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Implementation

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How does implementation help you out throughout the year? I am curious to know what things have worked for you and what things have not worked for you through an implementation standard.  Continue

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can anyone recommend a theoretical / practical text about differentiated instruction?

August 18, 2010

 

Dear EFL Classroom 2.0 teachers,

                                                          Im doing some independent study these days and I want to study a good text about differentiated instruction (teaching multiple levels in the same classroom). It's a common situation  these days so I want to teach with confidence when I find myself teaching a multi-level class.   

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I think this would be right inbetween theoretical and practical. Tomlinson is a noted educator in this area and she has a sound approach.

There is also a cool video about differentiated instruction in our videos.

Years ago I used a text in a course but can't remember the name - I'd only know it if I saw it. Had lots of photocopiables etc.... bright cover with lots of orange LOL!

This is about all I can come up with!
Thx very much David, I find this approach quite similar as the Spanish Organic Law of Education promotes.
But before going into the legal system I would like to share here a blog
which offers Free eBooks, listening, speaking, reading, and writing materials for ESL, EFL, ESOL learners and teachers!

The Law has three underlying, presiding principles. The first one
consists in the provision of quality education to all citizens of both
sexes at every level of the education system. We have already
referred to the challenge that this represents for today’s education
systems and particularly to the Spanish system. Having ensured that
all young people receive schooling up until sixteen years of age, the
aim is now to improve overall results and reduce the high number of
people who still leave school with no qualifications and who abandon
their studies at an early age. The objective is to ensure that all citizens
reach their full individual, social, intellectual, cultural and emotional
potential. To do this they require quality education adapted to their
needs. At the same time, the state must guarantee equal
opportunities and offer the necessary support both to the students
who require it and to the to improve the level of education for all students and combine quality
education with equity.

The second principle addresses the need for all members of the
education community to collaborate in order to fulfil this ambitious
goal. The combination of quality and equity implied by the above
principle requires inevitably a combined effort. There is often a lot of
insistence on students’ efforts. This is a fundamental principle which
should not be ignored, since without personal effort resulting from a
responsible attitude and commitment to one’s own education, it is
very difficult to develop fully one’s potential. But the responsibility for
student success does not rest solely on the individual student but also
on families, teaching staff, schools, Education Administrations and, in
the last analysis, on society as a whole, which is ultimately responsible
for the quality of the education system.
The concept of effort, which is vital in order to achieve quality
education, must apply to every member of the education community.
Each should make a specific contribution. Families must collaborate
closely and should be involved with the daily school work of their
children and with school life. Schools and staff should endeavour to
create rich learning environments which motivate and challenge.
Education Administrations must help all members of the school
community to carry out their duties, providing the necessary
resources and, at the same time, demanding commitment and effort.
In brief, society must support the education system and create a
favourable environment for life-long learning. Only a shared
commitment and effort will allow such ambitious aims to be achieved.

One of the most relevant consequences of shared effort is the
need to provide equitable schooling of students. The Spanish
Constitution recognises the existence of a dual network of public and
private schools. The Organic Law on the Right to Education establishes
a system of public funding agreements in order to provide an effective,
free public and social education service, under equal conditions and
within the framework of the general education programme. This model,
which respects the right to education and to freedom of choice, has
worked satisfactorily in broad terms, although, with time, new demands

Primary and secondary education are of a compulsory nature.
In primary education the emphasis is on catering for diversity and
on preventing learning difficulties, dealing with these as soon as
they are detected. One of the innovations of the Law is the
incorporation of a diagnostic assessment of students’ basic
competences at the end of the second cycle of primary education.
This assessment will be of a formative nature and will provide
information about the situation of the students, the teaching
institution and the education system itself, encouraging the
adoption of relevant measures to overcome possible shortcomings.
A similar evaluation will take place at the end of the second year of
secondary education. In order to facilitate the transition from
primary to secondary education, students will receive a personal
report of their progress on finishing primary education and starting
secondary school.

Compulsory secondary education must combine the principle
of core education for all with catering for student diversity, allowing
schools to adopt organisational and curricula-related measures suited
to the needs of their students in a flexible and autonomous way
. In
order to achieve these objectives, the first three years of secondary
education are of a common nature and include remedial programmes
for those students who require them. The fourth year is designed to
guide students, be it towards post-compulsory education or towards
incorporation into working life. In the first two years, there is a limit on
the maximum number of subjects studied and there is the possibility
of reducing the number of teachers who teach the same group of
students. There will be more flexibility in the final year combining core
subjects and optional subjects, offering students more choice
depending on their future aspirations and interests.
From the third year of secondary education there will be
variations of the curriculum to cater for students with special learning
difficulties. In addition, in order to prevent students dropping out of
school and to offer more training opportunities and subsequent
qualifications and facilitate access to the workplace, there will be
initial vocational training programmes for students over sixteen who
have not obtained the Certificate in Compulsory Secondary
Education.
This is the document in English, the current Spanish Organic Law of Educaction (May 3rd 2002)
Attachments:
Another good text is "Teaching Large Multilevel Classes" by Natalie Hess. It's part of the "Cambridge Handbooks for Language Learners" series edited by Penny Ur. It's focussed on ESL/EFL classrooms at all levels, including adult.
Good luck with your studies.
Greg.
Dear Fellow teacher,

I hope the following articles would be of some help.
Differentiated Instruction by Basia Hall at ; http://tinyurl.com/3anjcf4
Preparing Teachers for differentiated Instruction by John Holloway at : http://tinyurl.com/332mzhl
How to Plan For Differentiate Instruction at the following link http: //tinyurl.com/plhaug
Happy teaching
Arbi

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