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To increase student motivation, the teacher provides:

choices - choices around content, process, product groups, resources and environment.

relevant content - ensure content is meaningful, connected to the learner, and can offer a deep understanding

engaging delivery - emotional, energetic, hands-on and encouraging student input.

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Establishing a differentiated classroom - English as Second Language

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Establishing a differentiated classroom - English as Second Language

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Based on the article, here are a few suggestions for English Classes of Elite Stream.
1. Offer choices for reading and writing assignments: Allowing students to choose from a range of texts or writing prompts based on their interests and reading level. (For example, offering a selection of classic literature, modern fiction, non-fiction, or poetry for reading. For writing assignments, consider offering a variety of stimuli/prompts that accommodate different learning styles, such as creative writing, persuasive writing, or research-based writing.)

During some class activities, flexibility can be sometimes offered for the way students demonstrate their understanding of a particular topic or concept (as written essays, oral presentations, or multimedia project). By giving students the liberty to choose how they demonstrate their knowledge, they will be engaged in the learning.

2.Tier lessons based on Bloom's Taxonomy: Use Bloom's Taxonomy as a guide creating tiered activities that test students at various levels of thinking. (For instance, low achievers can be allocated simple comprehension questions or tasks with scaffolding, while higher-level learners can be given analysis or synthesis questions. Always ensure that the learning outcome of all learners (HA,MA, LA) are all the same.) This can ensure that all students are working at a level that is suitable for them. It can be tackled as a ladder-based approach.

3. Use collaborative learning approaches: Students should be grouped according to their learning styles and abilities, and use cooperative learning strategies (peer teaching, buddy system, collaborative projects). This can aid to shape a sense of community and inspire students to work collectively to accomplish a common goal.

4. Incorporate anchor activities: Provide anchor activities that students can work on independently when they finish their assignments. These activities should be related to the subject matter and should be engaging and challenging. This will help to ensure that all students are working productively throughout the class period.

5. Provide feedback: We should provide students with feedback that is tailored to their individual strengths and weakness. It is best to give constructive and diagnostic feedback that includes comments on specific learning goals, or on areas of strength or weakness. Individualized feedback can ensure that all students are making progress and thriving at their best potential.

Sheba Mary Mathew

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- cooperative learning and grouping  to increase student participation
- provide students with options and choices regarding how they are going to learn and how they are going to show their learning
- make content relevant and engaging
- tiering based on challenge levels and process
- flexible grouping
- varying activities and learning experiences
- selecting and sequencing content to enable students to learn and be successful
Ms.Albena

Develop & use the following further:
- Scaffolding tasks
- Individual/group scaffolding
- Material scaffolding
- learning styles and/or profiles

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Vary activity and learning experience to fit each student learning profile
Use related contant to encourage student engagement and motivation
T.Shahad

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Article " Establishing a differentiated classroom"  

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Article " Establishing a differentiated classroom"  

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Establishing a differentiated classroom (nsw.gov.au)

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Before creating a fully differentiated classroom, establish classroom routines and procedures. Consider these 4 guidelines:

1. Set up practice sessions: ensure that the students you are not working with know what to do while you are busy with other students, set up practice sessions where students work silently on a task (according to particular directions without a teacher-centred focus) and do this several times before meeting with small groups.

2. Designate an 'expert of the day': the expert of the day can handle student questions and needs while you work with small groups. Designate one or more students who will go over directions, check work, help with skills and support students while you are working directly with a small group. Train students to learn from the beginning that you are 'off limits' while you are teaching small groups. All students can serve as experts in some way as the year progresses.

3. Use 'anchor activities' for students who finish required work (or get stuck and can't proceed) while you work with small groups.

4. Be flexible when creating groups: ensure groups are flexibly (not predictably) formed and consider readiness, interests, random, pairs, groups of 6 or 8. Ensure you don't create predictable groups of eagles, emus and wombats.

Anchor activities

Anchor activities are ongoing assignments that students can work on independently throughout a lesson sequence or unit. Anchor activities should fit with the content and instruction and be used to:

provide meaningful work for students when they finish an assignment/project/task

settle students when they first enter the class or begin the lesson

continue productive work when they are 'stumped' and while waiting for teacher support

'free up' the teacher to work with other groups of students or individuals.

To support group work, introduce and use anchor activities by:

1. whole-class - teach the whole class to work independently and quietly on the anchor activity.

2. divide the class into 2 parts - one half works on an anchor activity and the other half works on a different activity

3. divide the class into 3 parts - one-third works on the anchor activity, one-third works on a different activity and one-third works with the teacher - direct instruction.

The characteristics of effective anchor activities are:

Important - related to key knowledge, understanding and skill

Interesting - appeal to student curiosity, interest and learning preference

Allow choice - students can select from a range of options

Clear routines and expectations - students know what they are to do and how to do it and record their learning

Seldom marked - teachers should examine the work as they move around the room. Students can hand in work for feedback, or get a grade/mark for working effectively, but seldom for the work itself. The motivation is interest and/or improved achievement.

Vary activities/ learning experiences

Readiness: A differentiated classroom does not mean teaching students one by one. In a differentiated classroom, the teacher attempts to provide enough variety so that learning is a better fit for more students. That is, on one day a teacher may assign one task to students who seem to be having difficulty with a particular idea or skill and another to students who don't seem to be having difficulty

Interests: Think in terms of manageable ranges of options. A range of four interest-based options for students may not be a perfect match for everyone's interests, but having four options is likely to engage more students than if there were no options at all.

Learning profiles: Students may prefer to work alone or with a partner; work in a quiet area for example. Give students a range of manageable options to complete work.

Scaffolding for readiness

Scaffolding or temporary support can be provided in four different ways. At different times it may be necessary to use different forms of scaffolding for students.

Scaffolding content: selecting and sequencing content to enable students to learn and be successful. Careful attention is given to the order in which content is presented.

Scaffolding tasks: the overall sequencing of tasks. The tasks gradually increase in difficulty.

Individual/group scaffolding: support being provided by another individual to link the learner/s with new information and tasks. This assistance is withdrawn gradually, passing responsibility to the individual.

Material scaffolding: providing structures and materials to support students as they learn and apply concepts, facts and strategies.

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Consider these factors when establishing a differentiated classroom; choice, tier lessons, small groups, anchor activities, scaffolding.