Teaching mixed ability classes. STARTALK, 2013 NHLRC, UCLA. Review: The United States of Mexico. Centers Agendas Templates Visual checks for understanding Exit cards. Mixed classes. For more specific information see posted guide . The big idea. Same principles:
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
think in terms of general needs and strengths;
attend to individual needs;
• In addition…
think of seating arrangements at fancy dinner parties
HL learners are better at tasks that tap into intuitive use of language, L2 learners, on the other hand, do better at tasks that require meta-linguistic knowledge;
HL learners are more familiar with home vocabulary; L2 learners, on the other hand, are more familiar with academic vocabulary
That's the way he _____ (to do) it. And the story goes she never _______ (to forgive) him. She __________ (to look) out the window her whole life, the way so many women sit their sadness on an elbow. I wonder if she _________ (to make) the best with what she
__________ (to get) or was she sorry because she couldn't be all the things she _______ (to want) to be.
Dice la historia que ella jamás lo _________(perdonar). Toda su vida _______ (mirar) por la ventana hacia afuera, del mismo modo en que muchas mujeres apoyan su tristeza en su codo. Yo me pregunto si ella ________ (hacer) lo mejor que ________ (poder) con lo que le ________ (tocar), o si __________ (estar) arrepentida porque no _________ (ser) todas las cosas que __________ (querer) ser. Esperanza. _________ (heredar) su nombre, pero no quiero heredar su lugar junto a la ventana.
According to students’
• Readiness, strengths/weaknesses
• Interests, affective needs, goals
• Learning profile
The content can vary between HLLs and L2s. You can also vary the process (how you gain mastery of the material), pacing and product.
Differentiate process and pace of acquisition.
Differentiate content, process and product;
Give students a choice about what they want to learn – e.g. professional vocabulary, country-specific information, etc.