【英语教学专栏】二年级英语课堂的差异化教学：流动式小组活动教学 | Our grade 2 English Class

语言课程学术主任致家长们的一封信

A Letter from Language Acquisition Coordinator 

家长们好！

这一周的英语教学频道我们将聚焦于英语课堂中的其中一种差异化教学方法。差异化教学是一个广泛的话题，我们并不能仅仅通过一次简短的分享就涵盖其全部的意义，所以我们的目的是和大家分享一些老师们在英语课堂中使用的并以此来实现语言习得差异化教学的策略。在本周的分享中，我们的例子是来自于二年级Ms. McCoy的课堂，她在课堂中使用了一种名为 “流动式小组活动” 的教学方法。

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Hi Parents!  

This week on the bilingualism and language channel for our school we will focus on one of the methods that we use in our classrooms for differentiating the learning.  This is a vast topic and one that cannot be covered in 1 single post, the aim is to share some examples of strategies which our teachers are using to help differentiate the learning for language proficiency in the classrooms. In this post we will focus on an example from Grade 2 this week where Ms. McCoy was using what is called ‘station teaching’. 

流动式小组活动的教学方法并不是对整个班级进行整节课的教学，而是针对不同分组的孩子以小组的形式，选择一些使学生能够探索学习的任务进行分组教学。

这种教学方法有很多好处，其中包括：

• 较小的分组有助于管理学生行为预期。

• 和全班整体教学的方式相比，学生在小组活动教学中的输出要高得多，因为他们期望在小组中学习和交流（而不是让一个孩子代表全班学生的学习意图回答问题）。

• 更好的师生互动，因为流动式小组活动教学法使老师能够面对面地参与到学生的个体教学中，而不是“站在前面教”全体学生。

• 能够更清晰地评估和观察每个学生的学习程度，同时也能更明确每个学生的学习目标应该是什么。

• 通过支持小组和独立小组的形式使学生学习的所需技能多样化。

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Station teaching is the act of teaching a class not as a whole class for the whole lesson, but in smaller groups with a selection of tasks which explore student learning that is targeted at different groups of children.   

There are many benefits to this method of teaching some of which include: 

• Smaller groups help manage behavior expectations. 

• Student output is much higher as there is an expectation for learning to be going on in small groups (as opposed to just one child being called on to answer on behalf of the class learning intention).  

• Better teacher student interaction as it enables the teachers to get involved face to face with individuals, as opposed to ‘teaching from the front’ of the class. 

• Clearer assessment observations for where each student is, and also to clarify what each student’s target needs to be.

• Enables supported and independent groups to vary the skills students need to access the learning. 

二年级本周在英语课堂和主题学习课堂正使用了这种教学方法，学生们被分配了四个学习任务：

首先，课堂的开始是老师向全体学生解释本课的学习目标并逐一解释四个流动小组分别的学习任务和期望达成的学习成果。

在Ms. McCoy的课堂中，其中两个学习任务是由老师带领的的小组在老师的直接教导下直接完成的，其余两个任务是学生们在自己的小组中独立完成的。

两个由老师带领的学习任务包括在老师带领下的指导性写作和由助教指导的分层词汇活动。两个独立完成的任务包括自由阅读和语法练习。

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Grade 2 are using this approach in their English and Theme learning and this week students were set 4 tasks:  

First, the class begins with all students together when the teacher will set the learning objective for the lesson and to go through each of the 4 stations and explain or introduce the learning tasks and expectations for each station.   

In the class with Ms. McCoy, 2 of the tasks were teacher led with small groups working with the teachers directly on a task and then 2 other groups were to be working independently.   

The 2 tasks working with the teachers included guided writing with the teacher, word level work with the teaching assistant and the 2 independent groups involved a reading and grammar task.   

一旦老师指导的小组开始进入学习状态并且学习活动开始顺利进行，老师会同时监督独立完成学习任务的其他小组。在给定的时间内，学生会被要求完成当前组内的学习任务并按顺序交换到下一小组去完成另一个学习任务。在连续的两堂课中，所有的学生都得到了来自老师们的针对性帮助和支持，同时所有的学生也都能够在支持或者独立的情况下参与学习。

这仅仅是我们学校里其中一个展现了课堂中进行差异化教学的例子。在不久的将来，我们将继续用不同的例子来展示番禺诺德安达学校的老师们是如何确保学习方案和计划是有针对性地支持每一个学生的学习的。

语言课程学术主任

Mr. Samuel Ryan 

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Once the teacher’s group were settled and working well, the teacher would monitor the independent learning groups too.  After a given amount of time, students are asked to switch stations to complete another of the tasks.  Over two successive lessons all students were supported, and all students were able to engage with the learning with support or independently. 

This is just one example of how differentiation in the classroom can take place. In the near future, we will explain other examples for how NASGZ, Panyu teachers ensure the learning program is targeted and supportive for each individual student. 

Mr. Samuel Ryan 

Language Acquisition Coordinator

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