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Differentiation in Language Learning

The document summarizes the author's reflections from a session on integrating literacy into language classrooms. The session emphasized differentiation, or tailoring instruction to meet individual student needs and interests. The author realized that by allowing students to group based on interests and providing flexible tasks, all students have an equal chance to demonstrate their knowledge. Witnessing varied student presentations based on interests convinced the author of the positive impact differentiation can have in their language classroom.

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47 views2 pages

Differentiation in Language Learning

The document summarizes the author's reflections from a session on integrating literacy into language classrooms. The session emphasized differentiation, or tailoring instruction to meet individual student needs and interests. The author realized that by allowing students to group based on interests and providing flexible tasks, all students have an equal chance to demonstrate their knowledge. Witnessing varied student presentations based on interests convinced the author of the positive impact differentiation can have in their language classroom.

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© © All Rights Reserved
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Reflection- Day 5

Each day, I gained more clarity as to the requirements of the NSC


and it can be summarized in one word; Integration. As the
sessions began, I noticed that the presentation was titled The
Balanced

Language,

Literature

and

Literacy

Programme.

Immediately, I thought the we would now be required to promote


reading in the language classroom which would aid in improving
the literacy level of our students. However, whilst the focus was
on integration, the question was asked, Does one size fit all?
Going into the session, I wanted to know how would I now
integrate STEAM and STEAM while promoting literature and
literacy in language. This was answered by the response to the
question of whether or not one instruction can in fact appeal to
and foster accurate responses from or evaluation of each student.
Ms. Shakes was happy in pointing us to differentiated instruction.
Usually, I would allow my students to form their own groups
however, the task would more than often be the same for all. I
would vary the task for each lesson so today they would write a
song, tomorrow they would write a story. What I have come to
realize is that some groups may find the task more challenging
than others or produce pieces of a lower quality. It is not because
they are not knowledgeable of the content but because the task
does not appeal to their skills or interest. Differentiation speaks to
students being grouped based on their interests and the task

being flexible so as to enable students equal opportunity to


showcase what they know.
During the session, we were asked to group ourselves based on
our interests. Those who loved drama stuck together and the
same was done for art, technology and music. The presentations
were equally superb. We were all engaged and we were willingly
participating in the presentation. The balance is brought into play
where the students interests are catered to, the level of the
activity and content is appropriate to their needs and the
assessment, is ongoing and varied. This activity truly showed me
the impact differentiation can have on my language classroom if
applied effectively.

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