General Considerations

Differentiating instructions allows students with different language abilities or learning Intermediate Students
needs to work with and understand the concepts that are taught. It also helps them take
greater responsibility and have ownership of their own learning as they practice peer Intermediate students have already acquired basic language structures and functions, but
teaching and work cooperatively. they have a limited vocabulary. The difference between them and advanced students is
their range of vocabulary and the fluency with which they can use it in conversation.
The differentiation strategies suggested in this bank are based on the following primary Therefore, intermediate students need to be exposed to as much vocabulary as possible,
strategies: so they can better express themselves in both spoken and written form and develop critical
thinking skills.
• Differentiating the process or the activities by varying the learning strategies in order
to provide appropriate methods for students to explore the concepts. Recommendations:
• Differentiating the complexity of the language that students must produce to
• Based on the learning situation, choose whether to pair each intermediate student
demonstrate mastery of the concepts.
with a beginner or advanced student, so they can combine their strengths and
• Differentiating instructions by adapting the look and feel of the learning environment.
improve together, or to pair intermediate students with other intermediate students, so
they can focus on a specific learning need.
Beginner Students • Use audio and visual resources (photos, videos, etc.) as much as possible to
Starting to study with a bilingual education program can be difficult for beginner students, introduce new concepts, so students can associate them with the new vocabulary
because they might not be used to trying to make sense of the new language they are words they are learning.
hearing or reading. Therefore, it is important to be patient, as they will gradually learn • Provide frequent opportunities for the students to use the new vocabulary orally in
vocabulary and language structures and functions and develop critical thinking skills. class to express what they have learned and what they think about the concepts they
are working with.
During this time, it is crucial that you adapt the quantity and quality of the work that they are
asked to produce, so that they can progress at their own pace. Advanced Students
To some degree, advanced students are able to express themselves easily in English.
Recommendations:
They have a large vocabulary and can usually communicate their thoughts well in both
spoken and written form. They need to be exposed to even more words and activities that
• Based on the learning situation, choose whether to pair each beginner student with
promote critical thinking. The main goal is for them to be able to use English to analyze
an intermediate or advanced student, so they can combine their strengths and
concepts and defend their points of view.
improve together, or to pair beginner students with other beginner students, so they
can focus on a specific learning need.
Recommendations:
• Use audio and visual resources (photos, videos, etc.) as much as possible to
introduce new concepts, so that students can understand them more easily. • Based on the learning situation, choose whether to pair each advanced student with a
• When appropriate, allow students to produce in different languages they may know. beginner or intermediate student, so they can combine their strengths and improve
These languages form their repertoire and will help them learn the contents more together, or to pair advanced students with other advanced students, so they can
easily. focus on a specific learning need.
• Use additional materials to support students at the beginner level. • Use audio and visual resources (photos, videos, etc.) as much as possible to
• Grade only what students are able to produce. This will vary over the year or as they introduce new concepts, so students can associate them with the new vocabulary
learn more vocabulary and language structures and functions. words they are learning.
• Provide frequent opportunities for students to use the new vocabulary orally in class
to express what they have learned and what they think about the concepts they are
working with.
• Have students defend their points of view and perspectives during group discussions.
 Differentiation Strategies
1. Learning Contract
A learning contract is a written agreement between the teacher and the students that will result in the latter ones working independently or in
groups. This contract helps them set daily and weekly work goals and develop management skills. It also helps the teacher keep track of
each student’s progress. The actual assignments may vary according to specific students’ needs.

BEGINNER STUDENTS INTERMEDIATE STUDENTS ADVANCED STUDENTS

Ask students to work in groups of five to come up with two Ask students to work in pairs to come up with five rules. If Ask students to work in pairs to come up with ten rules. Tell
rules. Ask them to help each other. If they don’t know a few they find difficulties to write them, they can use a dictionary them to discuss how each rule impacts the group and to be
words in English to write the rules, they could ask each other to help them. prepared to explain this impact to their classmates.
or look them up in a dictionary.

2. Open-ended Discussion Activities

An open-ended discussion activity allows students to work at their own pace and to write down a variety of responses. Before starting the
discussion, review the key vocabulary and language structures and functions students will need. Use visuals to explain any new items of
vocabulary.

Instructions:
1. Place students in mixed-ability groups.
2. Present the question or problem and have each student in the groups write a possible answer.
3. Have each group member read their answer out loud.
4. After each member has had a turn to expose their point of view, have the group discuss the issue and come to an agreement.
5. Have the groups share their agreements with the class.
6. Encourage the whole class to have a discussion about the issue and come to an agreement.

BEGINNER STUDENTS INTERMEDIATE STUDENTS ADVANCED STUDENTS

Students can express their understanding of the question or Students are expected to write sentences regarding the Students are expected to write sentences and defend their
problem through drawings, words, sentences or by using question or problem. Have them share what they wrote and points of view regarding the problem at hand. Have
another language they may know. If appropriate, ask other participate in the group discussion. them share what they wrote and participate in the group
students to help them express themselves in English. During discussion.
the group discussion, have them share their ideas so the
group can come to an agreement.

On the next page, there are seven possibilities of open-ended discussion differentiation strategies. Adjust them according to your group’s profile.
 Differentiation Strategies
2a. Four Key Questions 2e. Think, get puzzled and explore
This strategy helps students think about how a concept or topic works and relate it to prior This strategy helps students activate their prior knowledge and identify any misconceptions
knowledge. they may have about the concept or topic. By identifying these misconceptions, students
Introduce a concept and ask students the following questions: can explore them and work together to solve them.
• Form: What is it like? Introduce a topic. Have students answer the following questions:
• Function: How does it work? • What do you think you know about this topic?
• Connection: How similar is this to something you have seen before? • What questions do you have? What puzzles you?
• Reflection: How do you know it? • How can you explore this topic?

2b. I used to think that… But now I think that... 2f. See, think and wonder
This strategy is used to review a concept or topic that has already been taught. It helps This strategy allows students to analyze their perception of a specific object, such as a
students reflect on their perception of the concept or topic and identify how their ideas may work of art, a historical piece, a school supply, etc.
have changed over time. Have students observe an object and complete the following statements:
Have students complete the following sentences: • I see…
• I used to think that… • I think…
• But now I think that… • I wonder…
Then ask students to explain their answers.
2c. Think, pair up and share
This strategy helps students express their thoughts about a concept or topic and compare 2g. Compass Points
their points of view with a classmate’s. This strategy can be helpful when students have to plan a specific project. Draw a compass
Pose a question to the students and give them a few minutes to think about a topic. Then at the center of the board with N, E, S and W in the correct positions.
encourage them to find a classmate to form a pair with and share their thoughts. Then have students answer the following statements and questions and write their answers
next to the corresponding compass point.
2d. Circle of Viewpoints • E = Excited. What excites you about this idea or proposition? What’s the upside of it?
This strategy helps students get in contact with and explore different points of view about a • W = Worrisome. What do you find worrisome about this idea or proposition? What is the
concept or topic, increasing their comprehension of it. downside of it?
With the whole class, brainstorm a list of different perspectives on a topic. Lead the • N = Need to Know. What else do you need to know or find out about this idea or
discussion and encourage students to think about the following questions: proposition? What additional information would help you evaluate things?
• How does it look from different points in space and in time? • S = Stance or Suggestion for Moving Forward. What is your current stance or opinion on
• Who (and what) is affected by it? the idea or proposition? How might you move forward in your evaluation of this idea or
• Who is involved? proposition?
• Who might care?
Then have students work on completing one of the following statements:
• I am thinking of… (the topic) from the point of view of… (the viewpoint you have chosen).
• I think… (describe the topic from your point of view).
A question I have from this viewpoint is… (ask a question from this viewpoint).
To end this activity, ask students what new ideas they have about the topic that they did not
have before.
 Differentiation Strategies
3. Role-playing
Role-playing activities allow students to reinforce language structures and vocabulary. In this kind of activity, they write a dialogue
and act it out for their classmates. Before they write their dialogues in groups, provide them with the necessary vocabulary and
language structures and functions. When appropriate, teach some movements and gestures related to the topic. This way,
students will gain confidence for acting out their dialogues.

BEGINNER STUDENTS INTERMEDIATE STUDENTS ADVANCED STUDENTS

Students create their dialogues according to their Monitor to see if students need help with language Give students the topic of the conversation that they
English level. They can use a computer, a mobile structures or functions. The dialogues should have a need to act out. The dialogues they create should
device or a print dictionary to look up words and storyline with a beginning, middle and end. Students reflect critical thinking on the main issues that have
phrases. They perform their dialogues for the class. perform their dialogues for the class. been discussed about the topic. Students perform their
dialogues for the class.

4. Vocabulary Activities
These activities are designed to help students develop a sufficiently wide range of vocabulary and can be adapted according to
the differentiation suggestions that follow.

4a. Connecting Words to Personal Experience

Students will remember new vocabulary words more easily if they connect those words to personal experiences.

BEGINNER STUDENTS INTERMEDIATE STUDENTS ADVANCED STUDENTS

Once students have understood the meaning of the Once students have understood the meaning of the Once students have understood the meaning of the
words, help them associate those terms with a personal words, explain that they should associate them with a words, they should associate them with a personal
experience by giving some examples in short personal experience. They should then tell a classmate, experience. They should then tell a classmate what they
sentences. They should then use words or short in approximately eight sentences, what they associate associate each word with in a three-minute speech that
sentences to tell a classmate what they associate each each word with. demonstrates cohesion, narrative sequence,
word with. appropriate transitions and creativity.
 Differentiation Strategies
4b. Sorting and Categorizing Words
Sorting and categorizing help students reinforce acquisition and retention of new vocabulary.

BEGINNER STUDENTS INTERMEDIATE STUDENTS ADVANCED STUDENTS

Once students have understood the meaning of the words, Once students have understood the meaning of the words, Have students sort and categorize the words according to
show them how to sort and categorize them according to they should sort and categorize them according to appropriate criteria: topic, specific features, function, etc.
appropriate criteria: topic, specific features, function, etc. appropriate criteria: topic, specific features, function, etc. Then organize students into pairs and ask them to explain to
They should then sort and categorize the words by Then organize students into pairs and ask them to explain to each other why they sorted and categorized the words that
themselves and organize them in a mind map. each other the way they sorted and categorized the words. way. Students should also include in their explanation an
example sentence with each word.

4c. Pictorial Representations

Drawing the meaning of the vocabulary words or a symbol representing them helps students memorize them. Each word can be drawn
individually, but it is more effective to draw as many words related to a specific context as possible.

BEGINNER STUDENTS INTERMEDIATE STUDENTS ADVANCED STUDENTS

Once students have understood the meaning of the words, Once students have understood the meaning of the words, Once students have understood the meaning of the words,
tell them to draw what those words represent. Then organize tell them to draw what those words represent in a context; it tell them to draw what those words represent in a graphic
them into pairs and ask them to explain their drawings to may be a scene per word or words. Then organize them into story. Then organize them into pairs and ask them to tell
their classmate. pairs and ask them to explain their scenes to their classmate their story to their classmate using the words in full
using their drawings as a starting point. sentences.

5. Text Theater
This strategy consists of turning a reading or a writing activity into a dramatic presentation. Assign to students roles from the text they are
reading or writing. The focus of the activity should not be on memorizing the text, but on interpreting and performing the text expressively,
using appropriate intonation and gestures. According to students’ needs, decide whether the performance should take place in the groups or
as a presentation for the whole class. Adapt the learning environment accordingly by moving furniture, using props, building a background
for the presentations, etc.

BEGINNER STUDENTS INTERMEDIATE STUDENTS ADVANCED STUDENTS

Students work in groups to practice reading the passages Students work in groups to practice reading their passages, Students work in groups to practice reading their passages,
they are assigned. Ask them to practice pronunciation and with clear pronunciation and appropriate gestures. Ask them with clear pronunciation and appropriate gestures. Ask them
the gestures they are going to use. to give each other feedback on their performance during their to give each other feedback on their performance during their
practice. practice. Encourage them to try to act out some parts without
reading the passage.
 Differentiation Strategies
6. Reading Buddies
This strategy consists of pairing up students to do a reading activity. They should read the text with a specific purpose in mind and they
should also have an opportunity to discuss what they have read. When pairing up reading buddies, choose students with different or similar
proficiency levels, depending on what is most appropriate for the learning situation. Students with varying word recognition, word analysis
and comprehension skills can help each other in order to be more successful.

BEGINNER STUDENTS INTERMEDIATE STUDENTS ADVANCED STUDENTS

Students might have difficulty reading the texts. Ask them to Students work in pairs to read the text. Ask them to discuss it Students work in pairs to read the text. Ask them to discuss it
work with their buddies to summarize the main points of each with their reading buddies. Then instruct them to do the with their reading buddies. Encourage them to paraphrase
part of the text. Then encourage them to discuss the text and activities in the Student’s Book. the main points of the text and write them down. Then
allow them to use, during the discussion, other languages instruct them to do the activities in the Student’s Book.
they may know. Finally, instruct them to do the activities in
the Student’s Book.

7. Writing Buddies
This strategy consists of pairing up students to do a writing activity. They should write a text with a specific purpose in mind and they should
also have an opportunity to discuss what they have written. When pairing up writing buddies, choose students with different or similar
proficiency levels, depending on what is most appropriate for the learning situation. When necessary, provide them with the necessary
vocabulary and language structures and functions.

BEGINNER STUDENTS INTERMEDIATE STUDENTS ADVANCED STUDENTS

Students who are beginning to study with a bilingual Pair students with beginner or advanced students. Ask Pair students with beginner or intermediate students. Ask
education program might have difficulty writing. Pair them intermediate students to contribute with ideas and to help advanced students to help plan and shape the writing task.
with intermediate or advanced students. Ask beginner formulate the sentences to create the text. Have them Have them complete the writing task together. Make sure all
students to share their ideas for the text with the most complete the writing task together. Make sure all students students participate equally. Finally, encourage them to
experienced buddies, even if they need to use a different participate equally. Finally, encourage them to share their share their writing with the class.
language they may know. Have them complete the writing writing with the class.
task together. Make sure all students participate equally.
Finally, encourage them to share their writing with the class.
 Differentiation Strategies
8. Graphic Organizers
Graphic organizers help students make sense of related concepts and ideas. They can be used to organize students’ thoughts after reading
a text and also to structure writing activities and other projects.

BEGINNER STUDENTS INTERMEDIATE STUDENTS ADVANCED STUDENTS

Students fill in the graphic organizers with drawings Students fill in the graphic organizers with the key words or Students fill in the graphic organizers with the key words or
representing the key words or key concepts they are working key concepts they are working with. Encourage them to key concepts they are working with. Encourage them to
with. Encourage them to explain their drawings to a explain those words and concepts to a classmate or to the explain those words and concepts to a classmate or to the
classmate or to the whole class. whole class using short sentences. whole class using complete sentences.

9. Exit Cards
This strategy can be used at the end of the class. It consists of asking students what the main thing they learned in that day was and
whether they have any questions about it. Prepare pieces of paper with appropriate prompts or questions, such as List two things you
learned today, What questions do you have about today’s lesson?, What would you like to review tomorrow?, etc. Ask students to write their
answers at the end of the class. Use these answers as a guide to prepare a review for the next class of the topics that students did not
understand or had some difficulty with.

BEGINNER STUDENTS INTERMEDIATE STUDENTS ADVANCED STUDENTS

Students fill in the exit card by drawing, using key words Students fill in the exit card with short, complete sentences. Students fill in the exit card with complete sentences.
and/or writing sentences. If necessary, allow them to express
themselves in any other language they may know.

References

• FIELD, Rebecca Freeman. “WIDA Focus on Differentiation (Parts 1 and 2).” Wisconsin Center for Education Research, University of Wisconsin-Madison, 2012.
• TOMLINSON, Carol Ann. “Differentiation of Instruction in the Elementary Grades.” ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education, 2000.