Approaches to differentiated teaching and learning - Excellence ...

Skills for Life Quality Initiative 

ESOL 4.11: Current issues in teaching ESOL 

in post-16 education and training 

Session 4: Approaches to differentiated teaching and learning 

Session plan and resources


Session 4: Approaches to differentiated teaching and 

learning 

Aim 

For participants to: 

 

consider differentiation in teaching ESOL. 

Objectives 

By the end of the session, participants will have: 

 

 

explored effective strategies for differentiation in the ESOL classroom 

identified a range of factors that affect planning for differentiated learning. 

Time Content Resources 

No. Style Title 

Pre-sessions tasks 

3.6.1 

Activity 

Follow-up task to 

Session 3 and presession 

task for 

Session 4 

5 

(5) 

Introduction 

Briefly review the main 

points of Session 3. 

Introduce the session aim 

and learning objectives. 

4.1.1 

4.1.2 

OHT 

OHT 

Session 4: Aim 

Session 4: Learning 

objectives 

10 

Planning lessons 

Purpose: to share 

knowledge of what makes 

a good lesson plan. 

Ask participants, working 

in pairs or groups of three, 

to look at the plans they 

have brought in (or 

distribute sample plans). 

Participants make two lists 

on the grid supplied as 

4.2.1 

Activity 

Lesson planning 

Sample lesson plans 

(in case participants 

forget to bring 

examples) 

ESOL 4.11: Current issues in teaching ESOL in post-16 education and training / 


1


Activity sheet 4.2.1 – 

essential element and 

desirable elements of a 

good lesson plan. 

(15) 

20 

Take brief feedback. 

Why differentiate? 

Purpose: to consider a 

wide range of learners in 

ESOL classes. 

Ask participants to work in 

groups. Ensure that at 

least one person in each 

group is willing and able 

to produce a drawing. 

4.3.1 Activity Why differentiate? 

Flipchart sheets 

Coloured pens 

Reusable adhesive 

Ask each group to draw on 

a flipchart sheet the 

learners in their classes (in 

any way they want – it 

can be as a drawing or 

diagram). Their drawing 

should show the need for 

differentiation. 

Each group attaches their 

drawing to the wall and 

walks around to look at 

the other displays. 

Take feedback, covering 

points raised by particular 

drawings. 

(35) 

1.00 

List all the differences 

between learners that 

entail differentiated 

teaching and learning 

approaches. 

What is differentiation? 

Purpose: to draw on 

participants' existing 

experience of 

differentiation strategies. 



2


Activity 4.4.1 is based 

around watching a video 

sequence. Give out the 

activity sheet, and before 

showing the video, take 

participants’ comments on 

strategies they know for 

responding to similarities 

and differences among 

learners in an ESOL class. 

4.4.1 

Activity 

Differentiated 

teaching and 

learning approaches 

Participants should list 

these strategies on the 

first part of the activity 

sheet. 

Differentiation video 

Purpose: video observation 

to see one teacher's 

approach to 


4.4.2 

Trainer 

notes 

Video: 

‘Differentiation in 

ESOL teaching’. 

London Language 

and Literacy Unit 

Video player 

Introduce the video. Ask 

participants, while 

watching, to note whether 

any approaches they 

identified in the first part 

of the activity are used in 

the video sequence. They 

should tick any strategies 

listed on their activity 

sheet that they see used 

in the video. 

Also ask participants to 

take note of any strategies 

used in the video that do 

not appear on their list. 

Feedback on the video 

on ways of 

differentiating 

Purpose: to sum up lessons 

learned from the video 

observation and 

participants’ own 

experience. 



3


Participants complete the 

last part of Activity 4.4.1 

with a partner, considering 

strategies they saw and 

how effective they were 

for learners. 

Ask pairs to form groups 

to compare findings and 

discuss issues raised by 

the video. 

Take feedback onto a 

flipchart or electronic 

whiteboard; list all the 

strategies participants saw 

and add any they use that 

were not shown. 

(1.35) 

15 

Refer to Trainer notes 4.4.2 

if necessary for a list of 

strategies used in the 

video. 

Factors affecting 

planning 

Purpose: to demonstrate 

that differentiation is not 

just about classroom 

management. 

Refer briefly to the factors 

affecting differentiation on 

Trainer notes 4.5.1. 

4.5.1 Trainer Factors affecting 

notes differentiation 


groups and consider what 

the teacher needed to do 

in order to produce the 

differentiated lesson shown 

in the video sequence. 

Take brief feedback. 

Highlight how 

differentiation affects all 

stages of planning and 



4


(1.50) 

teaching, drawing on 

Trainer notes 4.5.2 to elicit 

ideas and discussion. 

4.5.2 

Trainer 

notes 

Planning a 

differentiated lesson 

30 

Planning a differentiated 

lesson 

Purpose: to provide 

practice in incorporating 

differentiation in planning. 


pairs or groups of three for 

Activity 4.6.1. 

4.6.1 

Trainer 

material/ 

Activity 

Planning a 

differentiated 

activity 

Ask pairs or groups to 

select one or two units 

from the learning 

materials provided. (They 

can choose which level 

they want to work on.) 

Selection of units 

from learning 

materials 

Now ask each pair or 

group to choose one or 

two differentiation cards 

(Trainer material for 

Activity 4.6.1). 

(2.20) 

Participants plan 

differentiation into the 

lesson, bearing in mind 

their different learners. 

10 

Review and evaluation 

Refer participants to the 

follow-up reading (Activity 

4.7.1). Go through Activity 

4.7.2: Pre-session tasks for 

Session 5. 

4.7.1 

4.7.2 

Activity 

Activity 

Follow-up readng to 

Session 4 

Pre-session tasks for 

Session 5 

Revisit the session aim 

and learning objectives. 

4.7.3 

Activity 

Quiz 

(2.30) 

Ask participants to 

complete their 

professional development 

journal (PDJ) sheet and 

evaluation form. 

PDJ sheet 

Evaluation form 



5


Session 4: Aim 

For participants to: 

consider differentiation in teaching ESOL. 

ESOL 4.11: Current issues in teaching ESOL in post-16 education and training / Session 4: Approaches to differentiated teaching and learning 

resource no. 

4.1.1 

OHT 

6


Session 4: Learning objectives 

By the end of the session, participants will have: 

explored effective strategies for differentiation in 

the ESOL classroom 

identified a range of factors that affect planning for 

differentiated learning. 

ESOL 4.11: Current issues in teaching ESOL in post-16 education and training / Session 4: Approaches to differentiated teaching and learning 

resource no. 

4.1.2 

OHT 

7


resource no. 

4.2.1 

Activity 

Lesson planning 

Work in pairs or groups of three. Compare the lesson plans you have 

brought with you. 

Complete the following grid by listing separately essential and desirable 

elements of a good lesson plan. 

Essential elements 

Desirable elements 



8


resource no. 

4.3.1 

Activity 

Why differentiate? 

Work in groups. 

Draw the learners in one of your classes in any way you want to – it can 

be as a diagram or as a drawing. Your drawing should show the need for 


Attach your drawing to the wall. 

Look at other groups’ displayed work. 



9


resource no. 

4.4.1 

Activity 

Differentiated teaching and learning 

approaches 

Before watching the video, list any strategies you know for responding to 

similarities and differences among learners in an ESOL class. 

1. 

2. 

3. 

4. 

5. 

While you watch the video, tick any strategies you have listed above that 

you see the teacher use. 

After watching the video, compare notes with a partner. 

1. Add any other strategies you saw. 

2. How effective for the learners were the strategies you saw? 



10


resource no. 

4.4.2 

Trainer notes 

Video: ‘Differentiation in 

ESOL teaching’ 

This video is taken from: Planning Learning and Recording Progress and Achievement: a 

Guide for Practitioners. 

This guide is available free from DfES publications: dfes@prolog.uk.com. 

Fax: 0845 6033360. You may order up to five copies per organisation. 

The outcomes from this project include the following. 

1. A video entitled ‘Differentiation in ESOL teaching’ This video was produced by the 

London Language and Literacy Unit. It is designed to be used in initial and inservice 

training and provides excellent examples of differentiation in two very 

different classes. It comes with notes, which include ideas for use of the video, 

copies of the session plans for each class and copies of the materials used. The 

video is available from DfES publications. Please quote reference PLRA V1. 

2. Ideas for in-service training on topics relating to planning learning and recording 

progress and achievement. These resources can be downloaded from the 

‘readwriteplus’ website: www.dfes.gov.uk/readwriteplus. They are in Microsoft 

Word format to make it easier to customise them to local requirements. 

3. A report of a research project on the use of individual learning plans (ILPs) in 

ESOL. This report summarises the findings of a project undertaken in summer 

2003 which investigated the ways in which a wide range of ESOL providers were 

using ILPs and the issues and questions their use raised. 

4. A report of a research project undertaken by South Tyneside College on the use of 

ILPs with learners with little or no English. 

For more information contact Halim Abdul: Halim.Abdul@dfes.gsi.gov.uk 

continued… 



11


resource no. 

4.4.2 

Trainer notes 

Video: ‘Differentiation in ESOL 

teaching’ continued 

Using the video ‘Differentiation in ESOL teaching’ for Activity 4.4.1 

Strategies used by the teacher on the video include: 

 

grouping learners, for example according to level of English, interest, or experience 

 

open-ended activities allowing learners to contribute what they can 

 

making use of learners’ other languages 

 

pair work (considering who and why learners are put together) 

 

activities catering for learners with different learning styles 

 

changing classroom layout according to the specific needs of particular groups 

 

the teacher working with groups who need more support 

 

encouraging individuals to contribute ideas 

 

simplifying materials for some learners 

 

using the same material in different ways, setting different tasks 

 

giving out extra handouts 

 

monitoring learners. 



12


resource no. 

4.5.1 

Trainer notes 

Factors affecting differentiation 

These include: 

 

educational background 

 

first language 

 

life goals, for example getting a job 

 

educational aims, for example doing a vocational course 

 

time spent in the UK 

 

literacy level in first language 

 

spoken and literacy level in English 

 

cultural background 

 

preferred learning style 

 

interests 

 

age 

 

physical factors 

 

dyslexia 

 

physical disability 

 

status, for example as an asylum seeker or refugee 

 

occupation and work experience 

 

family and children 

 

personality 

 

confidence. 



13


resource no. 

4.5.2 

Trainer notes 

Planning a differentiated lesson 

Stress that differentiation needs to be taken into account at all stages of the teaching 

and learning process. 

1. Elicit and discuss general issues: 

assess learners, include outcomes of assessment into the scheme of work, plan 

differentiated activities and materials, think about the management of the 

learning. 

2. Suggested stages of lesson planning: 

draw up group profile ➔ 

initial assessment 

➔ ➔ ➔ ➔ ➔ 

diagnostic assessment 

identifying individual learning styles 

ILP 

scheme of work 

lesson plan: activities, materials, 

classroom management and so on 

3. Emphasise the importance for teachers to know their groups well (both as a 

group and the individuals within it). 



14


resource no. 

4.6.1 

Trainer material for Activity 

Planning a differentiated activity 

Copy the following onto card and cut out. You will need enough cards for each pair or 

group of three participants to choose two cards. 

a learner with dyslexia 

a group of learners with very low literacy 

levels 

a group of learners who like to work in a 

very visual way 

a learner with hearing impairment 

a group of young learners who have not had 

much schooling and who are easily bored 

an anxious learner who has suffered trauma 

and is easily upset 



15


resource no. 

4.6.1 

Activity 

Planning a differentiated activity 

 

 

 

 

Work in pairs or groups of three. 

Choose a level to work with. 

Take one unit of the learning materials. 

Take one or two differentiation cards. 

What would you do differently to ensure that the learner or group of 

learners described below are included in the learning? Say what the 

whole group will be doing and what this learner (or group of learners) 

will be doing: 

 

 

 

 

 

 

a learner with dyslexia 

a group of learners with very low literacy levels 

a group of learners who like to work in a very visual way 

a learner with hearing impairment 

a group of young learners who have not had much schooling and who 

are easily bored 

an anxious learner who has suffered trauma and is easily upset. 



16


resource no. 

4.7.1 

Activity 

Follow-up reading for Session 4 

Read: 

Neville, P. (2003) ‘Deaf ESOL students’, in Language Issues. Vol. 15 

No.1.Spring. 

Perry, D. (2003) ‘Differentiation – policy and practice’, in Language Issues. 

Vol. 15. No.1. Spring. 



17


resource no. 

4.7.2 

Activity 

Pre-session tasks for Session 5 

Task 1 

Either: 

go to the website 

http://www.sflqi.org.uk/pdtraining/core_curriculum_choice.htm – the 

‘Core curriculum on-line elements’. Work through sections 1 and 2 of the 

ESOL elements 

or: 

using your copy of the Adult ESOL Core Curriculum, work through the 

quiz provided as Activity 4.7.3. 

Task 2 

Prepare a group profile of a class that you teach, giving details of age, 

country of origin, languages spoken, occupation, and brief background 

details. The completed profile will need to go into your teaching folder. 



18


resource no. 

4.7.3 

Activity 

Quiz 

Getting to know the Adult ESOL Core Curriculum 

Questions 

Answers 

1. Where are the ‘National 

standards’ on each double 

page – the left or the right? 

2. What information does the 

diagram of sample pages on 

p.7 give you? 

3. Which pages contain the 

table of ‘key grammatical 

structures at each level’? 

4. Where can you find the 

phonemic alphabet? 

5. What are the ‘level 

descriptors’? 

continued… 



19


resource no. 

4.7.3 

Activity 

Quiz continued 

Questions 

Answers 

6. What is on the fold-out 

sheet at the end of each 

level? 

7. Where is the glossary? 

8. What is on p.170? 

9. What is the relationship 

between the ‘level 

descriptors’ and the 

‘component skills, knowledge 

and understanding’? 

10. Where is the explanation of 

the referencing system 

(for example, Sc/L1.2a)? 

continued… 



20


resource no. 

4.7.3 

Activity 

Quiz continued 

Questions 

Answers 

11. How many level descriptors 

are there in Entry 1, Reading 

(An adult will be expected 

to:)? 

12. Where can you find ‘an 

example of an integrated 

activity’ at Entry 3? 



21

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