Priority Learners Semester 1 2016 Spanish Year 9

Below are:

  1. A link to my priority learner list of students with comments.
  2. A copy of the kamar markbook results for this class Term 2.
  3. A reflection on these students, the term’s course objectives and success criteria.

Priority Learner list:

https://drive.google.com/a/orewa.ac.nz/file/d/0B0KatXZGdMibcXNZLWhLM3FuNmc/view?usp=sharing

Markbook:

https://drive.google.com/a/orewa.ac.nz/file/d/0B0KatXZGdMibcWUxS2hUMU9yVTA/view?usp=sharing

Strategies decided on:

Making a list of priority learners and using it regularly in class

Spending more time with them in class

Spend time on question and answers in class and include the priority learners to draw them out

Actively motivate, inspire students

Formative and instant feedback in class.

In practice:

These strategies did not always work. Students who are not motivated will not participate, even if encouraged actively.

The better students get ignored. Learned ‘failure’ in some students. Lack of engagement is difficult to change.

Update: October 2016

I have found this paper about differentiation in the EFL classroom, and can apply some ideas to my year 9 Spanish classroom, and in particular to students who are priority learners, or who need extra help learning Spanish (not the same list!).

https://www.sedl.org/loteced/communique/n06.pdf

I note that with the current buzz phrase being ‘learner agency’ that differentiation in the classroom becomes even more relevant. If you are a priority learner, and are trying to make sense of instructions and a new language, how do you learn, make decisions about what or how to learn.

This article refers to Gardners multiple intelligences, and Bloom’s Taxonomy – which is the core of AKO Orewa learning and teaching at Orewa College.

The tic tac toe menu in figure 2 is really interesting, and links to my developing ideas about Workstations (see the post on this wordpress). I am wondering how these three points fit together – learner agency, workstations and priority learners. This will contribute to my ongoing TAI for my Spanish year 9 learners, but also for the priority learners in my English classes.

Quoting from the conclusion in this article: “Differentiation puts students at the centre of teaching and learning.”

To be continued …..

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