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The term "differentiated instruction" was not part of the educational lexicon of the day. The biggest reason for not engaging in differentiated instruction is that WL classes are packed with 30-35 students. If you sign up for a college level course, you should be expected to produce college level work.
The term "differentiated instruction" was not part of the educational lexicon of the day. The biggest reason for not engaging in differentiated instruction is that WL classes are packed with 30-35 students. If you sign up for a college level course, you should be expected to produce college level work.
The term "differentiated instruction" was not part of the educational lexicon of the day. The biggest reason for not engaging in differentiated instruction is that WL classes are packed with 30-35 students. If you sign up for a college level course, you should be expected to produce college level work.
How did you learn about differentiated instruction in
college? How was it presented? I graduated in 1992 with degrees in *world language they teach* and Speech Communication. The term differentiated instruction was not part of the educational lexicon of the day. It was not until I started teaching at *school name was removed for anonymity purposes* in 2007, and when the TEAM evaluation system came to be the measurement of teacher effectiveness that the term became part of mainstream lingo. o Do you feel you were adequately trained to use differentiated instruction while you were in college? In your districts/schools professional development training? Within World Languages, the term has been thrown around and talked about somewhat, but very little professional training has been offered on differentiated instruction. Do you do differentiated instruction in your class? Why or why not? I do not engage much differentiated instruction within individual classes, but rather differentiate in College Preparation, Honors, and AP courses. The biggest reason for not engaging in differentiated instruction is that WL classes are packed with 30-35 students. This number is far too large for a language class in which we are expected to assess students in speaking, reading, writing, and listening exercises as well as teach cultural aspects of the language. Simply put, it is too time-consuming. If classes were to have smaller numbers, then we could look at the possibility
Teacher A Teaches various levels of foreign language
of differentiating within each class that WL teachers
teach. o Does differentiated instruction look different in an AP class compared to a cp class? Why or why not? No, at the AP level, students who signed into the course know the expectations and the rigor that the class will entail. If you sign up for a college level course, you should be expected to produce college level work. If a student is not capable, then student and parents should make other course selections.
What does differentiated instruction look like
in your class? Do you arrange students in groups or in seats based on students abilities? I do group students according to capabilities without them knowing. I move students around every 3-4 weeks and put them near students with similar, or higher capabilities. For students who are lower functioning, I try to seat them with helpful, kind students (which we have a lot of at *school name was taken out for anonymity purposes*).
Do you assign different things to
different students in your class based on their demonstrated interest/mastery of material?
Teacher A Teaches various levels of foreign language
No, again, based on time limitations and
large class size, I do not. However, I make myself available after school to help any student who needs additional help. Furthermore, our Honor Society students offer free tutoring to students who may need extra help. Do you find differentiated instruction to be a practical approach in a class of 35 students? 20? 10? o If it is proven that this type of instruction is greatly beneficial to students, but impractical in a class with 30 students in it, does that prove that smaller class sizes would promote learning? OF COURSE Do you agree with this statement? What are your thoughts on differentiated instruction in general? In relation to the subject you teach? DI is not very practical in WL language classes with 30-35 students. In the lower levels, students are learning language concepts as if they were children and learning their second language for the first time. Learning vocabulary and basic grammatical constructs is not very difficult. Students who perform poorly are usually the ones who are not dedicated to learning and are absent from class. It is very difficult to perform poorly with beginning language instruction, if students are attentive and in attendance. Teachers are expected to differentiate. Are all state tests students are required to take differentiated? If not, what does this do to the students who maybe are not as advanced and who have been taught differently than the average student? What are your thoughts on this?
Teacher A Teaches various levels of foreign language
WL does not offer state tests. Students in first year
take a county wide exam that is so heavily curved that even the lowest performing student passes, due to many points added to their final exam. 25% of their grade comes from their final exam performance. Needless to say, many students pass level 1-language courses and are promoted to level 2 based on the fallacy that they passed the course, when in fact their raw score does not show mastery.