Differentiation in TPRS

Interview Question: How do you provide differentiation for the different levels in your classroom?

Differentiation often happens naturally in the CI classroom. When we storyask, we differentiate by:
– pointing to the translations on the board
– circling, which increases repetitions for slower-acquiring students and adds information for faster-acquiring students
– using gestures
– keeping an eye on barometer students to see if we need to go faster or slower
– allowing students to answer in words or full sentences
– giving students a signal to stop us if they do not understand
– I also use turn-and-talks or turn-and-teach for students to grapple with higher level questions. As this happens, one of my fastest-acquiring students will also walk around to listen to and coach fellow students.

When students read, we differentiate for slower-acquiring students by:
– providing the target words and translations on the board
– turning-and-talking about what is happening
– chorally reading and using pop-up grammar

We differentiate for faster-acquiring students by:
– including higher-level language
– giving students time to teach each other, especially during ping-pong reading
– asking higher depth of knowledge questions during pop-up grammar

In a post titled “3 Differentiated Readings for Bex Unit 8” I have provided some readings that deepen the differentiation for a reading activity.

 

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