Teaching a mixed-ability Class

Slides:



Advertisements
Similar presentations
ProfessionalValues and Practice Look for differentiation. Monitor lesson plans (planning links). IEPs used Short evaluations should be encouraged (and.
Advertisements

Sheltered Instruction Observation Protocol
How to teach heterogeneous groups
Problems with behaviour and discipline. Managing for success Forms of disruptive behaviour:  disruptive talking  inaudible responses  sleeping in class.
Mixed ability classes Zlín Jiřina Juříčková.
I’m so confident - I could explain this to someone else! I can get to the right answer but I don’t understand well enough to explain it yet. I understand.
ATTENTION LANGUAGE LEARNERS ! THE SENIORS’ GUIDE FOR SUCCESS.
Assessment in Key Stage One Welcome! Please highlight your child’s name to sign in then take a seat and feel free to look through the samples of statutory.
Classroom Tips and Tricks
I’m so confident - I could explain this to someone else! I can get to the right answer but I don’t understand well enough to explain it yet. I understand.
Mixed-level English classrooms What my paper is about: Basically my paper is about confirming with my research that the use of technology in the classroom.
Learning Objectives: 1) To learn that people are different and that it ok have differences. 2) To learn to deal positively with the strength of their feelings.
Ricardo Pareja. COMMENTS. This 41 st International MEXTESOL conference in Puebla offered me the opportunity of acquiring new knowledge. The experience.
Marica Romano1 Teaching English Language in Mixed Ability Classes The Challenge of Heterogeneous Classes.
Induction Programme for PNETS 2005 Diversity of students in the English classroom Flora Leung, M.Ed. (HKU) Project Manager, Modern Educational Research.
School Wide Students and Families Survey in October NewStar Chinese School November 2013 The School Board of Directors.
Learning by heart Take an English course outside school Reading books, newspapers Practice grammar with vocabulary Memorize new words Listening to the.
Prepared by Saad Alhejaili
Writing tasks for mixed ability classes By Kerry Malster In conjunction with Alison Prince and Karen Ryan, British Council Dubai.
Chapter 3 - Course Planning: Knowing where are you going Presenters: Laura Mizuha and Melanie Brooks.
Accountability Pillar: Continuous Improvement – School Improvement Detail.
To share important information about KS2 SATs. To answer any questions about KS2 SATs. Discuss / share ideas about how you as a parent can help your child.
Do you have difficulties in learning English? What things are difficult for you?
Teaching Listening Why teach listening?
Is the marking of the work up to date?
Lessons Learned In SEA TEACHER PROJECT 2016 THAILAND
Identifying Your Learning Style
Greenhills Primary Literacy Workshop
Who are young learners? may be anyone under the age of 18 using one term to cover such a diverse age range is unhelpful. between pre- and post-11.
Singapore Maths Maths- No problem
WHY INVOLVE PARENTS? Involving parents, Raising Achievement (DfES publication) identifies, among others, the following key research findings: Children.
TEACHING LANGUAGE SKILLS: Teaching listening
NEEDS ANALYSIS.
How learners learn in my teaching world…
Scenario 12: Giving instructions
Young English Language Learners
Classroom management strategies Peter Lucantoni
LEARNER MISTAKES Гайнуллин Гусман Салихжанович,
Mixed-level activities!
The ASSURE Model Analyze learners State objectives Select instructional methods, media, and materials Utilize media and materials Require learner participation.
How can we become good learners?
Maths Counts Insights into Lesson Study
Classroom management strategies Peter Lucantoni
4G3 – Global Change Access to Food.
I Can Work in a Group! Read title and introduce lesson to students. Ask if they ever have to work in groups at school. Lead discussion about how they.
Learning Styles & Study Skills
Notetaking and Study Skills
Module 1.
I Can Work in a Group! Read title and introduce lesson to students. Ask if they ever have to work in groups at school. Lead discussion about how they.
Teaching the Full Range
Hello, it’s good to see you!
Year 10 Mathematics AIMS:
Ensuring your child thrives at home with their maths…
Teaching Large Mixed Ability Classes
I’m so confident - I could explain this to someone else!
Year 6 Information Evening
Welcome to Kings Norton Girls’ School
Assessing outcomes: How do we know what students learn?
Teaching Different Classes
Mixed ability or different ways of understanding?
Mastering Interview Questions
Learner motivation and individual differences in language learning Dr Louise Courtney Professor Suzanne Graham University of Reading Siena July 2017.
‘Assessment practice will follow and reinforce the curriculum and promote high quality learning and teaching approaches. Assessment of children’s and young.
Classroom Research Project
I’m so confident - I could explain this to someone else!
KS1 SATS Guidance for Parents
Teaching speaking Aims:
Learning Disabilities
I’m so confident - I could explain this to someone else!
Native Students in Foreign Language Teaching - A Special Resource on My Course Anna Bokedal, University of Aberdeen School of Language, Literature,
Presentation transcript:

Teaching a mixed-ability Class By Gamal Rabeea

What is a mixed-ability class? Mixed-ability refers to: 1- classes in which there is a very clear difference in language level among the students. 2- classes in which there are clear differences in learning style, speed and aptitude among the students.

3- classes in which there are clear differences in the students’ background knowledge. 4- classes in which there are different levels of motivation.

Why does the problem exist? 1- Students come from different learning backgrounds. For example, some may have attended private language schools for extra English. They may have used different coursebooks.

2- Students progress at different rates. It is due to different learning styles and the way students respond to the teacher’s style and approach. If the teacher’s approaches tended to emphasize the visual element, then it is likely that the visual learners will have progressed at a faster rate.

3- Some students find learning a second language easy and some find it difficult. This includes things like the ability to: … notice similarities and differences in meanings and language forms. … memories and recall new verbal information.

4- Students may already have a positive or negative attitude. This depends on how successful they have been or how they have been treated.

5- There may be other influences e.g. they may have: … English-speaking family … travelled to English-speaking countries … satellite TV, DVDs or computers with English programs at home … personal interests such as a love of American pop music … an English-speaking pen friend

6-There may be students who experience learning difficulties due to dyslexia, hearing or sight problems.

What to do to know your students? 1 How long have you studied English? . . . 2 How do you like to learn best? with your eyes? [ ] with your ears? [ ] by doing things? [ ] 3 Did you like your English classes? Why or why not? 4 Do you think English is: useful? [ ] interesting? [ ] fun? [ ]

5 What's your English like 5 What's your English like? very good [ ] OK [ ] not very good [ ] terrible [ ] 6 Do you ever listen to, read, or speak English outside school? What for? . . . .

What problems do mixed-ability classes present for the teacher? 1-Half the students have finished an exercise when the other half have only just begun. 2-The stronger students get bored if I spend time explaining to the weaker ones. 3-We’ve got a syllabus to get through but most of the students are already behind. 4-The stronger students dominate.

5-The weaker students sit at the back and start disrupting the lesson. 6-The weaker students don’t even try. 7-I don’t know where to pitch my lesson. 8-The weaker students are always asking me things in their own language and want everything explained in it.

9-Some of the weaker students try so hard but they still get bad marks 9-Some of the weaker students try so hard but they still get bad marks. 10-When I’m doing pair or groupwork I don’t know whether it’s better to put strong and weak students together or put students of the same level in the groups.

11-Some of the students’ written homework is an absolute disaster – grammar, spelling, everything! I don’t know where to start correcting it. 12-Some of the really good students sometimes ask me difficult questions and one even corrected me once!

How can we deal with mixed-ability classes? Part A

We will look at ways of changing, i. e We will look at ways of changing, i.e. ways of trying to ensure that all students have equal opportunities to learn. This means improving opportunities for weaker learners. It will focus on the following aspects of changing:

Classroom management skills Motivating students Catering for different learning styles Learner training

Part B we look at ways of coping, i.e. practical techniques and teaching ideas suitable for a mixed-ability class, linked to the specific problem of mixed levels and learning speeds in one class but also different knowledge of the world and interests. The following areas are covered:

Grading tasks Self access Content teaching Activities with different responses Open-ended activities Dealing with different learning speeds Assessment

Solving the problems

What is a mixed-ability class? Why does the problem exist? What to do to know your students? What problems do mixed-ability classes present for the teacher? How can we deal with mixed-ability classes? Solving the problems

For more information The Mixed Ability Class by Julie Tice https://www.youtube.com/watch?v=qjzFJAJZF7U https://www.youtube.com/watch?v=fhiYY0uIkJU https://www.youtube.com/watch?v=3x7NdXTbbmM https://www.youtube.com/watch?v=pBUpevrNuL8 https://www.youtube.com/watch?v=flQeT3QjuIE https://www.youtube.com/watch?v=AlGvCJ4CitU

(And taught you that which you knew not (And taught you that which you knew not. The grace of Allah toward you has been infinite) (وَعَلَّمَكَ مَا لَمْ تَكُن تَعْلَمُ ۚ وَكَانَ فَضْلُ اللَّهِ عَلَيْكَ عَظِيمًا)