Catering for Learner Diversity During Writing 421 Day2 by DTS NETSection

Number of items

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Have positive and needs improvement comments balanced for every level.

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Students with similar abilities go in the same group. Make it about 4-6 students in each group.

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Group according to English ability

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Identify in coplan the higher level questions and the students they are more focused on

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Put weak students and strong students together so that the stronger students can help the weaker students

Differentiated grouping

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Levelled grouping and level based worksheets and material

Extended sentences or answers

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When modelling, use a sample that fits your class ability rather than just one for all.

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Levelling

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Divide them into groups according to their levels. Teachers assist groups according to their abilities.

Flexibility

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Writing progress over final product.

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Choose a difficulty level which is adequate for all students and be prepared to support weaker students

* Graded writing worksheets

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* more guiding questions and resource bank provided to cater for learner diversity

The focus

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Focus on checking punctuation, capitalisation for less capable students

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Scaffolding

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More scaffolding to guide students

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Student-led inductive grammar correction so that it doesn't feel like the teacher is the "bad guy with the red pen"

Support

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Provide additional and personalised support with lower ability groups

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Productive comments on ways to improve

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Constructive criticism: instead of saying "this is wrong", say "it would be better to say/write x"

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Different questions for students with different abilities, higher-order thinking or more open-ended questions can be asked to students with higher abilities. For low achievers, we can give more promoting questions and narrow down the questions to make it easier for them to understand and respond to the questions.

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Highlight the grammatical areas to work on for lower ability students and consistently work on it

the speed at which students understanding questions can vary greatly which leading to uneven engagement.

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feedback should be said in an optimistic and hopeful way.

Use a coloured pencil to underline areas of the text that can changed for p1 or weak students

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Giving constructive feedback to let students know where they are at, the good things that they can do, the success criteria and what the next step is.