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Please complete the feedback form before you go.

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Please complete the feedback form before you go.

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sabrinawu@fse.fulbright.org.tw

sabrinabella.wu@mail.utoronto.ca

LINE: sabrinabellawu

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yhuang@fse.fulbright.org.tw

yichungh@gmail.com

LINE ID: yichung81

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Reminder that due to spotty wifi, it would be good to download any materials/ppts you need for your micro-teaching ahead of time.

Also, bring your observation form with you on Thursday!

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Student makes a negative comment on another student’s appearance

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Differentiation refers to the responses that teachers make to learners' needs. Effective differentiation functions on the premise that every student can do remarkable things with the appropriate guidance and support.

Teachers are 'differentiating' when they:

provide several learning options or different paths to learning, to help students take in information and make sense of concepts and skills

provide appropriate levels of challenge for all students including those who are behind, those in the middle and those who are advanced.

Effective differentiation doesn't provide excuses or easy ways out, for example, teachers are not differentiating when they 'water down' the curriculum for students.

Teachers can differentiate through a range of instructional and management strategies. This includes classroom elements (content, process, product and learning environment) in relation to student needs (readiness, interest and learning profile).

In its truest sense, teaching is not finished until learning occurs - for each learner. Teaching without learning is an oxymoron. Tomlinson, 2006

The key principles are:

A differentiated classroom is flexible: teachers and students understand that there are many classroom elements that can be used to promote individual and whole-class success, such as:

time

materials

modes of teaching

ways of grouping students

ways of expressing learning

ways of assessing learning.

Assessment and instruction are inseparable: the teacher views everything that a student says or does as useful information to understand the learner and craft their effective instruction for that learner (differentiation of instruction stems from effective and ongoing assessment of learner needs).

All students participate in 'respectful' work: each student needs to be involved in challenging tasks that are equally interesting and engaging, to offer equal access to essential understanding and skills.

Students and teachers are collaborators in learning: the teacher studies their students to ascertain what works and what doesn't work for them and continually involves students in decision-making about the classroom (as a result students become more independent learners).

The teacher uses flexible grouping options: they plan student working arrangements that vary widely and purposefully often over relatively short periods of time, for example, whole-class, small group and one-on-one arrangements are used (the flexible grouping of students helps ensure access to a wide variety of learning opportunities and working arrangements).

The teacher focuses on the essentials: they provide clarity about what is essential for students to know, understand and do.

The teacher modifies content, process and products: they find key opportunities to meet learners where they are 'at' in order to propel them forward in knowledge, understanding and skill.

Note: it is not necessary to differentiate everything all of the time.

Those elements may include time, space, groupings, materials, modes of presentation, modes of investigation, resources and instructional strategies.

Flexibility involves the teacher searching for solutions to the inevitable problems and tensions that arise when teaching complex content to a variety of students.

Assessment and instruction are inseperable

All students participate in respectful work

The teacher's goal is that each student finds their work challenging and interesting, and grapples squarely with the knowledge and skills which give them the power to understand, apply and progress to the next learning stage, most of the time.

Differentiation does not presume different tasks for each student, but rather just enough flexibility in task complexity, working arrangements and modes of learning expression that varied students find learning a good fit much of the time.

Students and teachers are collaborators in learning

Classrooms are more effective and inviting when responsibility for their operation is shared by all members of the learning community.

Students hold pivotal information about their likes and preferred ways of learning.

Students can learn to make choices that enhance both their learning and their status as a learner.

Flexible student grouping options

The teacher defines essentials

The teacher modifies content

This is done by providing opportunities so students can work with content and products in sense-making learning experiences that are responsive to the students' readiness, needs, interests and best modes of learning.

In doing this, teachers maximise the opportunities for success for each learner.

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Explore the guiding principles of flexibility, respect and collaboration when setting up a differentiated classroom.

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3 key words you learned today

2 ideas you would like to try in your teaching

1 question you still have

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Please upload your lesson plan to working drive.

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Please upload your lesson plan to working drive.

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adoption of English Curriculum Guideline in school

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adoption of English Curriculum Guideline in school

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1. Instructional Strategies & Co-Teaching

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1. Instructional Strategies & Co-Teaching

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SHAREABLE for TP Instructional Strategies & Co-Teaching for TP site.pptx

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Case Studies: Co-teaching Scenarios (PRINT if you plan to use these)

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Lesson Planning 2 for TP site 教案與課程設計.pptx

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1. Read assigned slides

2. Interact with ChatGPT

3. Note down important information

4. Get ready to do 1-min sharing

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Key words: CLIL, TBLT, Differentiation

I want to incorporate more CLT and TBLT learning in the classroom. Also, I want to do more activities catered for mix levels.

How can I make the lesson interesting for the higher level students when it is a textbook lesson?

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3 key words

Total Physical Respond

Content and Language Integrated Learning

Communicative Language Teaching

2 ideas I'd like to try in my teaching

I would like to try Task-based Language Teaching and the smart goals approach to creating curriculum and lessons

1 question

How can you determine which type of teaching style you should use with certain types of students and certain types of content?

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3 Key Words:

Total Physical Response (TPR)

Task-Based Language Teaching (TBLT)

Bloom's Taxonomy

2 Ideas I'd Like to Try:

Station Teaching

Role-Playing

1 Question:

How can I assess boredom/lack of novelty of students while adapting that in lesson planning?

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3 key words

CLIL

TBR

Explicit Teaching Model

2 ideas you would like to try

adjusting and balancing differences between language focus and content focus in language vs. CLIL classroom

discussing diversity in teaching methods with LETs

1 question you still have

What ways can we continue to explore TBLT in tandom with “teaching to the test” in JHS?

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3 key words:

1. CLT

2. CLIL

3. TPR

2 ideas you want to try:

1. I want to try differentiating a TBLT activity by having small groups: one that works more directly with me and/or my LET, one that works in pairs, and one that works independently.

2. I want to try promoting the use of rubrics as a form of assessment.

1 question:

1. When lesson planning with a textbook, how closely are you expected to follow the textbook content?

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3: TPR, CLIL, CLT

2: Task-based learning, dynamic activities

1: How much time is typically allocated for each part of the lesson in Taiwan?

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3 - TPR, TBLT, CLT

2 - scaffolding during lesson & integration of movement into lessons

1 - Will the English Curriculum Guideline be adopted at every Taipei school? Will I be referencing the resource on a regular basis or a one time thing?

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3 key words

Communicative Language Teaching (CLT)

Total Physical Response (TPR)

Task-Based Language Teaching (TBLT)

2 ideas

Different co-teaching models

Taiwanese styles of learning objectives

1 question

How similar is the content in introductory language classes in Taiwan compared to in the U.S.?

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1. 3 key words I learned today was communicative language teaching, SMART goals, and TPR.

2. I would like to incorporate TPR into my lessons if possible. I also want to utilize blooms taxonomy to better my objective writing skills.

3. A question I have is how do I reach students that are shy and/or are unwilling to participate?

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TPR, CLT, TBLT.

Differentiating learning by more than level; try out different co teaching models.

I would like to see more examples of what Taiwanese classes are actually like at different levels. Maybe some examples of real lesson plans or real issues teachers have faced.

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3 key words I learned

total physical response

Communicative language integrative learning

Task based language teaching

2 ideas I’d like to try

learn more about the total physical response and incorporating it into my teaching, as well as accommodating for different student ages/languages

Incorporating art into learning.

1 question you have

How can we design back up plans? (If there isn’t access to materials etc)

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TBLT, dual focus, ZPT

backwards planning

activities that encourage students to communicate with each other

I would like to learn more about creating assessments for the beginning of the year

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Three keys words: scaffolding, objectives, differentiation

Two ideas: task-based learning and total physical response

One question: how can we get students buy in to things like the total physical response method if they aren’t as comfortable with it?

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3 - CLT, differentiation, assessment

2 - TBL and games

1 - How do we differentiate based on English level when playing a game with set rules?

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3 key words: TPR, TBLT, scaffolding

2 ideas: TBL and stations

1 question: how to ensure junior high schoolers’ sustained engagement

Amelie

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3 - Scaffolding, Differentiation, and Cram School Police

2 - Communicative Language Technique for designing student-focused lessons emphasizing production; CLIL can be taught in both English and Mandarin, but focus is on content, not L2 acquisition

1 - How to scale difficulty for elementary level students?

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3 Key Words: Content and Language Integrated Learning (CLIL), Total Physical Response (TPR), Gradual Release Model

2 Ideas I Want to Try in My Teaching: Incorporate songs to make new words easier to memorize and work with LETs to build upon background knowledge.

1 Question: How do I effectively budget my time into a 40-minute-long ES lesson?

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Key words:

1. Communicative Language Teaching

2. Task Based Learning

3. CLIL

Ideas:

1. I want to pairing students up to try speaking dialogues.

2. I want to experiment with different phonics activities.

Question: What level of rigor is appropriate for elementary school phonics exit tickets?

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3 terms I learned:

-Content language integrated Learning

-Task Based Teaching

-Document Based Learning

2 ideas I’d like to try:

-Scaffolding better

-Gamifying learning

1 question I have:

-How can I scaffold better?

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1. Total physical response (TPR)

2. Task based language teaching (TBLT)

3. Communicative language teaching (CLT)

1. Since I will be teaching younger students, I plan to do a lot of singing and dancing TPR based teaching

2. I also plan on doing lots of tasked based activities so my students can work together in groups

1. For older students, how does incorporating TPR methods look like since their curriculum is more structured?

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3 key words:

Smart goals

Bloom's taxonomy

Differentiated Instruction

2 ideas:

Student centered activities using task-based language teaching

co-teaching with LET, specifically team teaching.

1 question:

What co-teaching mode is the most popular in Taipei public schools? Does it vary between schools and LETs?

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3 Key Words

(1) TPR

(2) CLT

(3) TBLT

2 Ideas to Try

(1) CLIL

(2) Different Co-teaching Models

1 Remaining Question

(1) How do I incorporate what I learned into a classroom where activities are already planned, and I am designed to assist the LET in an assistive role?

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Scaffolding/ Differentiation, Task-Based Language Teaching, Communicative language teaching

I would like to try making activities to have more movement in the classroom through total physical response and involving my students in tasks they are curious to learn.

I'm still curious about finding a balance between teaching for communication and also for the test.

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3: CLIL, TPR, CBL

2: Roleplaying, Scaffolding

1: How do we balance incorporating culturally relevant concepts while managing difficulty level?

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3. CLT, CLIL, TPR

2. Asking about assessments and purposes behind them, I do/we do/ you do/ you do alone

1. What are the most common teaching styles in Taiwan?

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TPR, CLT, TBLT acronyms

Using board games for gamifying + DBQ-lites for reading and technical comprehension

I am still curious about more applications of TPR for higher grades that is effective for their learning level and engaging for their age.

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3 things I learned:

-Task-Based Language Teaching (TBLT)

-Total Physical Response (TPR)

-Communicative Language Teaching (CLT)

2 things I want to try:

-task-based lessons

-TPR strategies (even with older elementary students)

1 question I still have:

how can I develop assessments for task-based/less "traditional" activities without extensive/intensive lesson planning for each day?

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3 Key words: CLIL, TPR, CLT

2 Teaching Ideas: TPR and Role Playing

I would like to learn how Taiwanese teachers effectively coteach with a foreign teacher and the level of lesson planning and communication that is needed

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3 key words: task-based language teaching, communicative language teaching, total physical response

2 ideas I would like to try: I would like to incorporate TPR and CLT because I think these strategies would lend well to teaching PE, which is the main subject I am teaching.

1 question I have: How can I incorporate more tasks/projects into a PE curriculum?

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CLIL content and language integrated learning

TPR total physical response

TBLT task bask language teaching

I want to try integrating games into the classroom using CLIL and TPR.

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3) scaffolding, CLIL, higher order thinking

2) 1. CLIL 2. Task Based Learning

1) how should we better incorporate English into non-English classes we teach

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I am curious about the role of explicit metalanguage in the K-12 Taiwanese classroom. In my own experience the usefulness of explicit metalanguage can vary greatly according to students' age. I would be wary to use explicit metalanguage with very young children, but if this is an expectation for Taiwanese students, I would want to make sure students are meeting grade-level standards.

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1. content language integrated learning, task-based language teaching, communicative language teaching

2. Gradual Release model, content language integrated learning

3. How would you recommend addressing the language barrier when the lesson doesn't seem to reach all of the students' proficiency levels?

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3) Content-Language Integrated Learning, Task Based Learning, Communicative Language Teaching

2) Lesson scaffolding & Bloom’s Taxology

3) How much simplicity in an elementary level English lesson is too simple?

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CLIL

CLT

TBLT

-backwards planning

-higher order thinking skills

I would like to gain a better sense of how teachers differentiate tasks in tw.

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Differentiation

Scaffolding

CLT

CLT

Role Playing (supermarket, drs office, etc.)

I would still like to learn more on differentiation and scaffolding. For my JR High students that have a low English level. ^^~

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1. Task based language teaching, Total Physical Response, Communicative Language teaching

2. Group projects that includes critical thinking, physical movement

3. What activities do Junior High students enjoy?

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Keywords: TPR, communicative language, differentiation

2 ideas to try: TPR and I do we do you do

1 question: how can I incorporate some

TPR for older kids without making them feel silly?

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Limitations: Students may have widely variable language proficiency levels and are still expected to meet grade-level content standards. This may interfere with more practical and communicative language goals. There may be a gap between language proficiency of teachers and the content objectives.

Benefits: In theory, students can interact with grade-level appropriate content without needing to first establish a high level of language proficiency. In addition, language development can occur through more meaningful, meaning-based activities. CLIL may enable more student-centered classroom structures. Teachers can leverage student interest in a given subject to advance their language proficiency. Lastly, CLIL in theory allows for more efficient and inclusive classroom learning. It prevents students from being fully pulled out of a content lesson to learn language instead.

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TBLT

Def: Engage students in real-world activities to use language for completing tasks

Focus on meaningful communication

Encourages learner autonomy and fosters critical thinking

Examples: could include role-playing going to a bank, the airport, bartering, etc.

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Benefits:

Engages students in authentic, real-world scenarios; moves away from test-taking pedagogy

Increases student engagement and autonomy

Promotes team work and problem solving skills

Allows for substantial scaffolding if needed to meet students at their ZPD

Student-centered learning

Limitations:

Time-consuming

Difficult to execute if students are coming in at different language levels

Grammar is less emphasized

Can be resource-intensive for teachers to prepare

Can be hard for teacher to assess

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Group 4

Communicative Language Teaching (CLT) Method:

### Benefits:

1. Focus on Real-Life Communication:

- CLT emphasizes practical communication skills, helping students use the language in real-life situations. This makes learning more relevant and engaging.

2. Encourages Interaction:

- The method promotes student interaction through activities like role-plays, discussions, and group work, which helps improve fluency and confidence.

3. Student-Centered Approach:

- CLT places students at the center of the learning process, allowing them to take more control of their learning and encouraging autonomy.

4. Contextual Learning:

- Language is taught in context, which aids in better understanding and retention. Students learn not just the language but also how to use it appropriately in various contexts.

5. Develops All Language Skills:

- CLT integrates listening, speaking, reading, and writing, providing a more comprehensive approach to language learning.

### Limitations:

1. Requires Proficient Teachers:

- Teachers need to be proficient in the target language and skilled in creating and managing communicative activities, which can be challenging for some.

2. Less Focus on Grammar:

- The emphasis on communication can sometimes lead to a lack of focus on grammar, which might result in students making more errors.

3. Difficult to Assess:

- Assessing communicative competence can be subjective and challenging, as traditional tests often don't capture students' communicative abilities effectively.

4. Resource-Intensive:

- CLT requires a variety of materials and resources to create engaging and meaningful activities, which might not always be available, especially in resource-limited settings.

5. Cultural Appropriateness:

- Some cultures may prefer more traditional, teacher-centered approaches, making CLT less effective or harder to implement in such settings.

For elementary school students, especially in an EFL context in Asia, the effectiveness of CLT can vary depending on factors like class size, the teacher's language proficiency, and cultural attitudes towards education.

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Limitations: Students may have widely variable language proficiency levels and are still expected to meet grade-level content standards. This may interfere with more practical and communicative language goals. There may be a gap between language proficiency of teachers and the content objectives.

Benefits: In theory, students can interact with grade-level appropriate content without needing to first establish a high level of language proficiency. In addition, language development can occur through more meaningful, meaning-based activities. CLIL may enable more student-centered classroom structures. Teachers can leverage student interest in a given subject to advance their language proficiency. Lastly, CLIL in theory allows for more efficient and inclusive classroom learning. It prevents students from being fully pulled out of a content lesson to learn language instead.

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https://tinyurl.com/5xcxemew

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https://tinyurl.com/8p5hd7xr