Download ppt - Mixed Ability Classes

Transcript
Page 1: Mixed Ability Classes

Arlenne M. Fernández

THE DILEMMA OF TEACHING

A MIXED ABILITY CLASS

Page 2: Mixed Ability Classes

Arlenne M. Fernández

What is a mixed ability class?

A mixed ability class is one in which pupils are taught together in the same class, even though their abilities are different.

Page 3: Mixed Ability Classes

Arlenne M. Fernández

Are you the one who thinks a mixed ability class is

a problem?It is a utopian view to think that our classes

could be homogeneous.

The main difficulties you find in a mixed ability class are:

- Effective learning, - Materials, - Participation, - Interest, - Discipline.

Page 4: Mixed Ability Classes

Arlenne M. Fernández

Effective Learning

We actually know a great deal about how people learn. For example, we know that each learner must make meaning of what teachers seek to teach. We know that the meaning-making process is influenced by the student's prior understandings, interests, beliefs, how the student learns best, and the student's attitudes about self and school.

(National Research Council, 1990).

Page 5: Mixed Ability Classes

Arlenne M. Fernández

Since most language textbooks are designed for an ideal homogeneous classroom environment, teachers always have to deal with the difficulty that students react to the textbook differently due their individual differences.

Therefore, it is usually necessary for the teacher to evaluate and adapt the materials according to his/her class.

Materials

Page 6: Mixed Ability Classes

Arlenne M. Fernández

Since the classroom is the first and only environment for many foreign language learners, they should use this chance as much as possible.

However, some students may take many turns, while others do not speak for the entire lesson.

Techniques for extrovert and introvert students must be used.

Participation

Page 7: Mixed Ability Classes

Arlenne M. Fernández

For instance, some students may find lessons boring, as the topic has no familiarity with their own life or their interests.

You need to look for “teenagers` topics” and relate every topic to what they have already experienced.

Interest

Page 8: Mixed Ability Classes

Arlenne M. Fernández

Often the quicker students finish the tasks given before the other students. As a result, they may misbehave while waiting for the others to finish.

Always prepare contingency plans for them...but something amusing so they do not feel this extra work is a “punishment”.

Discipline

Page 9: Mixed Ability Classes

Arlenne M. Fernández

Get to know the pupils names and if possible one fact about them e.g. their hobby.

Make sure that pupils are aware of the aim of each lesson and what they are

expected to achieve by the end of the lesson.

Vary presentation techniques to cater for visual, auditory and kinaesthetic learners.

Strategies for teaching a mixed ability class

Vary classroom management. Allow pupils to work individually, in pairs and in groups. (mix abilities)

At times provide a menu of work on the board offering more than one activity. Allow pupils to choose their level of work.

Allow pupils to show their understanding in different ways i.e. a visual representation, an oral presentation or physical demonstration.

Page 10: Mixed Ability Classes

Arlenne M. Fernández

Make use of higher order thinking skills using Blooms taxonomy. Pupils should not just be given comprehension tasks to complete. Pupils need to be given problem-solving tasks and the opportunity to transfer their knowledge to a new context.

Have contingency plans for the early finishers in case they are done with the tasks earlier.

Students love games, competitions and dramatisation, so these are ways of ensuring their interest in the lesson. They are motivated to use the target language while they are playing a game or participating in a completion or a role-play.

Group/pairwork activities are useful for the students to cooperate and to learn from each other. (pairing off weaker and stronger students)

Page 11: Mixed Ability Classes

Arlenne M. Fernández

Homework always helps teachers of mixed ability classes. However, extra work should be of something that the students would enjoy doing and should have a variety of tasks which to choose from.

Try to avoid putting weaker students “on the spot” by nominating them to be the first to answer a question in open class. Instead, try to encourage a culture of attentive listening in the classroom so that you ask a stronger student first and then ask a weaker student to repeat the answer.

Page 12: Mixed Ability Classes

Arlenne M. Fernández

Then...

Giving clear instructions.Be tactful when

correcting.

Setting goalsand purposes.

Contingency plans.

Properteaching material and tasks.

Page 13: Mixed Ability Classes

Arlenne M. Fernández

Unfortunately, not every student will succeed in your class. However, this fact should not keep you from believing that every student has the potential to learn something.

Closely related to the previous pick, student success is what drives teachers to continue. Each student who didn't understand a concept and then learned it through your help shows to yourself how good teacher you are.

Be always positive and in a good mood.

Keep it up!

Page 14: Mixed Ability Classes

Arlenne M. Fernández

* Kelly, A.V. 1978. Mixed Ability Grouping. London: Harper & Row Publishers.* Prodromou, L. 1989. The mixed-ability class and the bad languagelearner. English Teaching

Forum, 27/4, 2-8.* Ur, P. 1996. A Course in Language Teaching: Theory and Practice. Great Britain: Cambridge

University Press.* Fisher, R. (2001). Teaching Children to Learn. Cheltenham: Nelson Thornes Ltd.* Hallam, S., & Toutounji, I. (1996). What do we know about the Grouping of Pupils by

Ability?. London: Institute of Education.* Harlen, W., & Malcolm, H. (1997). Setting & Streaming: A Research Review. Edinburgh:

SCRE.* Harris, V., & Snow, D. (2004). Doing it for themselves: focus on learning strategies and

vocabulary building. London: CILT.* HMIE (2007). Modern Languages: A Portrait of Current Practice in Scottish Schools. Edinburgh:

HMIE.* Ireson, J., & Hallam, S. (2001). Ability Grouping in Education. London: Paul Chapman

Publishing.* McKeown, S. (2004). Meeting SEN in the Curriculum: Modern Foreign Languages.London:

David Fulton Publishers.Scottish Executive. (2004). A Curriculum for excellence: The Curriculum Review Group.

Edinburgh: Scottish Executive.* Tomlinson, C. (1999). The Differentiated Classroom: responding to the Needs of All Learners.

Alexandria: ASCD.* Nordlund, M. (2003). Differentiated Instruction. Oxford: Scarecrow Education.

References