TEC Pre-primary _ Differentiation.pptx V1
Download as PPTX, PDF0 likes50 views
This document provides ideas for differentiating instruction in a pre-primary education classroom. It discusses differentiating by content, process, product, and learning environment. Specific examples are given for differentiating content, such as using tiered vocabulary lists and visual supports. Differentiating the process includes strategies like grouping students and setting up learning centers. For products, teachers can use choice boards and adjustable rubrics. The learning environment can be differentiated through seating arrangements and incorporating multicultural materials. Effective differentiation requires regular assessment, collaboration, parent engagement, and reflection.
TEC Pre-primary _ Differentiation.pptx V1
- 1. TEACHER EDUCATION COURSE PRE-PRIMARY EDUCATION DIFFERENTIATION
- 2. Differentiation can be implemented by modifying: 1. Content: What the children learn. 2. Process: How the children learn. 3. Product: How the children demonstrate what they've learned. 4. Learning environment: Where and with whom the children learn.
- 3. IDEAS FOR DIFFERENTIATING CONTENT Vocabulary lists: Provide tiered vocabulary lists that range from basic to advanced. For instance, while one child might be working on basic color names, another might be ready to learn different shades of those colors. Visual supports: Use pictures and visual aids to support understanding of new concepts for learners who are not yet ready to grasp abstract ideas.
- 4. IDEAS FOR DIFFERENTIATING PROCESS Group work: Arrange children in groups so they can work together on tasks that are appropriately challenging. For example, some students might focus on identifying objects in a picture, while others might describe the picture using full sentences. Learning centers: Set up different learning centers with activities that cater to various cognitive levels and learning preferences. Children could choose activities that interest them, allowing them to learn at their own pace.
- 5. IDEAS FOR DIFFERENTIATING PRODUCT Choice boards: Create choice boards for projects or assignments where children can pick the end product that best allows them to express what they have learned. For example, one child might choose to draw a picture, another might write a story, and a third might perform a role-play. Adjustable criteria: Provide differentiated success criteria or rubrics that take into account a child's level of language development when assessing their work.
- 6. IDEAS FOR DIFFERENTIATING THE LEARNING ENVIRONMENT Seating arrangements: Seat children so that learners are paired with supportive peers who can model language and engage them in conversation. Cultural inclusivity: Incorporate materials and resources that reflect the diverse cultural backgrounds of the learners, making the environment more inclusive and relatable.
- 7. WHAT TO CONSIDER WHEN IMPLEMENTING DIFFERENTIATION To implement differentiation effectively in an EAL pre-primary classroom: Assess regularly: Use ongoing assessments to understand each child's current level of English proficiency and learning needs. Collaborate: Work with other teachers, support staff, and language specialists to design and deliver differentiated instruction. Engage parents: Communicate with parents about their children's progress and suggest ways they can support learning at home. Reflect and adapt: Continuously reflect on the effectiveness of the differentiated approaches and be ready to adapt strategies as children’s needs evolve.
- 8. GROUP WORK Students are divided into groups to discuss what they observed during the individual work, practicing their language skills collaboratively. Examples of what can be done: Students talk in groups about their flowers, using sentences like, "My flower is drinking blue water. What color is your flower drinking?"
- 9. EXPERIMENT LOG After completing the experiment, each student (or group) records their observations, results, and any other relevant information in a simple log. This log can include drawings, dictated sentences, photos, videos or written words depending on the students' literacy levels. Examples of what can be done: The teacher provides a template with sections labeled "What I did," "What I saw," and "What I learned." For pre-primary students, this may involve drawing the flower before and after the experiment, with the teacher helping to write down simple observations the child dictates, such as "The flower was white. Now it is blue." This reinforces the language used during the experiment and solidifies the connection between the activity and the language learning objectives.
- 10. GALLERY The finished work or the process is displayed, and students can walk around the 'gallery' to observe and discuss each other's experiments. The teacher should also consider how students will take their experiments home. Examples of what can be done: Each group's flower is placed on a table, and students walk around with the teacher, discussing the changes observed in each flower, using the target language.