Diversity & Differentiation
feat. Óscar Balseiro Mayi
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Contents
Oscar Balseiro
Introduction to diversity & differentiation
Link to video
Questions on video
Reflections
Learning Resources
References
Óscar Balseiro Mayi
Primary school English teacher at St. Joseph's School Camberwell Catholic Schools' Federation, London
Our Teacher
Differentiation and Diversity
- As teachers, you are all familiar with differentiation and diversity. Here are a few definitions of what we understand by these terms, especially in the context of Virtual Exchange (VE).
Regarding differentiation,
- teachers "adjust their practice in response to diverse
learner needs" (Tomlison, et al. 2003, cited in Riordan & Convery 2024: 271)
- according to Riordan & Convery (2024: 282) differentiation "is a ‘mode of thinking’ which, once espoused, becomes embedded in a teacher’ repertoire"
Regarding diversity, students may
- differ regarding language proficiency (Tomlinson, Carol A., 2001)
- have different preferred learning styles and strategies (Liu & Nelson, 2017)
- differ regarding psychosocial maturity (Hickey Schultz & Selman, 2003)
- be neurodivergent (Ubaque-Casallas, 2024)
- not have access to advanced technology due to their economic background (OECD, 2021)
Diversity and Differentiation
Watch the video and answer the questions on the next page
Questions on the video
Here are a few questions on the video. (The answers can be seen by hovering over this icon) 1. Does Oscar think that diversity is a problem? 2. Why does he think flexibility is important? 3. What kind of scaffolding does he talk about? 4. According to Oscar what does taking into account diversity avoid?
Reflections
Do you think that diversity is always an advantage? What do you think would be some good examples of differentiated instruction practices?
You can reflect on these questions individually or discuss them with colleagues if this genial.ly is part of a course you are following.
Link to complete video (Click on the image)
Workshop
Bart
Oscar
Learning Resources (I)
The E-LIVE page, and the direct link to our Moodle page, provide information on tools and resources that might help you to carry out VE. There are also many resources in the TILA YouTube channel and on the TeCoLa project websites. Click on the images to go there!
Learning Resources (II)
The following links will take you to videos linked to what the teachers have talked about:
Pilar Pellicer, the English primary school teacher who worked with Anna, talks about her experiences with the TeCoLa project.
Challenges
General experience
Tasks
What learners enjoyed
Bart Pardoel talks about his experiences with the TeCoLa project
Challenges
Tasks
Project description
Added value
Learning Resources (III)
The following links will take you two presentations about VE by Bart Pardoel and Oscar Balseiro
Bart Pardoel's and Lotte Koenen's presentation on working with virtual worlds
Oscar Balseiro's presentation on his virtual exchange with primary school children
References
- Hickey Schultz, Lynn & Selman, Robert L. (2003) The assessment of psychosocial maturity in children and adolescents: Implications for the evaluation of school-based character education programs. Journal of Research in Character Education, 1(2), 67–87.
- Liu, Dilin & Nelson, Robert (2017) Approaches and Methods in English for Speakers of Other Languages
- Related Issues in Approaches and Methods in English for Speakers of Other Languages. In the The TESOL Encyclopedia of English Language Teaching. https://doi.org/10.1002/9781118784235.eelt0224
- Riordan, Tanya & Convery, Anne (2024) Reimagining the concept of
differentiation in languages classrooms, The Language Learning Journal, 52:3, 271-284, DOI:
10.1080/09571736.2022.2130962
References
- Tomlinson, Carol Ann (2001) How to differentiate instruction in mixed-ability classrooms. Alexandria, Virginia USA: Association for Supervision and Curriculum Development.
- Tomlinson, C.A., C. Brighton, H. Hertberg, et al. 2003. Differentiating instruction in response to student readiness, interest,
and learning profile in academically diverse classrooms: a review of literature. Journal for the Education of the
Gifted 27, no. 2/3: 119–145.
- Ubaque-Casallas, D. F. (2024): "Neurodivergent Students in English Language Lessons: Reflections at the Teaching Practicum". International Journal of Instruction, Vol. 17(4): 255–268.
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Transcript
Diversity & Differentiation
feat. Óscar Balseiro Mayi
Navigation
Click on the these buttons to go backwards or forwards
To go to the CONTENTS page click on the home button
To go to the last page you visited, click on the back button
If you click on this icon,
you can download files or get information
If you hover over this icon,
contextual information will appear
If you click on this icon,
you can open a video
Contents
Oscar Balseiro
Introduction to diversity & differentiation
Link to video
Questions on video
Reflections
Learning Resources
References
Óscar Balseiro Mayi
Primary school English teacher at St. Joseph's School Camberwell Catholic Schools' Federation, London
Our Teacher
Differentiation and Diversity
- As teachers, you are all familiar with differentiation and diversity. Here are a few definitions of what we understand by these terms, especially in the context of Virtual Exchange (VE).
Regarding differentiation,Regarding diversity, students may
Diversity and Differentiation
Watch the video and answer the questions on the next page
Questions on the video
Here are a few questions on the video. (The answers can be seen by hovering over this icon) 1. Does Oscar think that diversity is a problem? 2. Why does he think flexibility is important? 3. What kind of scaffolding does he talk about? 4. According to Oscar what does taking into account diversity avoid?
Reflections
Do you think that diversity is always an advantage? What do you think would be some good examples of differentiated instruction practices?
You can reflect on these questions individually or discuss them with colleagues if this genial.ly is part of a course you are following.
Link to complete video (Click on the image)
Workshop
Bart
Oscar
Learning Resources (I)
The E-LIVE page, and the direct link to our Moodle page, provide information on tools and resources that might help you to carry out VE. There are also many resources in the TILA YouTube channel and on the TeCoLa project websites. Click on the images to go there!
Learning Resources (II)
The following links will take you to videos linked to what the teachers have talked about:
Pilar Pellicer, the English primary school teacher who worked with Anna, talks about her experiences with the TeCoLa project.
Challenges
General experience
Tasks
What learners enjoyed
Bart Pardoel talks about his experiences with the TeCoLa project
Challenges
Tasks
Project description
Added value
Learning Resources (III)
The following links will take you two presentations about VE by Bart Pardoel and Oscar Balseiro
Bart Pardoel's and Lotte Koenen's presentation on working with virtual worlds
Oscar Balseiro's presentation on his virtual exchange with primary school children
References
References
You can join E-LIVE by scanning the QR code or by clicking here