Designing Proficiency Based and Differentiated World Language Classrooms

March 6 - 7, 2017

Chiang Mai, Thailand

Workshop Feedback

Participating Schools

American International School Chennai

American International School of Johannesburg

American School of Bangkok

American School of Bombay

Cairo American College

Canadian Interational School of Beijing

Canadian International School of Hong Kong

Concordia International School Hanoi

Discovery College Hong Kong

Dwight School Seoul

International School of Kenya

International School of Kuala Lumpur

International School of Tianjin

Korea International School

Korea International School

Lanna International School

Nexus International School (Singapore)

NIST International School

Seoul Foreign School

Seoul International School

Shenzhen Shekou International School

The Alice Smith School

The American School in Japan

The International School of Macao

United Nations International School of Hanoi

UWCSEA - East Campus

Yangon International School


Given below is a compilation of participants' response to the following query on the Workshop Evaluation Form:  

"Theory/Skills acquired from the workshop that you can use immediately"


  • Entry points 

  • RAFT

  • Differentiation of content

  • Learning menu

  • 25 differentiation strategies

  • Cooperative learning tools

  • Strategies to better design lesson plans

  • Understanding the difference between constructivism and prescriptive

  • Jigsaw

  • ACTFL for specific tasks

  • Using more grouping activities

  • Clarifying queries

  • How to simplify differentiation

  • Inductive approach to learning

  • Jigsaw

  • Team/Pair/Solo

  • How to move through to proficiency

  • All the activities that we modeled

  • Menu of choices for Spanish 1 project

  • Proficiency versus competency

  • Characteristics of students

  • Redo my word wall

  • Tiering

  • A four box graphic organiser

  • Identify texts

  • Jigsaw for grade and english

  • The importance of identity for language learners

  • Grouping ideas/scaffolding strategies

  • Information gap

  • The differentiated world language classroom