CONTENT BASED INSTRUCTION AND DIFFERENTIATED

INSTRUCTION

Prepared by Group 8
Members :
Amalia Adiba (170203089)
Cut Sinta Ayuniar (170203065)
Yuni Maulida (170203050)

CONTENT BASED INSTRUCTION

A. Definition of Content Based Instruction

Content Based Instruction (CBI) is teaching approach that focus on the topic
or subject matter. During the lesson students are focused on learning about something.
This could be anything that interests them from a serious science subject to their
favorite pop star or even a topical news story or film. They learn about this subject
using the language they are trying to learn, rather than their native language, as a tool
for developing knowledge and so they develop their linguistic ability in the target
language. This is thought to be a more natural way of developing language ability and
one that corresponds more to the way we originally learn our first language.

Content-Based Instruction (CBI) is “an approach to second language teaching

in which teaching is organized around the content or information that students will
acquire, rather than around a linguistic or other type of syllabus” (Richards &
Rodgers, 2001, p.204). In other words, CBI involves integrating the learning of
language with the learning of content simultaneously; here, content typically means
academic subject matter such as math, science, or social studies. In CBI, the language
is utilized as the medium for teaching subject content (Mohan, 1986). The language
learning objectives are achieved through content learning. The syllabi in most CBI

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 courses are derived from content areas, and vary widely in detail and format. In a
word, CBI is a method of teaching language and content in tandem.

CBI requires better language teachers. Language teachers must be

knowledgeable in content areas and be able to elicit knowledge from students. In
addition, language teachers have such responsibility as to keep context and
comprehensibility foremost in their instruction, to select and adapt authentic materials
for use in class, to provide scaffolding for students’ linguistic content learning, and to
create learner-centered classrooms (Stryker & Leaver, 1993).

CBI requires better learners as well. Students are hypothesized to become

autonomous and independent in CBI, so that they are conscious of their own learning
process and can take charge of their learning. Furthermore, students are expected to
support each other in collaborative modes of learning. Finally, students need to make
commitment to this new approach to language learning (Stryker & Leaver, 1993).
Typically, the materials in CBI are used with the subject matter of the content course.
It is recommended that “authentic” materials are identified and utilized.

So, what is Content based Instruction?

Content-based teaching differs from traditional language classes because

language comes second to the content. In other words, the teacher runs a course on
current affairs, through which students also learn English. It’s important to note that
English ends up as subordinate to the material, although the teacher must recognize
and be prepared to help students with language skills.

B. Types of Content Based Instruction

1. The Sheltered Model

It is usually used at university where the goal of teachers is to enable their ESL
students to study the same content material as regular English L1 students. Sheltered
CBI is called “sheltered” because learners are given special assistance to help them
understand regular classes.

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2. The Adjunct Model
Undertaken by ESL teachers. The aim of Adjunct classes is to prepare students for
“mainstream” classes where they will join English L1 learners.

3. The Theme Based Model

These classes can be taught by EFL teachers who create content material based on the
needs and interests of the students. Other types of teaching may fall within the realm
of CBI. English for Specific Purposes and Task based instruction are both examples
of CBI.

C. Content Based Lesson

There are two ways to approach creating a CBI lesson:

Preparation

 Choose a subject of interest to students.

 Find three or four suitable sources that deal with different aspects of the subject.
These could be websites, reference books, audio or video of lectures or even real
people.

During the lesson

 Divide the class into small groups and assign each group a small research task and a
source of information to use to help them fulfill the task.
 Then once they have done their research they form new groups with students that used
other information sources and share and compare their information.
 There should then be some product as the end result of this sharing of information
which could take the form of a group report or presentation of some kind.

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D. The Advantages and Disadvantages of content-based instruction :

Advantages

 It can make learning a language more interesting and motivating. Students can use the
language to fulfill a real purpose, which can make students both more independent
and confident.
 Students can also develop a much wider knowledge of the world through CBI which
can feed back into improving and supporting their general educational needs.
 CBI is very popular among EAP (English for Academic Purposes) teachers as it helps
students to develop valuable study skills such as note taking, summarizing and
extracting key information from texts.
 Taking information from different sources, re-evaluating and restructuring that
information can help students to develop very valuable thinking skills that can then be
transferred to other subjects.
 The inclusion of a group work element within the framework given above can also
help students to develop their collaborative skills, which can have great social value.

Disadvantages

 Because CBI isn't explicitly focused on language learning, some students may feel
confused or may even feel that they aren't improving their language skills. Deal with
this by including some form of language focused follow-up exercises to help draw
attention to linguistic features within the materials and consolidate any difficult
vocabulary or grammar points.
 Particularly in monolingual classes, the overuse of the students' native language
during parts of the lesson can be a problem. Because the lesson isn't explicitly focused
on language practice students find it much easier and quicker to use their mother
tongue. Try sharing your rationale with students and explain the benefits of using the
target language rather than their mother tongue.
 It can be hard to find information sources and texts that lower levels can understand.
Also the sharing of information in the target language may cause great difficulties. A
possible way around this at lower levels is either to use texts in the students' native
language and then get them to use the target language for the sharing of information

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 and end product, or to have texts in the target language, but allow the students to
present the end product in their native language. These options should reduce the level
of challenge.
 Some students may copy directly from the source texts they use to get their
information. Avoid this by designing tasks that demand students evaluate the
information in some way, to draw conclusions or actually to put it to some practical
use. Having information sources that have conflicting information can also be helpful
as students have to decide which information they agree with or most believe.

E. Teacher and Student Role in Content Based Instruction (CBI)

Teacher Roles

CBI anticipates a change in typical roles in language teachers. “Instructors

must be more than just good language teachers. They must be knowledgeable in the
subject matter and able to elicit that knowledge from their students” (stryker and
leaver 1993: 292).

Stryker and leaver suggest following the essential skills for any CBI instructor:

 Varying the format of classroom instruction.

 Using group work and team-building techniques.
 Organizing jigsaw reading arguments.
 Defining background knowledge and language skills required for student success.
 Helping the students to develop coping strategies.
 Using process approach to writing.
 Using appropriate error correction techniques.
 Developing and maintaining high levels of student esteem.

Almost all participating instructors comment on the large amounts of time and
energy involved in the Content- Based Instruction and describe it as “major challenge.

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 Taking up this challenge requires highly motivated and dedicate individual or group
of individuals”.

Student Roles

One goal CBI is for learner to become autonomous so that they come to
understand their own learning process and take charge of their own learning from the
way start” (stryker and leaver 1993: 286).

CBI in the “learning doing” school of pedagogy. This assume an active role by
learner in several dimensions, learners are expected to be interpreters of input, willing
to tolerate uncertainty along the path of learning, willing to explore alternative
learning strategies. And willing to seek multiple interpretion of oral and writen text.

Learners themselves may be sources of content and joint participants in the

selection of topics and activities. Such participation “has found to be highly
motivating and has resulted in a course changing its direction in order to better meet
the need of students.

DIFFERENTIATED INSTRUCTION

A. Definition of Differentiated Instruction

Differentiating instruction may mean teaching the same material to all students
using a variety of instructional strategies, or it may require the teacher to deliver
lessons at varying levels of difficulty based on the ability of each student.

Teachers who practice differentiation in the classroom may:

 Design lessons based on students’ learning styles

 Group students by shared interest, topic, or ability for assignments.
 Assess students’ learning using formative assessment
 Manage the classroom to create a safe and supportive environment.

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 Continually assess and adjust lesson content to meet students’ needs.
B. Four Ways to Differentiate Instruction

According to Tomlinson, teachers can differentiate instruction through four

ways: 1) content, 2) process, 3) product, and 4) learning environment.

1. Content

As you already know, fundamental lesson content should cover the standards
of learning set by the school district or state educational standards. But some students
in your class may be completely unfamiliar with the concepts in a lesson, some
students may have partial mastery, and some students may already be familiar with
the content before the lesson begins.

What you could do is differentiate the content by designing activities for

groups of students that cover various levels of Bloom’s Taxonomy (a classification of
levels of intellectual behavior going from lower-order thinking skills to higher-order
thinking skills). The six levels are: remembering, understanding, applying, analyzing,
evaluating, and creating.

Students who are unfamiliar with a lesson could be required to complete tasks
on the lower levels: remembering and understanding. Students with some mastery
could be asked to apply and analyze the content, and students who have high levels of
mastery could be asked to complete tasks in the areas of evaluating and creating.

Examples of differentiating activities:

 Match vocabulary words to definitions.

 Read a passage of text and answer related questions.
 Think of a situation that happened to a character in the story and a different outcome.
 Differentiate fact from opinion in the story.
 Identify an author’s position and provide evidence to support this viewpoint
 Create a PowerPoint presentation summarizing the lesson.

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 2. Process

Each student has a preferred learning style, and successful differentiation

includes delivering the material to each style: visual, auditory and kinesthetic, and
through words. This process-related method also addresses the fact that not all
students require the same amount of support from the teacher, and students could
choose to work in pairs, small groups, or individually. And while some students may
benefit from one-on-one interaction with you or the classroom aide, others may be
able to progress by themselves. Teachers can enhance student learning by offering
support based on individual needs.

Examples of differentiating the process:

 Provide textbooks for visual and word learners.

 Allow auditory learners to listen to audio books.
 Give kinesthetic learners the opportunity to complete an interactive assignment
online.

3. Product

The product is what the student creates at the end of the lesson to demonstrate
the mastery of the content. This can be in the form of tests, projects, reports, or other
activities. You could assign students to complete activities that show mastery of an
educational concept in a way the student prefers, based on learning style.

Examples of differentiating the end product:

 Read and write learners write a book report.

 Visual learners create a graphic organizer of the story.
 Auditory learners give an oral report.
 Kinesthetic learners build a diorama illustrating the story.

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 4. Learning environment

The conditions for optimal learning include both physical and psychological
elements. A flexible classroom layout is key, incorporating various types of furniture
and arrangements to support both individual and group work. Psychologically
speaking, teachers should use classroom management techniques that support a safe
and supportive learning environment.

Examples of differentiating the environment:

 Break some students into reading groups to discuss the assignment.

 Allow students to read individually if preferred.
 Create quiet spaces where there are no distractions.

C. Pros and cons of differentiated instruction

The benefits of differentiation in the classroom are often accompanied by the
drawback of an ever-increasing workload. Here are a few factors to keep in mind:

Pros

 Research shows differentiated instruction is effective for high-ability students as well

as students with mild to severe disabilities.
 When students are given more options on how they can learn material, they take on
more responsibility for their own learning.
 Students appear to be more engaged in learning, and there are reportedly fewer
discipline problems in classrooms where teachers provide differentiated lessons.

Cons

 Differentiated instruction requires more work during lesson planning, and many
teachers struggle to find the extra time in their schedule.
 The learning curve can be steep and some schools lack professional development
resources.

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 Critics argue there isn’t enough research to support the benefits of differentiated
instruction outweighing the added prep time.

For more on differentiated instruction, check out this interview with Carrie

Condor, Assistant Professor and Reading Chair at Concordia University-Portland and
graduate of Concordia’s EdD program. Discover all the teaching programs available
at Concordia University-Portland by visiting our Academics directory.

CONCLUSION

CBI can be both challenging and demanding for the teacher and the students, it
can also be very stimulating and rewarding. The degree to which you adopt this
approach may well depend on the willingness of your students, the institution in
which you work and the availability of resources within your environment. It could be
something that your school wants to consider introducing across the curriculum or
something that you experiment with just for one or two lessons. Whichever you
choose to do I would advise that you try to involve other teachers within your school,
particularly teachers from other subjects. This could help you both in terms of finding
sources of information and in having the support of others in helping you to evaluate
your work.

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REFERENCES:

Richards, Jack C and Theodore S. Rodgers. Approuches and Method in Language

teaching. Cambridge: Cambridge university press

Freeman, Diane Larsen. 2000. Techniques and principle in language teaching.

Oxford: Oxford university ypress.

http://www.myenglishpages.com/blog/contentbased-instruction/

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