Kayi, H. (2006). Teaching Speaking: Activities to Promote Speaking in a Second Language. The Internet TESL Journal, Vol. XII (No. 11). Retrieved April 17, 2015, from http://iteslj.org/Articles/Kayi-Teaching Speaking.html
Speaking is a fundamental part of second language acquisition. This article contains speaking activities that can be included in a differentiated classroom. This is practical application of teaching Second Language Acquisition. I chose this article because speaking is one of the important elements of English language learning and this article gives examples on how to effectively teach speaking.
Krashen, S., & J, M. (2012). Review of: Research Summary and Bibliography for Structured English Immersion Programs of the …show more content…
This article outlines the challenges of differentiated instruction and re-confirms the role of the teacher in a differentiated classroom. This article is useful because if focuses more specifically on English language learners.
Tomlinson, C. A. (2000a). Differentiated instruction: Can it work? The Education
Digest, 65(5), 25-31.
Tomlinson, C. A., & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating curriculum, grades 9–12. Alexandria, VA: Association for Supervision and Curriculum Development.
This text is a comprehensive resource for putting theory into practice. Tomlinson and Strickland provide a one-stop guide for teachers to have higher student achievement for all learners.
Tomlinson, C. A. (2005). Traveling the road to differentiation in staff development.
Retrieved from: http://www.nsdc.org/news/jsd/tomlinson264.pdf
It has become clear that teachers need to develop their capacity to address students readiness, interests and learning styles so more students can achieve at higher levels in schools. Teachers that have not been trained in DI say that they don’t believe in the effectiveness. I will be able to use this article to show that central to the idea of DI, is the vital component of professional development for …show more content…
It also served to expose what differentiated instruction is or is not. The study was guided by the belief that educators may not possess a clear understanding of what differentiation is, that the key components for implementing, as well as, the myths that surround the practice of differentiated instruction. Two questions emerged relating to differentiated instruction: will teachers agree on what is essential to differentiating instruction in the classroom and will teachers agree with the myths surrounding the practice? This study was conducted in a school district located in southeast Georgia. In the spring of 2008, 141 teacher-participants responded to the survey. The examiner visited 5 of ten middle schools in a public urban school system of 33,400
Speaking is a fundamental part of second language acquisition. This article contains speaking activities that can be included in a differentiated classroom. This is practical application of teaching Second Language Acquisition. I chose this article because speaking is one of the important elements of English language learning and this article gives examples on how to effectively teach speaking.
Krashen, S., & J, M. (2012). Review of: Research Summary and Bibliography for Structured English Immersion Programs of the …show more content…
This article outlines the challenges of differentiated instruction and re-confirms the role of the teacher in a differentiated classroom. This article is useful because if focuses more specifically on English language learners.
Tomlinson, C. A. (2000a). Differentiated instruction: Can it work? The Education
Digest, 65(5), 25-31.
Tomlinson, C. A., & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating curriculum, grades 9–12. Alexandria, VA: Association for Supervision and Curriculum Development.
This text is a comprehensive resource for putting theory into practice. Tomlinson and Strickland provide a one-stop guide for teachers to have higher student achievement for all learners.
Tomlinson, C. A. (2005). Traveling the road to differentiation in staff development.
Retrieved from: http://www.nsdc.org/news/jsd/tomlinson264.pdf
It has become clear that teachers need to develop their capacity to address students readiness, interests and learning styles so more students can achieve at higher levels in schools. Teachers that have not been trained in DI say that they don’t believe in the effectiveness. I will be able to use this article to show that central to the idea of DI, is the vital component of professional development for …show more content…
It also served to expose what differentiated instruction is or is not. The study was guided by the belief that educators may not possess a clear understanding of what differentiation is, that the key components for implementing, as well as, the myths that surround the practice of differentiated instruction. Two questions emerged relating to differentiated instruction: will teachers agree on what is essential to differentiating instruction in the classroom and will teachers agree with the myths surrounding the practice? This study was conducted in a school district located in southeast Georgia. In the spring of 2008, 141 teacher-participants responded to the survey. The examiner visited 5 of ten middle schools in a public urban school system of 33,400