本文系鲍老师2013年夏天在广州ACAMIS中文研讨会上的分享，和大家一起讨论国际学校汉语教学：分层教学之换个角度分享。内容下载
目标
•明白分层教学那点事
•换个角度（从学的角度）来看分层教学
•分享分层教学的成功经验和失败教训
•课文单元分层教学方案设计和分享成果
•我们已经知道的东西
•什么是分层教学
•为什么需要分层教学
•分层教学的好处和坏处
•我们在做分层教学的时候需要注意什么
•与大家分享的与分层教学有关的东西
•Once upon a time in the olden days, the teacher stood out front and taught the whole class the same material in the same way. Everyone was expected to do the same tasks, some passed and some failed and were labelled ever after. The focus was on teaching, not on learning. One size was supposed to fit all and if you learned in a different way, too bad for you.
•Time passed and it turned out that everyone didn’t learn in the same way after all. The teacher realised that learners have different needs, interests and abilities. Differentiated instruction was invented. The teacher prepared different tasks for each group in her class and preparation now took a whole lot longer. The needs of the learner were being better catered for, but the teacher was up all night.
•She needed to think about differentiation in a different way.
•10 ways to differentiate learning…
1. Let go.重点放在学上面， 不是教。
放
开
手！
•Give the students (at least some) ownership of their learning.
•Don’t always be the boss of the class, be part of the community of learners.
•Don’t make all the decisions.
•Allow choice.
•Encourage students to think about how they learn best.
•Have students decide how to demonstrate their learning.
2. Change your expectations.改变你的期望值
•One size does not fit all.
• Not everyone fits the traditional mould of school, but that doesn’t mean they can’t learn.
•You might need to change what you do.
•Remember you teach people, not subjects.
3. Change the sequence.改变一下顺序
•Learners don’t need total mastery of all the skills before they can apply them.
•Provide meaningful, authentic learning opportunities for everyone.
• Turn Bloom’s taxonomy on its head. All students can solve real problems and write for a real audience.
4. Use technology creatively.利用高科技
•Blogging, film making, global interactions, social media, photography, gaming (and much more!) …all provide naturally differentiated opportunities for learners with varied levels of ability, different interests and special talents.
5. Care about what matters to them.关心对学生来说重要的事
•Encourage learners to follow their interests.
• Know their story.
•Make their learning relevant.
• Connect with their passions… or help them to discover what they might be.
6. Assess for learning.学习评估需要记住
•It’s not about a test at the end.
•Record student thinking and track development over time.
•Create meaningful assessment tasks that allow transfer of learning to other contexts.
• Think ofeverything as an assessment.
•Every piece of work, every blog post, every interaction, every conversation can tell us where a learner is at and where they need to go.
7. Embrace inquiry as a stance.以学生自己问问题开始
•Create a culture of thinking, questioning, wondering and exploring.
• Start your questions with ‘What do you think?’ so that all responses are acceptable.
•Find ways to provoke learners’ curiosity and a desire to find out for themselves.
8. Don’t be the only teacher.不要做唯一的老师
•Students can learn from their peers, other teachers, parents, their on-line contacts, the world.
•Help them build their own personal learning network with and from whom they can learn.
9. Focus on learning, not work.集中在学上面， 不是功课
•Make sure you and your students know the reason for every learning experience.
•Don’t give ‘busy work’.
•Don’t start by planning activities, start with the ‘why‘ and then develop learning experiences which will support independent learning.
10. Encourage goal setting and reflection.鼓励建立目标和自我反思
•Help students to define goals for their learning.
•Provide opportunities for ongoing self-evaluation and reflection.
•Provide constructive, specific feedback.
•Student blogs are great tools for reflecting on learning and responding to their peers.
我们 中文教学中应该怎么办？
•讨论
•我们应该：
•一个分层教学的案例
•作为一个老师， 我们最起码应该知道在做分层教学的时候， 可以从下面三个方面进行：
•教学任务（task）
•教学结果（outcome）
•教学支持（support）
•回答问题
•你问， 我们大家回答
•分享，我们自己动手
•俩个人一组， 找一个轻松学汉语里的单元， 写出怎么用分层教学来教
•评估和反思
•评估
•反思