https://padlet.com/alexcollatz/k228vehhkmve 3 take-aways from the article on differentiation for ELLs. What are some ways to differentiate learning for ELLs within the 5E Learning Cycle? Key points outlining effective practices for differentiating instruction for all learners, with specific focus on science content. How can your co-teaching strategies be used to differentiate instruction? Which strategies would you use? Use your understanding of Multiple Intelligences and Learning Preferences to also give examples of activities that meet the needs of all students. en-us 2017-02-16 02:05:14 UTC 2017-02-17 04:53:02 UTC hello@padlet.com alexcollatz https://padlet.com/alexcollatz/k228vehhkmve/wish/154207647 1) I like the idea of categorizing scientific tasks within the different language purposes. For example, if we are asking students to describe something, they would classify this as a describing purpose of language (typically this would be put in the engage section). If they are supposed to compare and contrast something, the purpose of language would be classifying different things. Asking a question would be questioning. Language has different purposes and Science fits within these different purposes and functions of language. 
2) Sentence frames are extremely useful in differentiating instruction for ELLs. I use sentence frames in my classroom, and this relives my ELL students a lot of stress and helps them focus on the scientific content while provided with a model of how to set up a grammatically correct English sentence. 
3) Front-loading is an extremely valuable way to expose ELLs to unfamiliar vocabulary. Providing exposure to key scientific terms in the explore phase allows for a familiarity with the same terms during the explain phase of a lesson. This gives ELL students a chance to be on the same level of understanding as their English speaking peers. ]]> 2017-02-16 02:19:20 UTC https://padlet.com/alexcollatz/k228vehhkmve/wish/154207647 alexcollatz https://padlet.com/alexcollatz/k228vehhkmve/wish/154209072 Categorizing tasks into language functions, sentence frames, and front-loading are all valuable strategies for differentiate instruction for ELL students.  Additionally, ELL students may also benefit from working with a partner, highlighting key words, using charts or visuals, writing summaries, being taught with simple, active language, and reading passages aloud. ]]> 2017-02-16 02:31:17 UTC https://padlet.com/alexcollatz/k228vehhkmve/wish/154209072 alexcollatz https://padlet.com/alexcollatz/k228vehhkmve/wish/154211735 The big emphasis for successful differentiated instruction would be through thorough planning. The teacher needs to know the standards and the learning goals, his/her students and what they already know, be able to connect new content with prior knowledge, and introduce a variety of activities and engagement that promotes learning in more than just one way. Specifically for Science, inquiry and exploration need to be emphasized within the lesson. Scientific differentiation is most successful when it is problem-based and fun rather than a typical "I do" "You do" traditional style of learning. Lessons should attempt to connect or relate to students from all cultures. Cultural inclusiveness promotes better learning. ]]> 2017-02-16 02:58:17 UTC https://padlet.com/alexcollatz/k228vehhkmve/wish/154211735 alexcollatz https://padlet.com/alexcollatz/k228vehhkmve/wish/154212510 Perhaps the best co-teaching strategy for constructional learning would be to have two teachers split the class in half to do two different types of activities that relate to the same concept. One teacher would work with half of the class and do a hands-on activity using tools and engineering, while the other teacher could have the other half of the class and work on an inquiry or questioning based activity using technology. This also provides two different activities for different ways of learning the same concept. See sample activities for an example of this. ]]> 2017-02-16 03:07:06 UTC https://padlet.com/alexcollatz/k228vehhkmve/wish/154212510 alexcollatz https://padlet.com/alexcollatz/k228vehhkmve/wish/154213632 For example, perhaps a class is working on learning the states of matter and how molecules behave in each state. The popcorn lab is an example of a hands-on activity that would get all students engaged no matter their language or cognitive barriers. By using heating and cooling, students would observe how popcorn kernels (used as a model for molecules) react in different temperatures. Click on the link for details on the popcorn lab: http://45w2015.global2.vic.edu.au/electives/]]> 2017-02-16 03:21:22 UTC https://padlet.com/alexcollatz/k228vehhkmve/wish/154213632 alexcollatz https://padlet.com/alexcollatz/k228vehhkmve/wish/154517149 Another example of an activity used for teaching the states of matter would incorporate technology and inquiry. Students would be provided with a worksheet to complete. They would need to look up and define key scientific vocabulary and use that knowledge to understand the content. (This can also be done through a Webquest). Then they would have the necessary background information to be able to fill in and work through finding the answers on worksheets. Giving the kids independence to find their own answers online allows them to choose their own style of learning. For example, one student may watch a video explaining a term while another may look for an image or a definition.  Here are some possible worksheets for students to work through to learn about the states of matter:
http://fivejs.com/wp-content/uploads/2013/10/states-of-matter-printable-worksheet.pdf]]> 2017-02-17 04:39:29 UTC https://padlet.com/alexcollatz/k228vehhkmve/wish/154517149 alexcollatz https://padlet.com/alexcollatz/k228vehhkmve/wish/154517575 Aside from the usual direct instruction, during the explain phase of the lesson, I sometimes like to use videos to help explain a concept to students. This provides visuals and music to help students learn the same content a different way. Here is an example video with a follow-up activity for teaching students states of matter: http://studyjams.scholastic.com/studyjams/jams/science/matter/solids-liquids-gases.htm

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