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Discover effective strategies and examples for teaching mixed-level groups in heterogeneous classrooms. Learn how to personalize lessons, manage different learning styles, and address learning disabilities. Explore the role of motivation and the importance of varied tasks and activities.
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Heterogeneous groups? Mixed-level activities! ETAS day 2017, Biel/Bienne
Program • brainstorming on mixed-level groups • strategies and examples to tweak the lesson • hands-on: personalizing your textbook or using extra materials • your results • learning disabilites.
Reasons for mixed-levels • personal interests • background knowledge • the pace of which students learn • different learning styles • learning disabilities • any social problems students might be facing. => level and kind of motivation
Reasons for mixed-levels • personal interests • background knowledge • the pace of which students learn • different learning styles • learning disabilities • any social problems students might be facing. => level and kind of motivation
Three assumptions • mixed-level classes are a fact • don‘t worry about classroom management • learner motivation is the key
Self-determination theory Source: Deci/Ryan
Different level, different task „The material is too hard for half of the class, or it’s too easy. It’s almost like I need two coursebooks.” • it does not mean to prepare different lessons! • exploit the same text but vary the tasks • can be applied to every aspect of language training.
Extending tasks “The quick students finish early and then disrupt the class because they are bored.” • don’t let the early finisher become a discipline problem • allow the slower students the satisfaction of completing a task successfully • choose flexible, personalised and open-ended activites.
Catering for learner styles “The other day we did an activity and xy (who is usually the slowest) responded very well! I had no idea and it has made me see her differently.” • Different people learn things in different ways
Some strategies • Students support each other -> work in pairs or small groups • the teacher supports the students -> grade difficulty, give feedback • the material is of interest to the learners -> content based approach
Some strategies (2) • the learner’s mother tongue is a resource -> language awareness, culture elements • error is a source of learner strength and growth -> scaffolding/peer activites • listen to student input -> create co-produced exercises • rapport and group dynamics are strenghtend -> create a positve atmosphere (games)
Example 1: different levels • create small groups and ask students to write quiz questions based on favourite topics (or the topic of your course book lesson) • make sure the questions and topics are fair • the group is correcting grammar, spelling etc. • the questions are read out loud to the rest of the class and the correct answer gets a point
Example 2: fast finishers • assign the speaking actvity (in the coursebook), put students in pairs of similar ability • tell the early finishers to repeat the activity butthis time giving answers that are completely untrue • or turn it into a roleplay (answering the questions as a famous movie star, the president of your country ecc.)
Example 3: learner styles • prepare stem sentences for every paragraph of a story (based on your coursebook or not) • play a song for every paragraph and let the students complete the paragraph based on their associations • go on until the story is finished • students read their stories out to the class, to partners or refine them at home.
To read on/watch on • Dealing with difficulties, Luke Prodromou/Lindsay Clandfield (Delta Publishing) • How to differentiate instruction in the mixed-ability classroom, Carol Ann Tomlinson (Pearson) • Every kid needs a champion, Rita Pierson (TEDtalk)
Thank you! r.scherpe@elionline.com
