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Pengfei Dong

EDUC 9406


My plan for differentiating in a specialist

( Chinese) classroom
Authentic Instruction:
I will draw from my own experience in China, using my own photos, videos and
artifacts that I have gathered to instruct student learning. Bringing real lifecontext to
the topic allows for greater engagement (Westwood, 2001).

Varied assessment methods:

Students with lower levels of literacy and writing capability in English will be given the
opportunity to respond orally to assessment questions. In this way, less time will
be spent trying to ensure that students have some information written down and more
time will be spent assessing what they know and could recall (Westwood, 2001).

Flexible grouping:
In a differentiated classroom, there is a balance between individual and collaborative
opportunities for students to make sense of new information.(Moon, 2005) When it
comes to group work and group activities I will use several different methods of
grouping. One method is to group (or pair) those students with a learning difficulty or
lower level of Chinese with students that excel. This will allow for peer teaching to
occur. There are many benefits of mixed-ability grouping and peer-mediated,
cooperative learning, including building positive relationships, improving achievement
and increasing levels of motivation. Setting clear expectations of what the group as a
whole needed to achieve in the time provided as well as individual learning goals for
that lesson enable students to actively and successfully participate in the lesson
(Pagliano & Robyn, 2008).

Learning profiles/Interests:
Targeting different learning styles (using Gardners theory of multiple intelligences)
through the use of a varied range of resources such as ICT (videos, audio), concrete
(models, figures, toys), textile (drawing, creating), wrote (recording information),
bodily-kinaesthetic (dancing to traditional music), musical (listening to traditional
music) as well as hands on learning such as cooking Chinese food, will be used in
order to meet the needs of the diverse learners in the classroom (Theisen, 2002).