Differentiated Dictransalation.

 Yes. You read that correctly. Today Y11 did Differentiated Dictransalation.

The translation was a model text on the topic of Work Experience mainly from words in their repertoire, but with plenty of non topic high frequency words as well.

Depending on how much support I thought they would need, different pupils were allowed different approaches.

1. Allowed the text in English and a pen. So when I read the text in Spanish, they can write down any words they had half forgotten or get the verbs or try to write any unknown words as a dictation... But I read it too quickly for them to be able to write down all the words.

2. Allowed the text in English but no pen at this stage. So they can read and follow the text as I read, to check they know words, to listen out for any word order changes or unknown words. But not write them down.

3. Not allowed the text yet. Just have to listen. This group will be further subdivided later in a final twist!

So then I read the text in Spanish. Quickly enough that the group with pens couldn't write down all the words.

Then they did it as a translation.

Group 1 had written down most of the words they might have been missing.

Group 2 had kept any tricky words in their heads.

Group 3 had at least heard the Spanish.

And I invented a group 4. Most of group 3 now got a copy of the text in English to translate just like the others. But group 4 just got a piece of lined paper to try to reconstruct in Spanish the text that they had heard me read.

You need a class who are up for a challenge and won't feel aggrieved at being treated differently. And as part of the challenge they have to understand that there will be mistakes and guesses and things to learn. Watch out the first time you do it, for group 1 writing down words they already know instead of listening out for the bits they need.

We will come back to it tomorrow and see if they can all reproduce a version of the text from memory. And then adapt it to talk about their own work experience!