Differentiated Instruction in Foreign Language Teaching

elective courses

In today’s foreign language classroom, the teacher is expected to respond to the needs of all the students. The concept of differentiation therefore comes to light.

In this course, participants will learn about the concept of differentiation, its theoretical frameworks, and their practical application in an EFL classroom. They will learn how to design learning objectives and success criteria as well as how to differentiate tasks, outcomes, and teaching approaches to adequately respond to the needs of a specific group of students and to ensure progress for all.

The course offers an applied, problem-based approach blending theory and practice, and incorporates reading materials, case studies, research, presentations, discussions, and group work.

The course is for MA full-time students.

This is an elective course within the teacher training programme.

Information on office hours - on the IAUW's website.

Today’s foreign language classroom is linguistically and cognitively diverse. The teacher is expected to teach students with special educational needs, those with high ability, and students with a different educational and linguistic background.

According to current teachers’ standards, the teacher must adapt to teaching to respond to the strengths and needs of all students in the classroom. The teacher is expected to differentiate appropriately, using approaches that enable students to be taught effectively. The concept of differentiation therefore stems from the basis of the learner-centred approach.

The aim of the course is to make participants familiar with the concept of differentiation, its theoretical frameworks, and their practical application in developing language skills in an EFL classroom. The concepts discussed will include: the Learner-Centered Model (LCM; McCombs & Miller, 2007), Dynamic assessment (DA), the Group dynamic assessment (G-DA; Poehner, 2009), Multisensory Structured Learning (MSL; Schneider & Ganschow, 2000), Universal Design for Learning (UDL; Hall, Meyer, & Rose, 2012), and SMART targets (Lloyd & Berthelot, 1992).

The participants will learn how to design learning objectives and success criteria as well as how to differentiate tasks, outcomes, and teaching approaches to adequately respond to the needs of a specific group of students and to ensure progress for all. The course seeks answers to the following questions: How can the teacher appropriately identify students’ learning needs? How to group students according to their needs for different class activities?; What type of differentiation is most beneficial for the learning of individual students and the whole class?

The course aims at combining theoretical concepts with classroom practice. The course participants will learn how to modify the teaching resources available in the market and create lesson plans and teaching and learning resources by applying relevant knowledge and research findings. The participants will develop different academic skills such as analysing and interpreting research findings, presenting arguments, and presenting a topic in the form of an oral presentation.

• Blaz, D. (2006). Differentiated Instruction: A Guide for World Language Teachers (2nd ed.). New York: Routledge.

• Hall. T. E., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom : practical applications. London : Guilford Press.

• Lantolf, J. & Poehner, M. (2013). The unfairness of equal treatment: objectivity in L2 testing and dynamic assessment. Educational Research and Evaluation, 19(2-3), 141-157.

• McCombs, B. L., & Miller, L. (2009). The school leaders guide to learner-centered education: From complexity to simplicity. Thousand Oaks, CA: Corwin Press.

• Poehner, M. (2009). Group Dynamic Assessment: Mediation for the L2 Classroom. TESOL Quarterly ,43(3), 471-491.

• Poehner, M., & Infante, P. (2017). Mediated Development: A Vygotskian Approach to Transforming Second Language Learner Abilities. TESOL Quarterly, 51(2), 332-357.

• Differentiation in the Modern Languages Classroom. eds Manuel

• Raya, J. & Lamb, T. (2003). Differentiation in the Modern Languages Classroom. Frankfurt am Main: Peter Lang.

• Rose, T. (2016). The End of Average: How to Succeed in a World That Values Sameness. HarperOne.

• Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed Ability Classrooms, 2nd ed. Alexandria: Association for Supervision and Curriculum Development.

• Tomlinson, C.A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners, 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development

Learning outcomes applicable to those admitted before the academic year 2022/2023:

Knowledge:

The participant will

• understand the concept of differentiation;

• be able to describe different approaches to differentiation;

• know how to assess students’ needs;

• know how to differentiate appropriately for different groups of students;

• know how to differentiate in a classroom setting in regard to the development of different language skills.

Skills:

The participant will

• be able to design a lesson considering different groups of students in a classroom;

• will be able to evaluate and modify teaching resources available in the market;

• will be able to critically analyse academic texts and present arguments;

• will be able to analyse and think critically about research findings;

• will be able to analyse and interpret research findings as well as synthesize various ideas.

Education at language level B2+

In class discussions students acquire skills of expressing their thoughts in a clear, coherent, logical and precise manner, with the use of language which is correct grammatically, lexically and phonetically.

Learning outcomes applicable to those admitted in the academic year 2022/2023:

The graduate will be able to

K_W02 discuss key terminology, well established methods and theories of linguistics in the area of DI

K_W03 describe methodology and recent developments in English linguistics

in the area of DI

The graduate is able to:

K_U01 employ the terminology and methodological tools from linguistics in the area of DI

K_U02 employ the methodology of linguistics within English studies in the area of DI

K_U04 implement knowledge to describe a problem and identify means to solve it, thereby completing a project in linguistics in the area of DI

K_U05 collect information from various sources, critically assess a source and usefulness of information; analyse and draw generalizations on the basis of information so obtained

K_U08 plan and organise working alone and in a team to attain goals

K_U09 present knowledge and communicate in a cohesive, precise and linguistically correct manner in the English language at level C1 as defined by the Common European Framework of Reference for Languages

The graduate is ready to

K_K03 value responsibility for one’s own work and respect the work of others, adhering to the professional and ethical norms in various projects and other activities undertaken at work, voluntary services, etc.

K_K05 Participate in academic and cultural undertakings offered via various media

The final grade is calculated based on:

- writing tasks during the course (50% of the mark),

- the final exam (50%).

Attendance- min. 80%

Re-sit examination - rewriting the work(s) for which the student has received an unsatisfactory grade.

The form and criteria of the assessment may change depending on the current epidemic situation. Equivalent credit conditions will be established in consultation with the course participants and in accordance with the guidelines in force at the University of Warsaw.