Maria Eisenmann
Teaching English: Differentiation and Individualisation (eBook, PDF)
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Maria Eisenmann
Teaching English: Differentiation and Individualisation (eBook, PDF)
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Heterogenität im Klassenzimmer ist Alltag und eine Herausforderung. Auch Englischlehrkräfte sind aufgefordert, dies mit speziell zugeschnittenen Lernarrangements zu berücksichtigen. Maria Eisenmann führt daher nicht nur in die Theorien von Heterogenität, Differenzierung und Inklusion ein, sondern stellt individualisierende Methoden und Lernstrategien für die Praxis des Unterrichts vor.
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Heterogenität im Klassenzimmer ist Alltag und eine Herausforderung. Auch Englischlehrkräfte sind aufgefordert, dies mit speziell zugeschnittenen Lernarrangements zu berücksichtigen. Maria Eisenmann führt daher nicht nur in die Theorien von Heterogenität, Differenzierung und Inklusion ein, sondern stellt individualisierende Methoden und Lernstrategien für die Praxis des Unterrichts vor.
Produktdetails
- Produktdetails
- Verlag: UTB GmbH
- Seitenzahl: 245
- Erscheinungstermin: 13. Mai 2019
- Englisch
- ISBN-13: 9783838551098
- Artikelnr.: 71186948
- Verlag: UTB GmbH
- Seitenzahl: 245
- Erscheinungstermin: 13. Mai 2019
- Englisch
- ISBN-13: 9783838551098
- Artikelnr.: 71186948
Introduction 1 STATUS QUO 1.1 The Development of Educational Standards in EFL Teaching20 1.2 A Critical View on Competencies in Language Learning and Teaching25 2 HETEROGENEITY IN THE EFL CLASSROOM 2.1 The Myth of the Homogeneous Learner Group28 2.2 Heterogeneity and Diversity as a Chance for EFL Teaching29 2.3 Educational Standards Versus Individualised Instruction?30 3 LEARNER TYPES AND LEARNING STRATEGIES 3.1 Interindividual and Intraindividual Differences36 3.2 Theoretical Concepts of Individual Learner Differences37 3.2.1 The Learner Types According to Skehan and Ellis37 3.2.2 The Learner Types According to Vester38 3.2.3 The Learner Types According to Nunan40 3.2.4 Gardner’s Theory of Multiple Intelligences41 3.3 Students’ Diversity44 3.4 Diagnoses47 3.5 Bloom’s Taxonomy48 3.6 Learning Styles and Learning Strategies50 4 DIFFERENTIATION AND INDIVIDUALISATION – A DEFINITION 4.1 External and Internal Differentiation56 4.2 Individualisation and Adaptive Teaching58 4.3 Possible Fields of Differentiation61 4.4 Challenges and Pitfalls63 4.5 Key Principles of Differentiated EFL Teaching65 67 4.5.1 Variety of Methods 4.5.2 Holistic Approach68 4.5.3 Open Forms of Teaching and Learning69 4.5.4 Cooperative Learning70 4.5.5 Variety of Materials and Media71 5 METHODS OF DIFFERENTIATION AND INDIVIDUALISATION 5.1 General Differentiating Teaching Concepts and Principles74 5.1.1 Independent Study74 5.1.2 Weekly Plan76 5.1.3 Learning at Workstations77 5.1.4 Project-based Language Learning80 5.1.5 Task-based Language Learning82 5.1.6 Extensive Reading87 5.1.7 Keeping a Reading Log88 5.2 Further Cooperative Individualising Teaching and Learning Scenarios91 5.2.1 Learning Through Teaching91 5.2.2 Think-Pair-Share92 5.2.3 Jigsaw Puzzle94 5.2.4 Bus Stop96 5.2.5 Placemat97 5.2.6 Gallery Walk97 5.2.7 Four Corners99 5.2.8 Numbered Heads Together101 5.2.9 Reciprocal Teaching102 5.2.10 Reading Circles103 5.3 Requirements for Successful Cooperative Learning105 5.3.1 Learners’ Willingness106 5.3.2 Group Formation106 5.3.3 Task Design107 5.4 Games for Differentiation and Individualisation108 5.4.1 Benefits of Playing Games in the EFL Classroom108 5.4.2 Games as a Differentiating Concept for EFL Teaching109 5.4.3 Types of Games110 6 DIFFERENTIATION AND INDIVIDUALISATION THROUGH DIGITAL MEDIA 6.1 E-learning and Blended Learning114 6.2 Web 1.0, 2.0, 3.0 – Timeline and Definition115 6.3 How Web 2.0 Tools Foster Individualised Instruction116 6.4 Examples of Practice119 6.4.1 Digital Media for Communication119 6.4.2 Webquest121 6.4.3 Wiki123 6.4.4 Podcasts and Vodcasts124 6.4.5 Weblog/Videoblog127 6.4.6 Social Media130 6.4.7 Edu-Apps and Mobile Learning133 6.4.8 Gamification136 6.4.9 Virtual Reality139 6.4.10 Augmented Reality141 7 DIFFERENTIATING FORMS OF ASSESSMENT AND EVALUATION 7.1 Language Assessment Literacy144 7.2 Testing, Assessment, Evaluation146 7.3 Washback146 7.4 Quality Criteria of Assessment147 7.5 Purposes of Assessment149 7.6 Diagnostic Assessment149 7.7 Alternative Assessment150 7.8 One Tool Does Not Fit all – Differentiated Assessment Strategies152 7.8.1 Creating a Portfolio Assignment152 7.8.2 E-portfolio Assignment162 7.8.3 Learning Contracts163 7.8.4 Self and Peer Assessment166 7.8.5 Learning Process Observation169 7.8.6 Feedback on Oral Production171 7.8.7 Digital Assessment175 8 STUDENT AND TEACHER ROLES IN A DIFFERENTIATED EFL CLASSROOM 8.1 Redefined Roles for Students and Teachers180 8.2 Teacher as a Reflective Practitioner and Action Researcher184 8.3 The Flipped Classroom187 9 AUTONOMOUS LANGUAGE LEARNING AS AN OPPORTUNITY FOR DIFFERENTIATION AND INDIVIDUALISATION 9.1 The Concept of Learner Autonomy194 9.2 Individualisation and Learner Autonomy197 9.3 Effectiveness of Autonomous Learning197 9.4 A Model for Developing Learner Autonomy198 10 FUTURE PERSPECTIVES: THE CHALLENGE OF INCLUSIVE EDUCATION 10.1 The UN-Convention on the Rights of Persons with Disabilities204 10.2 From Exclusion to Inclusion206 10.2.1 Exclusion206 10.2.2 Segregation207 10.2.3 Integration208 10.2.4 Inclusion208 10.3 Index of Inclusion209 10.4 The Implementation of Inclusion in the EFL Classroom210 10.5 Benefits and Drawbacks of Inclusive Education in EFL Teaching212 Suggested Answers for the Tasks217 Bibliography229 Index241
Introduction 1 STATUS QUO 1.1 The Development of Educational Standards in EFL Teaching20 1.2 A Critical View on Competencies in Language Learning and Teaching25 2 HETEROGENEITY IN THE EFL CLASSROOM 2.1 The Myth of the Homogeneous Learner Group28 2.2 Heterogeneity and Diversity as a Chance for EFL Teaching29 2.3 Educational Standards Versus Individualised Instruction?30 3 LEARNER TYPES AND LEARNING STRATEGIES 3.1 Interindividual and Intraindividual Differences36 3.2 Theoretical Concepts of Individual Learner Differences37 3.2.1 The Learner Types According to Skehan and Ellis37 3.2.2 The Learner Types According to Vester38 3.2.3 The Learner Types According to Nunan40 3.2.4 Gardner’s Theory of Multiple Intelligences41 3.3 Students’ Diversity44 3.4 Diagnoses47 3.5 Bloom’s Taxonomy48 3.6 Learning Styles and Learning Strategies50 4 DIFFERENTIATION AND INDIVIDUALISATION – A DEFINITION 4.1 External and Internal Differentiation56 4.2 Individualisation and Adaptive Teaching58 4.3 Possible Fields of Differentiation61 4.4 Challenges and Pitfalls63 4.5 Key Principles of Differentiated EFL Teaching65 67 4.5.1 Variety of Methods 4.5.2 Holistic Approach68 4.5.3 Open Forms of Teaching and Learning69 4.5.4 Cooperative Learning70 4.5.5 Variety of Materials and Media71 5 METHODS OF DIFFERENTIATION AND INDIVIDUALISATION 5.1 General Differentiating Teaching Concepts and Principles74 5.1.1 Independent Study74 5.1.2 Weekly Plan76 5.1.3 Learning at Workstations77 5.1.4 Project-based Language Learning80 5.1.5 Task-based Language Learning82 5.1.6 Extensive Reading87 5.1.7 Keeping a Reading Log88 5.2 Further Cooperative Individualising Teaching and Learning Scenarios91 5.2.1 Learning Through Teaching91 5.2.2 Think-Pair-Share92 5.2.3 Jigsaw Puzzle94 5.2.4 Bus Stop96 5.2.5 Placemat97 5.2.6 Gallery Walk97 5.2.7 Four Corners99 5.2.8 Numbered Heads Together101 5.2.9 Reciprocal Teaching102 5.2.10 Reading Circles103 5.3 Requirements for Successful Cooperative Learning105 5.3.1 Learners’ Willingness106 5.3.2 Group Formation106 5.3.3 Task Design107 5.4 Games for Differentiation and Individualisation108 5.4.1 Benefits of Playing Games in the EFL Classroom108 5.4.2 Games as a Differentiating Concept for EFL Teaching109 5.4.3 Types of Games110 6 DIFFERENTIATION AND INDIVIDUALISATION THROUGH DIGITAL MEDIA 6.1 E-learning and Blended Learning114 6.2 Web 1.0, 2.0, 3.0 – Timeline and Definition115 6.3 How Web 2.0 Tools Foster Individualised Instruction116 6.4 Examples of Practice119 6.4.1 Digital Media for Communication119 6.4.2 Webquest121 6.4.3 Wiki123 6.4.4 Podcasts and Vodcasts124 6.4.5 Weblog/Videoblog127 6.4.6 Social Media130 6.4.7 Edu-Apps and Mobile Learning133 6.4.8 Gamification136 6.4.9 Virtual Reality139 6.4.10 Augmented Reality141 7 DIFFERENTIATING FORMS OF ASSESSMENT AND EVALUATION 7.1 Language Assessment Literacy144 7.2 Testing, Assessment, Evaluation146 7.3 Washback146 7.4 Quality Criteria of Assessment147 7.5 Purposes of Assessment149 7.6 Diagnostic Assessment149 7.7 Alternative Assessment150 7.8 One Tool Does Not Fit all – Differentiated Assessment Strategies152 7.8.1 Creating a Portfolio Assignment152 7.8.2 E-portfolio Assignment162 7.8.3 Learning Contracts163 7.8.4 Self and Peer Assessment166 7.8.5 Learning Process Observation169 7.8.6 Feedback on Oral Production171 7.8.7 Digital Assessment175 8 STUDENT AND TEACHER ROLES IN A DIFFERENTIATED EFL CLASSROOM 8.1 Redefined Roles for Students and Teachers180 8.2 Teacher as a Reflective Practitioner and Action Researcher184 8.3 The Flipped Classroom187 9 AUTONOMOUS LANGUAGE LEARNING AS AN OPPORTUNITY FOR DIFFERENTIATION AND INDIVIDUALISATION 9.1 The Concept of Learner Autonomy194 9.2 Individualisation and Learner Autonomy197 9.3 Effectiveness of Autonomous Learning197 9.4 A Model for Developing Learner Autonomy198 10 FUTURE PERSPECTIVES: THE CHALLENGE OF INCLUSIVE EDUCATION 10.1 The UN-Convention on the Rights of Persons with Disabilities204 10.2 From Exclusion to Inclusion206 10.2.1 Exclusion206 10.2.2 Segregation207 10.2.3 Integration208 10.2.4 Inclusion208 10.3 Index of Inclusion209 10.4 The Implementation of Inclusion in the EFL Classroom210 10.5 Benefits and Drawbacks of Inclusive Education in EFL Teaching212 Suggested Answers for the Tasks217 Bibliography229 Index241