroom
Benefits
differentiating instruction helps to maximize each student's growth and individual's success
optimum assistant in learning process
providing equal opportunities to all
students regardless of their backgrounds
Literature review
definition of differentiated instruction
“Differentiation” means tailoring instruction to meet individual needs. (Anis Jahan et. al. 2017, p. 275)
Differentiation as creating balance between academic content and students' individual needs. (Tomlinson and Imbeau 2010)
Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and adapted in relation to individual and diverse learners in classrooms. (Tomlison 2001 as cited in Iranda Bajrami 2013, p. 149)
Key elements of differentiated instruction
Content
content is presented in different way
Process
guidance is provided to help students process the content
Product
Various assessment tools can be used to assess students' learning
Learning environment
positive learning environment would affect students' emotions and feelings towards their learning
Knowing the learners
learning profiles
Incorporate different teaching strategies
and methods to suit learners' preferences
five forms of overexcitabilities
psychomotor
project-based learning
independent study
tiered activities
sensual
manipulative or realia
hands-on learning
intellectual
open-ended Q&A(Hots)
decision making and evaluation
problem solving
accelerated learning
imaginational
anchor activities; journal and portfolio
multilevel activities or lessons; writing fantasy ideas, poem, play
emotional
flexible grouping
learner's interest
provide motivation to keep them engaged in learningi
learner's readiness
Receive sufficient guidance to gain new knowledge
Multiple Intelligences
Linguistic Intelligence
Logical-mathematical Intelligence
Spatial Intelligence
Bodily-kinesthetic Intelligence
Musical Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
Naturalistic Intelligence
Existential Intelligence
Differentiated Classroom
Differentiated Instruction for Gifted Learners
accelerated learning
anchor activities
independent study
multilevel activities or lessons
hands-on learning
Differentiated Instruction for remedial
demonstration-type of learning support
allocate more time for task completion
simplify level of instructional language
Differentiating Formative Assessment Tools
Differentiating Content
Differentiating Performance Tasks
Differentiating Instructional Strategies
The Six Planning Model for differentiated learning: template (Gregory, G. & Chapman, C. 2013)
Conclusions
educate teachers about differentiation as an approach
awareness raising of the importance and key features of differentiation
one-size-fits-all approach is no longer applicable
suggestions
remedial teacher for English Language
Teacher's professional development in giving differentiated instruction
References
Ie May Freeman. 2015. Differentiated instruction and its impact on diverse learners. Journal of Education and Human Development 4(4): 147-154
Association for Supervision and Curriculum Development. 2012. Key Elements of Differentiated Instruction. [syllabus] PD Online.
https://pdo.ascd.org/LMSCourses/PD11OC115M/media/DI-Intro_M4_Reading_Key_Elements.pdf
Anis Jahan, Intakhab Alam Khan & Fariha Asif. 2017. Relevance of differentiated instructions in English classrooms: an exploratory study in the Saudi context. International Research Journal of Human Resources and Social Sciences 4(9): 274-294.
Iranda Bajrami. 2013. The importance of differentiation in supporting diverse learners. Journal of Education and Practice 4(22): 149-150
Gregory, G. & Chapman, C. 2013. Differentiated Instructional Strategies: One size doesn’t Fit All (3rd ed.). Thousand Oaks, CA: Corwin Press.
Ozma Siddiqui & Fatimah M. A. Alghamdi. 2017. Implementing differentiated instruction in EFL Remedial Class: An action Research. Education and Linguistics Research 3(2): 90.
Background of Study
Learners with different background
various level of language proficiency
learning styles
abilities
