Differentiated Instruction in a
Chinese Immersion Classroom
Week 2, Day 1
Yuqing Hong
Senior ELL Curriculum Specialist
NYC DOE Division of Students with Disabilities
and English Language Learners
Overview of the Institute – Week 2
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Day 1: Differentiated Instruction
- Getting to know the students in front of you: assessment tools
- Language Objectives
- Reflective teaching
Day 2 – Differentiated Instruction
- Low-prep, high-impact instructional strategies to teach reading in an
immersion class
- Case studies
- Language Objectives
- Reflective teaching
Day 3 – Differentiated Instruction
- Tiering
- Language Objectives
- Reflective teaching
2
Overview of the Institute – Week 2
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Day 4: 1. Differentiated Instruction
- Vocabulary instruction and second language learning in an
immersion class
- Small group activities
- Managing a DI classroom
- Language Objectives
- Reflective teaching
Day 5: Differentiated Instruction
- Differentiating writing across content areas in an immersion class
- Language Objectives
- “Putting It All Together” - Components of a unit of study
- A Day in a Life of an Immersion Teacher
Agenda - Day One
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Icebreaker
Differentiated Instruction
- Who are the students in front of us?
- Assessment tools
Reflective teaching
- Language Objective
- Lesson Planning - activity design
- Fishbowl activity
- Reflection
4
Warm-ups

1.
2.
3.
4.
5.
6.
Our Quilt
Form groups of 4-5.
Each group cuts out a piece of paper into 4 or 5 piece – one for each
member.
Each group member turns the paper into a visual representation of his/her
name, personality, education, favorite pastime, and career, using markers
provided. These should be quick symbolic representations, not
masterpiece works of art!
In a round-robin fashion, share your visual representations in the group.
After everyone finishes, tape or glue the pieces to the sheet of paper
provided.– the quilt represents the group.
Number Head – each member decides on a number representing him/her
One group member to introduce your group to the class.
5
Task Analysis
Name of Task:______________________
How does this task support
student learning?
Which group of students is
this activity designed for?
How can this activity be
differentiated to match
students’ instructional
needs?
What to watch out for?
6
Housekeeping
10:15 a.m. – 12:00 p.m.
Lunch: 12:00 p.m.– 1:00 p.m.
Review and strategy implementation planning:
1:00 p.m. – 1:20 p.m.
Reflective Teaching: 1:20 – 2:00
Language Objective(s) and Lesson planning:
2:00-2:30
 Reflection: 2:30 p.m. – 3:00 p.m.
Workshop:
7
Questions
Parking
Lot
8
PARKING LOT
QUESTIONS
AH-HA’S
(What are you confused about,
need more information on, etc.?)
(New connections, wow
information, etc.)
NETWORKING
ACCOLADES
(Web sites, ideas, books, people
you need to know about)
(Positive thoughts for your peers,
school, etc.)
9
Differentiated Instruction (DI): Give One, Take One
Directions: Fill in three cells with your ideas. Walk around the room and find someone to share your idea in one of the
cells. Then you listen to him/her sharing one of his/her idea and record the new idea you learned in the appropriate cell.
Thank your partner and meet someone else to repeat the same procedure until all cells are filled with good ideas.
The goals of this activity are to activate prior knowledge in the area of differentiated instruction, and to meet new people with
new ideas.
What is your definition of differentiated
instruction? 什么是因材施教？
Give an example of when you have used
differentiated instruction. 举一个例子说
明你平时是如何因材施教的。
What are some quick assessments that
can be used to learn more about what
your students know?你用哪些测试能很
快知道你的学生学到了你要求掌握的
知识？
When do you use small group
instruction? 什么时候你会进行分小组
练习？
How do you manage small group
instruction? 分小组练习要顺利进行需
要注意什么？
How do you get to know how your
students learn? 你如何了解你的学生擅
长以那种方式学习？
Differentiated Instruction Success
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Task Analysis
Name of Task:______________________
How does this task support
student learning?
Which group of students is
this activity designed for?
How can this activity be
differentiated to match
students’ instructional
needs?
What to watch out for?
11
Differentiated Instruction is not something new.
Think of the one-room schoolhouse. Teachers faced the challenge of
finding different pathways to help a wide range of learners be
successful.
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12
DIFFERENTIATED INSTRUCTION IS NOT…
An
IEP for each student
Unstructured
Another
Giving
word for tracking
additional busywork to accelerated students
Watering down
A
the curriculum
program, model, or recipe
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DEFINITION & GOAL OF DI
Differentiated Instruction
is a concept that makes
it possible to maximize learning for ALL students.
It is a collection of instructionally intelligent
strategies based on student-centered best practices
that make it possible for teachers to create different
pathways that respond to the needs of diverse
learners.
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THE BASIC PREMISE OF DIFFERENTIATED
INSTRUCTION (DI) IS THAT STUDENTS ARE
DIFFERENT.
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LET’S TAKE A CLOSER LOOK…
STUDENTS DIFFER IN:
- How they learn best
- What interests them
- Readiness for the content
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What’s the point of PAYING ATTENTION TO
THESE STUDENT DIFFERENCES?
Learning
Profile
MORE EFFICIENT
LEARNING
Interest
ATTRACT
ATTENTION
Readiness
GROWTH AND
ACHIEVEMENT
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WE HAVE TO TEACH THE STUDENTS WE HAVE
NOT THE STUDENTS WE USED TO HAVE
NOT THE STUDENTS WE WANT TO HAVE
NOT THE STUDENTS OF OUR DREAMS
WE HAVE TO TEACH THE STUDENTS WE HAVE
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Differentiated Instruction Continuum
DIFFERENTIATING INSTRUCTION IS NOT
A YES OR NO PROPOSITION.
It is a road along which you travel as you develop the skills for being
responsive to the different learning needs in your classroom
Not differentiated
“One-Size-Fits-All”
EVERYONE IS ON THE JOURNEY!!
Highly differentiated
Assessment
Learning Profile
Tiered Activities
Curriculum Compacting
Learning Contracts
Independent Study
Flexible Grouping
Anchor Activities
Learning Centers/Stations
Problem-Based Learning
Project-Based Learning
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Differentiated Instruction Success
Let’s summarize these terms:
1.
2.
3.
4.
What is DI?
Goal of DI
Why DI?
DI continuum
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WHERE DO
I START?
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Start with the
content standard. . .
Then ASSESS
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ASSESSMENT
GATHERING & REVIEWING
DATA
JUDGING THE DATA
EVALUATION
COMMUNICATION OF
THE FINAL EVALUATION
REPORTING
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ASSESSMENT is NOT a synonym for TESTING.
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ASSESSMENT IS…
THE GATHERING OF INFORMATION
FOR THE PURPOSE OF GUIDING
INSTRUCTION.
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IT IS ASSESSMENT
THAT HELPS YOU
DISTINGUISH BETWEEN
TEACHING AND LEARNING.
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What can be assessed in order to learn
about the students in front of us?
 Write down three ideas;
For example:
- prior knowledge
- learning style
- content mastery

Turn and talk using the sentence structure:
- We can assess student’s ... So we .... Moreover, .... Finally, ...
Example:
We assess student’s prior knowledge so we can tap into what they already know
and build from it. Moreover, knowing their learning styles help us find pathway
for efficient learning. Finally, we assess the content they have mastered to
inform our instruction.
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WHAT CAN BE ASSESSED?
LEARNING PROFILE
Social/Emotional Factors:
*Language
*Culture
*Health
*Family Circumstances
*Special Circumstances
Learning Styles
Multiple Intelligences
INTERESTS
Hobbies
Likes
Dislikes
READINESS
Skills
Content
Concepts
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Facts About Learning Styles
 We tend to teach according to how we learn best.

Most people do not use sight, hearing, and touch equally during
learning. People develop preferences for certain senses as they learn.

46% of people are visual learners.

19% of people are auditory learners.

35% of people are kinesthetic learners.

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Every lesson should be designed to include all three learning modalities:
visual, auditory, and kinesthetic. Think VAK for every lesson.

If a child is not understanding your lesson, you should reteach the
concept to that child in his/her preferred learning style.
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IN A DIFFERENTIATED CLASSROOM…
The More Ways You Teach,
The More Students You Reach!
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Plot Your Profile
6
5
4
3
2
1
0
享受
阅读
喜爱
画画
喜欢
聚会
热爱
运动
喜欢
独处
爱好 能歌
数学 善舞
享受户
外活动
MULTIPLE INTELLIGENCES
Verbal-Linguistic
Bodily-Kinesthetic
Logical-Mathematical
Interpersonal
Visual-Spatial
Intrapersonal
Musical
Naturalist
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What are some assessments you use to
evaluate student readiness?
1.
2.
3.
Group yourself according to levels indicated
on the chart papers
Together, brainstorm different assessments
you use to evaluate student readiness
Do a gallery walk. Highlight the ones you are
not sure about.
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FORMATIVE ASSESSMENT IS LIKE A GPS
BECAUSE….
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Let’s Take A Look At
Some Assessment Strategies!
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ASSESSMENT STRATEGY: Concept Map
What Is It?
What Is It Like?
What Is It Not?
Examples
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CONCEPT MAP
What Is It
Like?
What Is It?
repeated
addition
an array
“times”
64+64+64+64+64+64+64+64=
6% of 40
乘法
What Is It Not?
640 ÷ 10
1468 - 25
division
64 x 10 = 640
***
***
***
8 “times” 6
Example
Differentiated Instruction Success
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ASSESSMENT STRATEGY: Freyer Model
What Is It? (definition from your
own words)
Examples
Characteristic?
What Is It Not?
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Assessment strategy:
Frayer Model
Definition
Characteristics
(in my own word)
The ideas, beliefs, and ways
of doing things that a group
of people who live in an
area share
Culture
Examples
(from my own life)
What my friends and I wear
Music we listen to
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Shared ideas
Shared beliefs
Shared practices
Non-examples
(from my own life)
Color of my hair
Color of my eyes
Nature
The weather
ASSESSMENT STATEGY: Thought Splash
You and Me 我和你
时代/背景
作曲家/歌唱家
内容
表达的情感
乐器
联想
ASSESSMENT STRATEGY: Exit Card
Exit cards are used to gather information on student learning.
Using index cards, students respond to a prompt and turn in their exit
cards at the end of the class period.
Exit cards offer students a chance to reflect on the lesson or material
and provide the teacher with an opportunity to assess their learning.
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Exit Card
Today you learned about fractions.
We have been learning about the
Civil War.
 List 3 things you learned.
 Write at least one question you
have about this topic.
 If we got a new student tomorrow, what
would you tell him/her about the Civil
War that you have learned so far?
 What questions do you have about this
topic?
We have been talking about the
trait of voice in writing.
 Write what the trait of voice means
to you.
 What is one way to add voice to
your writing?
On your exit card…
 Explain the difference between
prime and composite numbers.
(You may wish to give examples of each as
part of your explanation.)
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Now it is your turn:
Create an exit card assignment for your students
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Task Analysis
Name of Task:______________________
How does this task support
student learning?
Which group of students is
this activity designed for?
How can this activity be
differentiated to match
students’ instructional
needs?
What to watch out for?
44
Strategy Inventory:
1.
2.
3.
4.
5.
6.
7.
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
Our Quilt
Number Head
Give One, Take One
Concept Map
Thought Splash
Frayer Model
Exit Card
Most Important Words
Parking Lot
ASSESSMENTS COME IN MANY FORMS
 Written Documents
 Pictures
 Posters
 Skits or Plays
 Visual Organizers
 Songs
 Projects
 Mini-lessons
 Power Point Presentations
 3-D Models
 Oral Presentations
 Other:
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PARKING LOT
QUESTIONS
AH-HA’S
(What are you confused about,
need more information on, etc.?)
(New connections, wow
information, etc.)
NETWORKING
ACCOLADES
(Web sites, ideas, books, people
you need to know about)
(Positive thoughts for your peers,
school, etc.)
47
Language Objectives for Today’s Content
Content Standard:
Target Language Objective
Vocabulary
Sentence Structure
Grammar Point
Strategy planning and implementation

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Decide what you will teach
Which strategy will you implement to reach
your instructionalo goal?
Reflective teaching – fishbowl activity
Reflective Teaching:



In a fishbowl setting, observe how your
colleague(s) demonstrate the
implementation of the strategy.
Fill in the feedback form.
Provide feedback to your colleague(s).
Feedback Form
Name of the Activity
and How It Is Done
Strength of the Activity
Presentation
One Thing That Can be
Improved
Lesson planning:


Revisit and refine day 1 lesson plan.
Share how your lesson will be delivered
Most Important Words

Write down some words that will remind you of today’s
workshop.