Englisch Fragen

S1 = Control Practice
learner’s language is controlled or restricted by the teacher or the teaching material

example:
- „Look listen and repeat“- The teacher shows picture, says the word and the pupils repeat the word.
- Memory games like „I went to the market and bought ...“ 

S2 = Communication Practice
Involves communicative interaction with at least one interlocutor but the language is still controlled in some manner. Teacher can support the learners by giving sentence starters

example:
- „Information gap“ – Usually carried out in pairs and often involve pupils in asking and answering question. One partner has got some information that the other does not have.
- Questionnaires and surveys – Pupils intervies other classmates about their abilities, their likes and dislikes and record the information in a chart. 

S3 = Production 
Uncontrolled production of language purely for a communicative purpose. 

example:
- Dramatisation and role play – A story or situation can be acted out. The pupils invent the dialog on their own. (With help of a frame –> S2-activity)
- Talk about a subject without any further support
- Retelling a story without any further support 

Correction is specifically demanded at the top level, the introduction and practice phase, which focuses on accuracy. (S1/ S2 – activities). It would be fatal to allow mistakes to slip into their newly acquired language.
In the free production stage (S3), when the focus is on fluency, children should not be interrupted while speaking, errors might be looked at later. 

Ideas to correct after fluency activities:
- repeating an unclear word
- Saying the correct form of an incorrect word (only if the correct word makes a positive contribution)
- Giving a word or a phrase the speaker is looking for
- Giving a correct pronunciation of a word without drawing any particular attention to it. 

accuracy:
ability to produce grammatically correct sentences but may not include the ability to speak or write -> what is said must be fully correct

fluency:
 level of proficiency in communication which includes: -> it is more important that you just speak, making mistakes is ok 

At the beginning, when not much spontaneous speech can be expected, much of the English they will learn to produce in the initial stages will be formulaic language, language that is produced as whole chunks. So the focus is merely on the accuracy. (S1 and S2-Activities) 

But as soon as they are able to put together the first words and chunks or built their own sentences the focus should change and be on the fluency. When the fluency is given and steady (on a very high level) it can be focused again on the accuracy. (S2/ S3- Activities) 

Initial stages:
-function of reading: learning to read
- a lot of support (visuals), games like bingo so students become familiar with type faces
- start at word level
- develop phonemic skills and sight recognition of key vocab
- possible activity: pictures, then flashcards with picture & word, then only the written word

Later stages:
-function of reading: reading to learn
- through reading, new vocab or content is introduced
- work on sentence level
- developing of reading strategies

• stage where pupils pass through their speaking learning process 
• Compared to the target language: sometimes inaccurate and incomplete
• indicates the language “status” of the learner and we can give him/her accurate support and feedback that he/she can improve his language 
• This idiosyncratic (eigen) variety will differ from standard forms of the target language and is likely to contain errors, simplification, negative transfer etc. 
• Setting a goal, like reaching the next stage of interlanguage, can be made more individual and more to its needs for each child. -> The progress of each learner can be looked at more differentiated 
• code swtiching
• Sich der Sprache nähern; eigenes Sprachsystem bilden, welches sowohl Merkmale aus der erst- sowie aus der Zweitsprache enthält
• Aus allen Pools der verschiedenen Sprachen neue Vermutungen aufstellen
• Übergeneralisierung als Problem! 

MMM: meeting new language, manipulating it, making it your own (based on the constructivistic approach)

• more modern version of the PPP model (presentation, practice, production) 

• shows convincingly that speaking does not happen just by itself; teaching and learning to speak in communicative situation requires clear steps and processes that the teacher has to administer carefully

example:

meeting new language: teacher presents language on blackboard, with OHP, flashcards, puppets, photos, pictures or with a native-speaker as a back-up model
Meet (pre/ while)
Students meet language through an input (listening or reading) situation.
Students use their hearing, sight and knowledge of the world to put the language into context. Meeting new language is teacher-centred, she/he has to present meaning, form and pronunciation of the language correctly  

manipulating: children are in action and are in a way repeating the new language; teacher will be quite strict about correction the childrens’ language (focus on accuracy)
Manipulate (while)
Students look closely at details of the listening/text, noticing forms, junks
After the presentation of the new language, the teacher should support learners to manipulate it in a variety of activities, firstly controlled (repetition->accuracy), then guided (communication->fluency), like this students get more and more responsible for remembering the language 

making your own: in pair or group work for activities, the pupils use the language they have practiced in a much freer, less controlled way, e.g. adapt a song presented before
Make your own (post)
As an output students use the language they met in a speaking or writing activity, this could be either a S1, S2 or S3 activity.
In pair or group work the students need to work on activities with a clear purpose. The language which they practiced whilst manipulating is used in a much freer way. Often it is the adaption of something students learnt before; junks can be adapted with other words. Mistakes should not be emphasised too much, as this could be demotivating for the students 

Children must have the opportunity to experience success while they are learning new language, which keeps the motivation high! Otherwise they won’t be motivated anymore and the will lose interest in new language (learning).

• support and motivate learners
• give the children the chance to use their new learned vocabulary
• natural contact with the L (real situations, meetings with native-speakers)->motivates and takes away fear
• playful and active
• succesfull communication in a foreign language-> preferably in a real situation ( holidays, pen friend..)

Scaffold-> Gerüst (temporary interactional support that is given to learners while their language system is “under construction”)

• Unterstützende Kooperation, bei der die Aufmerksamkeit der Lernenden auf wichtige Aspekte gelenkt und durch die Veranlassung nächster Schritte der Lernprozess vorangetrieben wird

• Figure out how much the kids know -> design and stage tasks that on the one hand challenge the kids but on the other hand are possible to solve with what they already know.
• Kids should not only be challenged but also supported by their teachers.
• they should get many possibilities to use the language in this interactive context. 

• collaborative discourse in language learning 

example:

• Give Time to Talk/ Think – Pair - Share
• Use Visual Aids 
• Tap into Prior Knowledge/ Activate Pre-knowledge 

Content and Language Integrated Learning CLIL:

Because CLIL is not about the language itself but the content, where the whole vocabulary is missing and other competences than speaking are important it is a scaffolding method of teaching.  

- Formulating objectives with the curriculum
- Rich learning environment
- Discovery approach to learning/constructivist learning environment
- Competence – oriented
- Functional plurilingualism
- Respect diversity of learning styles, abilities, competences, levels and interests in teaching, learning and assessment
- Emphasis on communicative competence through appropriate tasks
- Meaning before form, tolerance of mistakes 

Objectives for language learning are:
- Communicate competences: listening, speaking, reading, writing
- Language and cultural awareness: knowledge, attitude, skills (passepartout)
- Learning to learn strategies: cognitive (thinking skills), socio-affective, metacognitive (passepartout) 

A perfect lesson is flexible, has clear objects, an interesting content, is well timed and needs materials and interactions. The following factors are important for sequencing the activities in a lesson:

• -  Types of activities (problem solving, role-play, game, listening to a story...)

• -  Types of interaction (pupil with pupil, teacher with class, working in groups...)

• -  Language skills (listening, reading, writing, speaking)

• -  Tempo (slower and faster activities like fast games or slowly copying words)

• -  Difficulty (lighter activities or more demanding activities)

• -  Level of pupil responsibility (work independently or nor)

• -  Classroom arrangement (vary seating, vary places)

• -  Materials (stories, videos, flashcards, games ...) 

A language portfolio is a self – assessment instrument with the learning objectives for each unit.
It is a useful instrument for lesson planning (formulating product oriented objectives) 

The European Language Portfolio consists of 3 parts:
- a personal language biography
- a language passport for self – evaluation
- a dossier presenting learning process 

The Language Portfolio supports the learning process of your learners and supports your teaching and learning process.

Three types available for kids from 0 to 11:

• Language passport: Focuses on the communication skills like reading, listening, speaking and writing. This part provides an overview about the language competences. It’s used to self-evaluation.

• Language biography: There you can see the personal history with different languages during the school lessons as well as in the private area.

• Presentation file: Different documents about the own language works which present the learning process. 

WHY?

Working with a language portfolio encourages the students to learn by themselves. They learn to estimate their own competences and also to reflect their work at school. It is specially known for encouraging the kids intercultural awareness and to work with different leraning strategies. 

Leitideen zum Sprachenlernen:

1. Sprachliche Kompetenzen sind vergleichbar, weil sich das Sprachenlernen auf
den Gemeinsamen Europäischen Referenzrahmen (GER) abstützt.
2. Die funktionale Mehrsprachigkeit betont die kommunikative Handlungsfähigkeit in der mehrsprachigen Schweiz und in einer globalisierten Welt:
Goal is functional plurilingualism. Therefore not the grade of perfection is central, but the way, how children manage communicative exercises. Important is, that they are able to communicate. To acquire functional plurilingualism at school, the teacher should provide a learning environment, in which children can make links to different languages. Contents and knowledge are learnt through more than only one language.
3. Sprachenlernen ist aktives Konstruieren:
Language acquisition is a process, in which knowledge should be constructed actively. Therefore children should figure out the meaning of contents, words and rules by themselves to learn more effectively and enduringly. The teacher should not just present knew content, he/she is rather a coach for language learning. To ensure this self-organized process the teacher is responsible for creating a manifold learning environment and for observing the learning processes.
4. Fremdsprachenkompetenz umfasst neben sprachlichen auch lernstrategische Kompetenzen und Bewusstheit für Sprache und Kulturen:
To improve the children’s language competence the teacher should encourage the students to compare language phenomena consciously. This leads to a greater insight into how a language works. In addition to enhancing language competence the awareness of a language provides cultural information.
5. Die Didaktik der Mehrsprachigkeit vernetzt die Didaktik der verschiedenen Sprachen. 

diagram, which shows the different levels of taxonomy and gives a classification of learning objectives. In each level a definition of the skills is given as well as a description of what the student does.  

Teachers may use the taxonomy to create and classify objectives when planning a lesson. With the help of suggested verbs they can design activities which correspond to the level of the students. 

• important, that we use less demanding skills as well as more demanding skills ->find a balance to activate and motivate the learners without overstraining them!

• Differentiation: for strong pupils it’s too easy only recalling information, they have to be more demanded 

grammar = central aspect of language learning, but it is rather understood as a help for language acquisition, rather than an isolated item.
Children understand complex grammatical structures long before they are using them themselves, it cannot be accepted that children are already able to analyze and use them, though. 

• At the beginning, grammar should not be taught directly!  -> provide opportunities for grammar to arise in classroom  (e.g. write patterns in speech bubbles and display them in the classroom)

• Grammar should be taught holistically (chants, chunks, rhymes, songs) -> Natural way to learn! Chunks often contain grammar information which the pupils get to learn implicitly. 

• According to the curriculum implicit grammar teaching should have priority at level A1/A2 -> provide correct models! Provide production support and highlight specific structures in printed texts. 

• Listening should be first. Lexis before grammar! 

• Focus on meaning before form! Communication is more important than
  accuracy! Nevertheless, acquisition of basic sentence patterns and attention to
  the form is important. 

• Explicit grammar teaching starts in year 2/3 at level B1 (around 11 years). Grammar detection, task and content-based-learning -> systematic analysis. Children are able to find rules themselves (noticing), but it needs time to develop accuracy. Ask questions or do activities which help learners to notice form and structure. Trigger output – create opportunities for noticing the gap. 

• Teachers should guide learners to notice structure in a context. Ask questions or do activities, which help to notice forms and structures. Offer both controlled practice and creative language use. Compare English to own language and spot similarities and differences! Constructivist approach: Grammar as a process!

= reflection, comparison, sensitisation (Sprachensensibilisierung) of language and cultures

in classroom: hildren should find similarities and differences between the different languages of the class ->strengthen the ability to compare languages, create links to already known and to make hypothesis about unknown. 

teaching methods: MMM  -> discovery process (active construction)

purpose: help learners to become effective communicators and efficient learners. For this learners need: Knowledge (language skills, cultural contexts), Skills (notice, compare, ability to adapt to context, development of independence), Attitude (confidence to explore, make hypotheses, get meaning across, motivation to learn and communicate, desire to be independent in learning) 

Language awareness contains four aspects of language:

1. 1.)  Affective dimension (attitude towards language, sensitization and curiosity, playful use)

2. 2.)  Social dimension (effective communication, gender-specific language use, intracultural and intercultural language use)

3. 3.)  Political dimension (preference for particular varieties, manipulation through language, language as tool for domination)

4. 4.)  Cognitive dimension (textual-, sentence-, sound-, word- and phrase awareness) 

ELBE is a concept of language awareness: Sprachsensibilisierung (language sensitization) , Sprachvergleiche(comparison), Sprachreflexion (reflection) Learners as explorers or detectives

• examination of the own language’s structure and use,

• examination of differences and similarities between 2 languages (structures)

• Comparing word order (visual and oral)

• Examination of the “root of words” ( related meanings)
  Teach lexis (chunks) and structures implicitly (chants, word cards, books) to let the students gain a positive attitude toward the new language! 

hildren do not learn an L2 in a straight faultless way. They make mistakes, they stop. But mistakes are a possibility to learn and faults belong to the development. If you learn from them, you can do the next step and scale the next stage of development in language learning. 

Development of children’s speech by Pienemann:

• Universal steps in first and foreign language acquisition

• Linguistic structures are learned in a predicted order

• Teaching/correction does not appear to influence or change the order
  of acquisition nor cause learners to skip stages.

• Specific language processes appear to build on each other. 

Consequences for the classroom:

• According to Pienemann learners can only be taught what they are ready to

  learn. Not all researchers agree.

• It is believed that learners’ progress through a sequence can be speeded up

  by form-focussed instruction, the sequence which they follow, however, is not

  substantially altered by instruction.

• Spada and Lightbown observed that learners progressedin the development

  of formulating questions in English according to the sequence proposed by

  Pienemann.

• Progress in a learner’s interlanguage does not necessarily mean greater

  accuracy.

• Thus, research into developmental sequences should help teachers to

  identify progress in ways other than an increase in target form.

• Formulaic chunks or high frequency collocations account for a great deal

  more of our fluent language use than is reflected in some recent linguistic theories. 

Pienemann says that learners are only be taught, what they are ready to learn. It is also said, that specific language processes appear to build on each other. It is believed that learners progress can be speeded up by form-focussed instruction.

For our classroom does this mean, that research into developmental sequences (Pienemanns theory with 6 steps) should help teachers to identify progress in ways other than an increase in target form accuracy. So start with fluency before accuracy, because formulaic chunks account for a great deal more of our fluent language use, than is reflected in some recent linguistic theories. 

• The acquisition of grammar is easier when children have developed more cognitive skills. 

• Learning grammar is not a linear process

• Learner language gradually takes shape, it often restructures itself again and again until the correct form emerges, a process approach to grammar must therefore be cyclical. 

1. They work out rules how the language works

2. They generalize across a group of similar instances.

3. They overgeneralize or use rules when they are not appropriate

4. They use the language items correctly.

Example: acquisition past tense of ‘go’ in L1 

1. They fail to mark the verb for past time. (go)

2. They begin to produce irregular past tense forms. (went)

3. They overgeneralize the regular past tense form. (goed) 4. Sometimes they produce hybrid forms. (wented) 5. They produce the correct irregular form. (go) 

• noticing-> successfull language learning
• provides a chance to make more of the received language input and along with comparison, it is an important step in information processing
• Helping learners to make interesting observations about language need not always take a lot of preparation and classroom time. It may often happen spontaneously. Additionally noticing should not be expected to lead directly to production, it is more helpful if noticing takes place before the learners are actually asked to use the noticed structure productively. If the teacher draws their attention to the same structure again repeatedly when they come across it, the learners will find it much easier than if it was entirely new to them. 
• The main purpose of noticing is basically the idea that learners pay attention to the form and meaning of certain language structures in input. 
• In order to learn, children first of all need to notice language 
• promote noticing by focusing the children’s attention of the targeted input
• language has to be moved to the pupils his or her long term memory 
• The new language item must be compared and connected with other items. 

The process by which input becomes implicit knowledge is seen to involve two principal stages:

• one where input becomes intake, which involves the operation of noticing
• one where intake becomes part of the learner’s interlanguage (IL) system 

How can we as teachers help students notice target forms? 
 

1. Listening to Comprehend: Students listen to comprehend a text that has been structured to contain several examples of the target form.

2. Listening to notice: Students listen to the same text again, but are given a gap- fill exercise. The target form is missing and the students simply fill it in exactly as they hear it to help them notice the form.

3. Understanding the grammar point: With help from the teacher, the students analyze the data and "discover" the rule.

4. Checking: Students are given a written text containing errors and are asked to correct them.

5. Trying it: Students apply their knowledge in a production activity.

- Implicit grammar learning in early stages. Explicit grammar learning at B1 level.
- In the early stages of language acquisition, teach lexis (chunks) and structures implicitly and holistically (e.g. chants).
- According to the Passepartout curriculum, implicit grammar teaching is targeted at level A1.1. to A2.1, explicit grammar teaching only from B1. 

- Grammatical structures are not developing in the free, uncontrolled language of the children. The ending with –s in the third person singular for example, is learned in several steps and needs two or three years until it can be used more or less error free. The acquirement of grammatical skills is getting much easier with the increasing cognitive development of the child.

- In grade 3 and 4 grammar is learned implicitly. Explicit knowledge is cautiously build-up not until the second or third year of English classes.
- Even from a quite young age children can be encouraged to develop their strategies for grammar learning.
- It is important to make learners aware of grammar when it makes sense or when they ask for it; let them detect meaning, form and use.
- A teacher of young learners can probably best help to develop children’s grammar in the foreign language, not by teaching it directly, but by being sensitive to opportunities for grammar learning that arise in the classroom. (CAMERON 2001: 121) 

implicit: children experience and use language structures in a integrated way (ganzheitlich) without analyzing them. People can learn complex skills without being able to explain the process or the rules. The implicit grammar acquisition is very important in language learning at primary level.
i.e.: driving, riding a bike, skiing, L1 acquisition
“Eine Sprache beherrschen heisst zuerst in der Lage sein, sie spontan, ohne nachzudenken zu vestehen und zu verwenden!Können, Gebrauchsgrammatik” teaching: provide correct models and production support (scaffolding), highlight specific structures in printed texts. Chants, songs, speaking frames

explicit: children are aware of the language structures (noticing).
“Eine Sprache beherrschen heisst auch, sich selber und andere korrigieren zu können, über die Sprache zu redden, etc.!Wissen, Referenzgrammatik”
teaching: ask questions, do activities which help learners notice forms and strucutres, trigger output, provide tasks that need negotiation or meaning. Grammar detection, task- and content-based learning, pair work
(HS 12, Session 11) 

organizing the classroom and classroom prcesses to enable learners to develop new attitudes, new skills, new critical awareness
students should be open for other cultures
material and teaching should promote: Active construction: sensitization/noticing (meeting new language and culture), comparison/making connections (manipulating language and culture), reflection (about otherness as well as own role in the intercultural context) and understanding/accepting otherness and social interaction/discussion (making your own) (HS 12, Session 13) 

- It helps learners to learn complete, ready-made combinations of words which can be recalled from memory & used quickly

- learners can concentrate more on communication and less on having to construct new phrases and sentences word by word.

- They have a chance to learn grammar or language structures implicitly before they need to analyse these later

- if too much emphasis is placed on learning lists of words: learners can lose confidence to communicate

- learners have to compare new language with what they know →make connections

- if they are involved in detecting meaning and noticing form, they will remember more 

- they have to become active in their learning process, and become less dependent on the teacher →immediate translations take away the need & motivation to think and keep words in mind.

- recycling and meeting lexis in different contexts 

- learners learn differnet: lexis should be organized in different ways →teach with a multi-sensory approach. The more senses are involved in the meeting stage, the better pupils take in the information

- they learn more if they are interested in what they learn

- they need to have reasons to use it again

- teach learning strategies! (working with mental pictures, reading aloud)

Words need to be part of the students every day life

Leave out: words they already know, words that are easy to remember (f.ex. similar to L1), specialised words that can be looked up

Focus on: words important for communication 

Introducing new vocab: learners should be familiar with the context, young learners need concrete words (touch or see them)

Advantages:

- They add variety, keep up the motivation, hidden practice of specific language patterns, vocabulary and pronounciation 
- pupils are encouraged to participate, shy learners can be motivated to speak
- fluency practice through communication
- creates a fun atmosphere, reduced distance between teacher-students
- natural context for using the language is provided

Teacher has to reflect the following:

- What aims does the game have, is it suitable for the learners level, competition or cooperation, what language focus, what resources are needed, is it linked with other themes/subjects?

Games can be used for several purposes

- language learning, specific classroom management reasons, promote learning to learn skills, social skills

Advantages:

- Important to teach reading after the pupils have a basic knowledge of spoken language so it becomes meaning-based and not simple decoding
- it helps to memorize if they see the "Schriftbild" (type face)
- english "Schriftbilder" are part of the students every day life
- 3rd and 4th graders want to learn literacy
- by teaching literacy, teaching methods increase, makes lessons more interesting

Disadvantages: 

Pre-reading: exploit topic, motivate learners, create a purpose, activate pre-knowledge
→ discussion about topic, what do students know. create purpose: does the text verify their knowledge? 

While-reading: reading for gist (skim read), reading for detail, reading for form (prepare students for output)

Post-reading: students use what they practiced before. 

Initial stages:

- Copying: It has a potential to help students to learn, students can label real objects, important strategy to write. more demanding: intelligent copying (students have to put words in a list, a correct order...), writing on word level. Accuracy is important

- spelling: no naturale 1:1 link between written and spoken language! A lot of practice is needed, f.ex with basic words. when writing independently: dont focus too much on accuracy, students only have to write phonetically correct

Later stages:

- After being familiar with copying: students start to create written sequences/minitexts (writing captions for pictures, sequencing sentences, writing speech bubbles...)

- writing for communicative purposes: becomes more important, encourage children to have own ideas and edit their own work, students get to know differnet types of texts, children write for a specific context or audience, it motivates if the writing is needed for something (letter, project...) and intended for someone (peers, parents....)

- scaffolding still important! support them at word (copying is still important), sentence (matching sentences), and text level (sentence starters)

⇒Children should never be asked to write something they cannot say in english!

Writing frame: outline, to scaffold the students writing, consists of different key words, phrases, starter, connectives and sentences. it gives a structure, in which the students can concentrate on communicating. 

Thinking demands can be supported by: charts, mind maps, models, pictures

Language demands can be supported by: word maps, rehearsal of key words & language

Use: f. ex. for post reading activities

Language has to be established in listening and speaking before confronting students with the written form. To avoid early failure!

In the oracy stage, the students unterstand the meaning of words/phrases/chunks... they can connect  it with the written version. 

Teachers should not avoid written language, but always start from talking. 

Generally: it makes the performance of meaningful tasks central to the learning process. If students are focused on the completion of a task, they are just as likely to learn language as if they are focusing on language forms.
Tasks: solve a problem, real life situations
After the task: focus on the used language, making corrections and adjustments

3 basic stages:
- pre-task: exploit the topic, help students to understand the task
- task cycle:core activity, students do the task and prepare themselves to report to the class what they discovered, what they did and finally compare their results with others
- language focus: students analyze, examine and discuss special features of the text, practice new words, phrases, patterns

- focus is on using the language 
- fostering the communicative aspects
- tasks are athentic and possibly real life situations
- learners are actively participating
- differentiation possibilities
-it has a purpose, which motivates the learners
- teacher has time to observe children
- pupils use the language to reach the target (f.ex. a game, problem solving, getting information out of a text...)

Teacher:
- Has to make sure the input level is higher than the productive skill expected, has to insert many language acitvities to give students the possibility to participate in their individual language level.
- Especially language focus has to be prepared well. 
- Get away from the idea of being the center, is an observer, in the background, 

Learner:
- aktiv Handelnde
- reflect and speak about contents, areas which appear in their lives
- carry out the task, report about the task, examine & discuss specific features of the text

CLIL=Content and language integrated learning. New content AND language are learnt at the same time, based on content, not linguistic progression

Advantages:
- learn as you use, use as you learn
- learners are motivated since the new content is hopefully interesting
-fostering functional competences: socio-economic aims (increase of chances on job market), socio-cultural aims (convey of respect towards other cultures), linguistic aims (motivation for language acquisition)
meaningful & purposeful involvement with new language

Various thinking skills are targeted: defining, classifying, describing time sequences, describing properties and objects, showing cause and effect, describing processes, hypothesising and predicting, comparing and contrasting.
These mental processes occur again and again with different topics and are therefore transferable. Like this they are already familiar with the language of predicting (I think... will...) etc. 

- Visuals: Pictures, charts.. to help understand the content
- language frames, key vocabulary and important phrases
- connect abstract concepts with concrete examples
- make connections to what students already know, so they can link the new information to what they already know

- To lay the foundation of an effective (Nachhaltig) and efficient (wirkungsvoll) language acquisition process
- To help learners find shourt cuts
- Knowledge how tho help him/herselve and others 
- confidence, motivation, learner autonomy: the responsibility for learning is in the learners hand!
- Good learners have many useful strategies. The portfolio has a part where students reflect about learning strategies

- Verbal/linguistic: Read, Speak & Discuss (debate/give a speech..), write (crossword puzzle..), language (learn vocabulary/grammar...)

-Bodily/Kinaesthetic  Body Expression (pantomime/act out a role..), “Hands-On” Learning (create projects..), fine Motor Skills (dissect plants...), physical Exercise (stretch/jump...) play sport

- Logical/Mathematical: Logic & Higher-Level Thinking (analyze data..), Math (calculate probabilit, calculations, ..)

- Naturalist: Observe (go to a zoo/ watch nature videos..), record Observations (list characteristics..), in or with Nature (classroom pet/ plant a tree..), classify & categorize (by colour/ sort natural items...)

- Visual/Spatial: Arts & Crafts (create a collage/make a poster..), visualization (Mind map/ watch films..), spatial (Play with puzzles/ make or read map..)

- Interpersonal: Work Together (discuss/debate/interview...), solve Conflicts (Role-play/practice compromising..), organize Others (plan an event..), constructive criticism, work in a team

- Musical/Rhythmic: Create Music (write a song..), perform (sing/play an instrument...), learn about Music (learn about instruments..), learn through Music (change the words to a song...)

- Intrapersonal: set Goals & Priorities (keep a “To Do” list /prioritize items..), reflection & Introspection (keep a diary/meditate...), values & Beliefs (choose between alternatives/express likes...)

Learning styles: Students learn in differnet styles, and they learn better if the task encourages them to learn in their prefered manner. →differentiation!

- visual (reading, seeing..)
- tactile (manipulating, handling...)
- auditory (listening, talking, inner dialogue...)
- kinaesthetic (experience, doing, feeling...)
→In the portfolio, learning styles and strategies are explained, examples given and students encouraged to try different ones

Impact:Teachers have to be aware of those styles, allow the students to work with their prefered style and encourage them to try new things 

How: methodological & organizational measures, teacher encourages students, is supportive and empathetic

Why: every child has different/individual talents, abilities and interests. strenghtening of learners and their potentials. Children learn differently. it promotes students independence and responsibility.

you can differentiate your way of teaching content (input), process & products (output) according to pace, level, and kind of instruction
differentiation can be teacher centered (teacher differentiates the tasks/instructions)
or learner centered (learners have choices in the areas input, process, output)

Examples:
Input
- Pace: shorter or longer texts
- Level: simpler to more complex content, more or less support
- Kind of instruction: working with songs, poems, plays, jokes...

process
- pace: less to more 
- level:More or less language support (wordbanks, starters), cognitively easy to cognitively more difficult (closed/open questions)
- kind of instruction: Variety of tools (computer, books..), various forms of social interaction (EA,PA)

Output
- pace: Preparing something in class or having time at home to prepare it at home
- level: Taking an easier/harder role in a play, less to more support
- kind of instruction: Variety in social forms, variety in mode of expression (report, make a poster, presentation..)

differentiation can be teacher centered (teacher differentiates the tasks/instructions)
or learner centered (learners have choices in the areas input, process, output)

Assemssment can provide information for: teachers, learners, parents, collegues, educational ministry

5 main reasons:
-formative: to increase motivation by making assessment a part of the continuous learning process.
-summative: to give pupils feedback on their progress or achievement at a particular point in time, often done formally through tests of various kinds.
-informative: to give pupils, parents and other teachers feedback on progress and achievement.
- diagnostic: to monitor individual pupils’ needs and help identify pupils who need special support.
- evaluative: to identify pupils’ levels of achievement and select or order pupils according to merit, to check effectiveness of teachers, teaching materials or teaching methods.