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The importance of your
project 100 words

 

‘The
art of communication is the language of leadership.’ James Humes Communication
is an art when mastered, it brings endless possibilities. The English language
used in over 70 countries is classified as the universal language. It has
become a high demand in curriculums of
non-native speaking countries. Since there is such a high demand to learn this language ESL teachers have become a
popular job. For ESL teachers to do their job effectively then it is essential
to be prepared for any circumstance that is presented in the classroom. A
teaching method that has been proven to be effective in language classrooms is
Content and Language Integrated Learning, also known as CLIL. We will combine
this growing topic with that of differentiation. Differentiating instructions
can be used as guidance for teachers to maximize the capacity of each learner
by focusing on interest, readiness, and learning profile (Tomlinson 2013) Since
these two topics in the education world have become popular and have been
proven effective individually in the classroom, our interest is the
effectiveness that differentiation can have in CLIL.

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Our
interest into view how well can the
implementation of differentiation in CLIL prove to be effective. What
modifications must be made in content, process, and
product to go about making the teaching successful.
How will the pupils be assessed and what how limiting can this be for the
teaching when it comes to being hand in hand with covering everything in the
curriculum. what restrictions does a teacher come across.

 

A review of the
literature 1000 words

 

“Differentiation is
classroom practice that looks eyeball to eyeball with the reality that kids
differ, and the most effective teachers do whatever it takes to hook the whole
range of kids on learning.”  (Tomlinson,
2001)

 Research in
the field of education is something rather new. Questions arise daily on
innovation and effectiveness on the way teaching and learning occurs. With
curriculum changes, important in assessment but also critical thinking it is
hard to grasp what works and what does not. We are here to combine two
different frameworks, differentiated instruction (DI) and Content and Language
Integrated Learning (CLIL). There has been individual research on both and
their effectiveness, problematic, and drawbacks, but we are here to see how combining
the two can prove effective for language acquisition.

 

Inclusive Educaton

Before
we can get into depth about DI and CLIL, we first need to start off where
differentiation has derived from and that is inclusive education. (GET A QUOTE)
Inclusion in the classroom has been a goal set to be achieved ever since
Education For All has become a purpose in all school worldwide. There have been
endless amount of studies that conclude
that inclusion has proven to be positive for academic achievement and social
well-being. FIND MORE ABOUT POSITIVE RESEARCHES ON INCLUSION

Even
though there have been researches that have concluded the positive outcome of
inclusion in the classroom regarding student achievement, there have been
studies that show teachers view on inclusion differ. As noted discussed by (Ecaterina
M. U. 2011) If teachers have the correct training and have spent time working
in classrooms with inclusion their view is positive, when lack of training or
knowledge teachers do not feel confident and tend to have a negative view.  150
more words

 

Differentiated Instruction

Differentiation is the process of identifying, with each learner,
the most effective strategies for achieving agreed targets’. (Weston 1992) A
constructivist classroom setting can be defined as a place where students are
engaged in what is being taught and construct their own knowledge. In order to
capture students engagement in the classroom what is being taught has to be in
their level of readiness. (Hidi and Renninger 2006).  Each student is different, teachers must be
prepared to engage students in the task at hand and individual incorporate
their prior knowledge. Tomlinson (2008) In order to carry out this framework
teachers need to differentiate; content,
process, and production according to the
student’s readiness, interest and learning profile. To help teachers carry out
successful differentiation there are instructional and management strategies
which can be implemented. Vygotsky’s Zone of Proximal Development it goes in
accordance to what we now call differentiated instruction, ZPD as described by Vygotsky
(1978) is the potential development of a pupil through adult guidance.

 Even though DI seems like the ideal path to
clarity for teachers there have been studies conducted examining this framework
and the challenges. Teachers only implement DI if they are confident that they
are doing it correctly. 100 more wordsThe importance of your
project 100 words

 

‘The
art of communication is the language of leadership.’ James Humes Communication
is an art when mastered, it brings endless possibilities. The English language
used in over 70 countries is classified as the universal language. It has
become a high demand in curriculums of
non-native speaking countries. Since there is such a high demand to learn this language ESL teachers have become a
popular job. For ESL teachers to do their job effectively then it is essential
to be prepared for any circumstance that is presented in the classroom. A
teaching method that has been proven to be effective in language classrooms is
Content and Language Integrated Learning, also known as CLIL. We will combine
this growing topic with that of differentiation. Differentiating instructions
can be used as guidance for teachers to maximize the capacity of each learner
by focusing on interest, readiness, and learning profile (Tomlinson 2013) Since
these two topics in the education world have become popular and have been
proven effective individually in the classroom, our interest is the
effectiveness that differentiation can have in CLIL.

Our
interest into view how well can the
implementation of differentiation in CLIL prove to be effective. What
modifications must be made in content, process, and
product to go about making the teaching successful.
How will the pupils be assessed and what how limiting can this be for the
teaching when it comes to being hand in hand with covering everything in the
curriculum. what restrictions does a teacher come across.

 

A review of the
literature 1000 words

 

“Differentiation is
classroom practice that looks eyeball to eyeball with the reality that kids
differ, and the most effective teachers do whatever it takes to hook the whole
range of kids on learning.”  (Tomlinson,
2001)

 Research in
the field of education is something rather new. Questions arise daily on
innovation and effectiveness on the way teaching and learning occurs. With
curriculum changes, important in assessment but also critical thinking it is
hard to grasp what works and what does not. We are here to combine two
different frameworks, differentiated instruction (DI) and Content and Language
Integrated Learning (CLIL). There has been individual research on both and
their effectiveness, problematic, and drawbacks, but we are here to see how combining
the two can prove effective for language acquisition.

 

Inclusive Educaton

Before
we can get into depth about DI and CLIL, we first need to start off where
differentiation has derived from and that is inclusive education. (GET A QUOTE)
Inclusion in the classroom has been a goal set to be achieved ever since
Education For All has become a purpose in all school worldwide. There have been
endless amount of studies that conclude
that inclusion has proven to be positive for academic achievement and social
well-being. FIND MORE ABOUT POSITIVE RESEARCHES ON INCLUSION

Even
though there have been researches that have concluded the positive outcome of
inclusion in the classroom regarding student achievement, there have been
studies that show teachers view on inclusion differ. As noted discussed by (Ecaterina
M. U. 2011) If teachers have the correct training and have spent time working
in classrooms with inclusion their view is positive, when lack of training or
knowledge teachers do not feel confident and tend to have a negative view.  150
more words

 

Differentiated Instruction

Differentiation is the process of identifying, with each learner,
the most effective strategies for achieving agreed targets’. (Weston 1992) A
constructivist classroom setting can be defined as a place where students are
engaged in what is being taught and construct their own knowledge. In order to
capture students engagement in the classroom what is being taught has to be in
their level of readiness. (Hidi and Renninger 2006).  Each student is different, teachers must be
prepared to engage students in the task at hand and individual incorporate
their prior knowledge. Tomlinson (2008) In order to carry out this framework
teachers need to differentiate; content,
process, and production according to the
student’s readiness, interest and learning profile. To help teachers carry out
successful differentiation there are instructional and management strategies
which can be implemented. Vygotsky’s Zone of Proximal Development it goes in
accordance to what we now call differentiated instruction, ZPD as described by Vygotsky
(1978) is the potential development of a pupil through adult guidance.

 Even though DI seems like the ideal path to
clarity for teachers there have been studies conducted examining this framework
and the challenges. Teachers only implement DI if they are confident that they
are doing it correctly. 100 more words

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