Danilo Ribeiro has been working as an English teacher for 13 years. He holds a B.A in translation and interpreting, the Cambridge Celta, ICELT, and the full Delta and is currently working towards the iPGCE with the University of Derby. He also holds the C2 Proficiency exam and has worked as a speaking examiner for eight years. Danilo Ribeiro has taught English in Brazil and Bulgaria, and has been living in Moscow for seven years. Throughout his career, he has trained students and teachers to sit international examinations in different parts of the world. He is currently working as an English, Literature, iGCSE, and Global Perspectives teacher at a mainstream British international school in Moscow region where he was responsible for the design and implementation of the Cambridge Global Perspectives course for Key Stage 3 and Key Stage 4. He has also shared best practices with teachers in different conferences in Brazil and Russia.
Differentiation is an approach whose aim is to respond appropriately to the learners’ preparedness to understand and process the themes to be learned. (Tomlinson, 2000). It also invites teachers to reconsider how lessons are structured to cater to all the learners’ needs (Subban, 2006). This approach to learning is ideal for teachers dealing with multiple abilities in the classroom and linguistic levels because it allows for malleability and does not treat student differences as having a detrimental impact on learning (Subban, 2006). Instead, it fosters collaboration because learners will interact with one another during different stages of the lesson (Haelermans, 2022), it aids motivation due to the pace of the lesson and choice of tasks (Kirschener, 2017), offers a more personalized approach to learning (Gibbs, 2023), and prepare students for the real world (George, 2005), which is in line with parental expectations. Therefore, I will explore how a differentiated approach to learning can help ESL students grasp the content while developing some of their linguistic skills.
During the seminar, we will start by defining what differentiation and and is NOT; Then, I will move on to the different types of differentiation and how they can be done during the lessons. Finally, we will discuss the applications and limitations of a differentiated approach for secondary school teachers to support ESL learners. The whole session will be conducted with differentiated tasks for teachers to complete either in pairs, groups, or on their own.
BLURB
What is differentiation and how can it be implemented successfully in our lessons? In this workshop we will look at an approach to learning that does have a positive impact on learning and learners. We will also discuss how it can be implemented with a series of simple tweaks to make differentiation more accessible to teachers so they can cater to a diverse classroom.
Title: No Learner Left Behind: How Can a Differentiated Approach Help ESL Learners in a First Language Environment?
Differentiation is an approach whose aim is to respond appropriately to the learners’ preparedness to understand and process the themes to be learned. (Tomlinson, 2000). It also invites teachers to reconsider how lessons are structured to cater to all the learners’ needs (Subban, 2006). This approach to learning is ideal for teachers dealing with multiple abilities in the classroom and linguistic levels because it allows for malleability and does not treat student differences as having a detrimental impact on learning (Subban, 2006). Instead, it fosters collaboration because learners will interact with one another during different stages of the lesson (Haelermans, 2022), it aids motivation due to the pace of the lesson and choice of tasks (Kirschener, 2017), offers a more personalized approach to learning (Gibbs, 2023), and prepare students for the real world (George, 2005), which is in line with parental expectations. Therefore, I will explore how a differentiated approach to learning can help ESL students grasp the content while developing some of their linguistic skills.
During the seminar, we will start by defining what differentiation and and is NOT; Then, I will move on to the different types of differentiation and how they can be done during the lessons. Finally, we will discuss the applications and limitations of a differentiated approach for secondary school teachers to support ESL learners. The whole session will be conducted with differentiated tasks for teachers to complete either in pairs, groups, or on their own.
BLURB
What is differentiation and how can it be implemented successfully in our lessons? In this workshop we will look at an approach to learning that does have a positive impact on learning and learners. We will also discuss how it can be implemented with a series of simple tweaks to make differentiation more accessible to teachers so they can cater to a diverse classroom.