10. Ways to Differentiate a Lesson Plan

Students have different backgrounds, strengths, needs and learning styles. If students do not learn the same way, then there cannot be only one type of instruction or way of teaching our lessons. As teachers, we must take our students´ differences into account, and respond to the diversity we find in our classroom. This means we have to flexible and use different approaches to teaching. We can differentiate our lesson plans in the following way:

Learning by pace: students learn at different pace or speed. While there are students who work at slow pace, there are others who work faster. Therefore, when we assign an activity, the time we assign can be different. Students can take more or less time depending on their pace.  

Learning by ability: students have different abilities and competences, which we must consider at the time of choosing the activities we are going to include in our lesson. Students´ level of performance is not going to be same despite being in the same grade or having the same age. In addition, students perform differently according to area that is being evaluated. For instance, some students might be better at grammar; others might be more fluent.

Learners´ interests: students have different interests and concerns. Students are interested in diverse topics, and like to work in different ways. Moreover, they may feel the need to learn and use the language for different purposes. It is always important to contextualize our classes according to our students´ interests and experiences. In addition, teachers can let students exploit their creativity when performing a task. For instance, students can choose how they want to present the project they have been assigned.

Learners´ needs: students should feel seen, heard, and valued. Different students mean different needs. Teachers face and have to deal with a variety of situations and cases: students with disabilities, students with emotional issues, etc. Teachers must always take into account their students´ needs, and adjust their lessons according to them.

Learning styles: students learn in a different way. This means we must include activities suitable for each learning style (visual, auditory or kinesthetic). Learning styles must also be considered when we think about the way we are going to deliver our classes, the room setting or design, and assessment alternatives.

Tier lessons: lessons should begin at basic level, and build from there. Learning is a process; students build their knowledge step by step until they achieve a higher understanding. Scaffolding is also necessary, first students work with the guidance or help of the teacher or a classmate until they are able to perform the task by themselves.

9. Teachers´ Style of Delivery

While students have different learning styles, teachers have distinct teaching styles, which shape the way we deliver a lesson. Our teaching style reflects the way we approach teaching, and our beliefs about it. Therefore, our teaching style is a reflection of our teaching philosophy. There are different teaching styles:

Formal authority: this style is teacher-centered (“the teacher on the stage”). The teacher “provides” the content, and students “receive” it, making students have a more passive role. In addition, these teachers do not care about building rapport with their students nor do they encourage a sense of community in the classroom. This teaching style is representative of the traditional teaching paradigm.

Demonstrator: this style is teacher-centered as well, but there is a focus on modeling or demonstration. That is, the teacher shows the steps or correct way to perform a certain task or solve a problem, and then students perform the task or solve the problem by themselves until they master a new skill – this being an example of scaffolding. For this reason, this teaching style requires more active learners.

Facilitator: this style is student-centered. The teacher focuses on activities, and students must take the initiative and participate actively. This teaching style encourages more independent and reflective students. In addition, it fosters critical thinking and collaborative learning. 

Delegator: this is a student-centered style. This type of teachers place more control and responsibility on students. That is, students are responsible for their own learning. This style also encourages independent learners and collaborative work. As students have the opportunity to create and implement their own learning projects, teachers often have a consultative role. 

I consider myself a facilitator and a delegator. I like my teaching to be student-centered. As a teacher, I believe I must encourage and shape active, independent, and reflective students. I want my student to be responsible for their learning and be critical thinkers.  

    

8. Convergent and Divergent Questions

Questioning skills help students develop critical thinking and regard reasoning as an active process. There are two types of questioning that foster two different types of thinking respectively. 

Converging questioning (also called closed questioning) fosters converging thinking. It involves recalling information, given material or previous experience, thus limiting responses or answers. When answering these questions, students do not necessarily need to analyze or reflect. Converging questions do not require student to state opinions or interpret either. Instead, students make inferences from previous experiences.

Examples of convergent questions:

§“Who are the characters of the book Oliver Twist by Charles Dickens?”

§  “What does DIGPA mean?”

Diverging questioning fosters diverging thinking. Answers to diverging questions are more open, and there is not “one correct answer”. To answer diverging questions, students not only need to recall, but also need to reflect, analyze and solve a problem. Therefore, diverging questions allow deeper thinking and exploration. 

Examples of convergent questions:

§  “What would have happened if Oliver Twist had never left Mr. Sowerberry´s house?”

§  “How has reflective teaching helped you improve your teaching skills?”

7. Classrooom Design: Changes Over The Years

Classroom design impacts the teaching and learning process greatly. The design must provide a sense of “belonging” and “security”. Otherwise, learning is less likely to take place –especially when students do not feel comfortable or secure in their own classroom. The room design has to meet students´ needs; for instance, the classroom should meet the needs of visual, auditory, and kinesthetic learners.

Classroom design has changed over the years. In the past, the design was more restricted and limited. Desks used to be secure to the floor, not allowing group work, or at least making it difficult. In addition, there were not many technological advances, and classrooms could not count with the resources we have now: computers, audio-visual aids, etc. Now, the design is much more flexible, and the main concern is to make students feel comfortable and secure. Each classroom is unique, and represents its community of learners. In both cases, it is important to notice how each design correlates with the teaching methods and classroom environment: a more restricted in the past and a much more flexible one in the present.

In the traditional classroom design, students´ desks are organized in rows. These rows face the teacher´s desk, which is in front of room. This is a teacher-centered classroom, and it corresponds to traditional teaching paradigm. The students are “passive recipients” in which the teacher deposits information. The teacher relies heavily on lectures, and assessment is usually carried out through quizzes and tests. Finally, this design does not foster social interaction or collaborative learning.

In the nontraditional classroom design, students´ desks are arranged in semi-circle or u shape, which fosters peer interaction. This design allows discussions, group work and collaborative efforts. Audio-visual aids, and multimedia also play an important role in this design. This design is learner-centered and it encourages learners to be active. Lessons are varied, that is, the teacher uses different methods, techniques, and strategies. Assessment can be carried out through experiments, collaborative projects, etc. This design allows students to have a sense of ownership as the lessons are not conducted with them, not at them. 

"I belong in this community!"

6. Types of Comprehension

Comprehension involves memory, cognition, and metacognition. Memory is recalling thoughts or feelings we have experienced beforehand and stored in our minds. Cognition refers to the ability of processing, storing, retrieving and retaining of information. Finally, metacognition is a higher thinking process, which includes self-awareness when making a decision or solving a problem. It could also be defined as “thinking about your thinking”. 

Comprehension involves all these three since it requires using our memory, cognition, and metacognition in order to gain an understanding of something. There are three types of comprehension which can be observed or demonstrated through actions or behaviors:

1. Literal comprehension is “fact-based evidence” of comprehension; for instance, “visual learners benefit from using charts, diagrams, and maps, and other visual aids.”   

2. Applied comprehension is “comparison and contrast comprehension”; it is the result of making a connection to our own previous experiences, or read and heard material. For instance, “reading about VAK learning styles, I have come to realize that I am a visual learner rather than an auditory or kinesthetic one.”

3. Implied comprehension is “inferential comprehension”; that is, achieved through inferences from context or material presented in visual, oral or tactile formats. For instance, “reading about VAK learning styles and Neuro-linguistic Programming, I think people are more successful students when they are well-aware of their predominant sensory preference.”

As teachers, we want our students to comprehend and understand, and not to rely on rote memorization or mechanic acquisition of facts that are soon to be forgotten and represent no use. We must aim at comprehension so that meaningful learning can take place.

5. How Can We Give Effective Feedback to Our Students?

Learning cannot take place without effective feedback. Through it, we can shape successful learners. We give feedback to our students so that they are able to reflect on their performance, and consequently improve it. Feedback provides students insight to whether they have reached the objectives we have set for them or not.

Feedback is much more than grading the qualities of a student´s work. Feedback is a form of communication between teachers and students (oral or written), and thus it needs to be done effectively. For instance, when we give feedback to our students, we must offer input on their strengths and weaknesses, focusing both on their successes and areas for improvement. For this reason, we say that feedback has the power to create reflective learners, that is, learners who reflect upon their progress and establish ways to improve.

Feedback should be aimed at recognizing students´ efforts and helping them progress. It should not, in any moment, affect students’ self-esteem negatively. Therefore, our comments should always be phrased positively. This does not mean we are not going to discuss our students´ weaknesses or aspects of the work that were not done right. Instead, it means that we must be careful with our choice of words and body language – especially when we are giving oral feedback. In addition, we should always avoid comparisons with other students.

“The most powerful single moderator that enhances achievement is feedback." 

4. The Purposes of Teachers´ Classroom Questions

Effective questioning is an essential tool for both teachers and students. It supports learning, and constitutes an interactive process from which teachers learn about their students, and students learn about themselves.

Effective questioning helps teachers determine if lesson objectives have been met, and helps teachers determine where students really stand: their strengths, weaknesses, and needs. Teachers evaluate students´ progress, and consequently plan a course of action according to it. Teachers are able to “assess for learning”.

Classroom questions also constitute a challenge for students. Questioning requires students to become active participants of the learning process. Not only do students get to secure their knowledge about the subject, but also they reflect on their own progress. Through questioning, students assess their level of understanding about a topic, and reflect on weaknesses and needs. This will help students establish ways to improve and move forward with their learning.

Teacher´s questions aim at developing different skills or abilities. For instance, they can be aimed at developing students´ comprehension about a topic or issue, or at their ability to analyze, evaluate or make judgments. That means effective questioning develops students´ critical thinking. In addition, it builds students´ confidence about their responses and progress.

Questioning also allows teachers and students to engage in some sort of dialogue, creating a positive learning environment. Students share their insights and points of views to the whole class. There is a chance of discussion and opportunities of feedback among students.