Mixed ability or different ways of understanding? Wendy Arnold 20th March-3rd April, 2010

Overview of session How does MIXED ABILITY happen? How do you learn? How do you make meaning? What’s one got to do with the other? Do you know your learning style? What’s that got to do with teaching? What do you need from ‘others’ in order to make meaning? Putting it all together!

TELL ME …. jump So the word ‘jump’ is a verb. You use it in a sentence to show what you do.. jump? verb? sentence?

It is a verb. It is an action SHOW ME … Ahhhh OK! I jumping. So this is jump.. It is a verb. It is an action

This is jump. Now you do it. Say the word ‘jump’ and jump. INVOLVE ME … Ahhh like this …. jump This is jump. Now you do it. Say the word ‘jump’ and jump.

KNOW YOURSELF!

How do you learn? THINK about (a similar type of experience eg. learning to do a sport or play a musical instrument) a learning experience when you were a child a recent learning experience Are there any: -similarities -differences

How do you learn? THINK-PAIR-SHARE SHARE with a partner SHARE with another pair Identify 2 things that are the same

How do you make meaning? THINK about how you ‘make meaning’ or understand something, a similar type of experience e.g. understand text, art, music) a meaning making experience when you were a child a recent meaning making experience Are there any: -similarities -differences

How do you make meaning? THINK-PAIR-SHARE SHARE with a partner SHARE with another pair Identify 2 things that are the same

What’s one got to do with the other? Think about the differences and similarities between how you Learnt to do something Make sense of something Do you notice anything about these two experiences?

What have learning and ‘making meaning’ got to do with each other? THINK-PAIR-SHARE SHARE with a partner SHARE with another pair Identify 2 things that are the same

Do you know your learning style? Consider what you have just discussed about yourself and your learning and meaning making experiences

What’s knowing your learning style got to do with teaching? Are you teaching in the way that you learn or ‘make meaning’? Do you consider the needs of other learning styles? Are you sure?

What do you think other learning styles need? THINK – what other learning styles are there? Can you identify them? What do you think their needs are? PAIR – share with a partner SHARE – two pairs share ideas

Do your ideas include any of these?

VISUAL LEARNERS NEED

AUDITORY LEARNERS NEED discuss topics with others discuss topics with your teachers explain new ideas to other people use a tape recorder remember the interesting examples, stories, jokes... describe the overheads, pictures and other visuals to somebody who was not there leave spaces in your notes for later recall and 'filling'

KINESTHETIC LEARNERS NEED all your senses - sight, touch, taste, smell, hearing laboratories field trips teachers who give real-life examples hands-on approaches (computing) trial and error collections of rock types, plants, shells, grasses... exhibits, samples, photographs... recipes - solutions to problems, previous exam papers

What’s knowing your learning style got to do with teaching? THINK What materials do you use to teach with? What components? PAIR – share with your partner Similarities Differences SHARE – two pairs share together

Did they include any of these? A coursebook/materials. Why do you need this? Flashcards. Why do you need these? CD/tape. Why do you need these? Any other? Which learning styles do you think your coursebook/materials helps?

Effective teaching for mixed ability classes 1. Set the context 2. Interaction 3. Give signposts 4. From known to unknown 5. Model language

Looking at the materials GROUPWORK Is the context clear? What helps you understand the context? How else could you help learners understand this content?

Looking at the materials GROUPWORK What interaction is used in the materials? Identify the interaction eg. pairwork What is the purpose of the interaction? What do you think happens if the interaction is not done? What other types of interaction could be added?

Looking at the materials GROUPWORK What signposts are given in the materials e.g. change of linguistic skills, learning styles etc. Do the materials meet the needs of all learning styles? How? What else could you do to make sure all learners needs are met?

Looking at the materials GROUPWORK Can see where the learners own background knowledge of the context is explored? Can you see where the learners own background knowledge of the context is expanded? What could you do to develop the learners knowledge? Quiz, group activities, mind map, presentations, cross curricular links

Looking at the materials GROUPWORK Can you see where the language is modelled? What are the different ways that the learner is helped to learn the language structures? Can you think of any other ways to help learners understand better? Gap fills, lists, tables, questionnaires, presentations

A closer look at the materials Unit 3 English for Qatar grade 5 CONTEXT Animals INTERACTION None SIGNPOSTING Find;read and tick;read and match;listen and guess;read;find;read and listen;order;listen and checkread and listen;self-assessment DEVELOPING LEARNERS KNOWLEDGE Read and tick;read and match;listen and guess;find LANGUAGE MODELLED Text boxes;script;story;dialogue bubbles

Modifying materials Look at English for Qatar Grade 5 pages 30-31 Group A = modify for learners with low ability Group B= modify for learners with high ability Remember: learning styles, interaction and language support

How this affects your lesson planning! INTERACTION MAKE MEANING If you lessons do not include interaction your learners are not achieving their full potential!

CHECKLIST FOR PLANNING LESSONS FOR MIXED ABILITY CLASSES STUDENTS ROLE TEACHERS ROLE Understand the aim of the lesson Be given ‘thinking time’ Learn some learning strategies Tell teacher if pace is too fast Understand what helps them understand (learning style) and learn new ones Tell teacher if they don’t understand Interact with others even if this is not preferred way of learning Make the aims of the lesson clear Allow for ‘thinking time’ each learner is different Introduce learning strategies Use a variety of paces/speeds Use a variety of learning style strategies Help learner try out different ways of understanding Give opportunities to interact

Mixed Ability Workshop:Primary Did this workshop include something for: Visual learners. WHAT? Auditory learners. WHAT? Kinesthetic learners. WHAT? Individual work for those who like working alone Pairwork/groupwork for those who like working with others Enjoyment. WHAT?

Mixed Ability Workshop: Primary Tell your partner: 1) 1 thing which is new information for you 2) 1 thing which surprises you 3) 1 thing you want to try in your class this week if you are a teacher.

Mixed Ability Workshop: Primary REMEMBER ! INCLUSION IS THE KEY TO SUCCESS YOU CAN ONLY DO THIS IF YOU KNOW YOURSELF AND UNDERSTAND WHAT OTHERS NEED!

THANK YOU! If you want a copy of the powerpoint, go to the British Council website!

Useful websites For students: http://younglearners.eslreading.org/ http://www.britishcouncil.org/kids-games.htm For teachers: http://www.teachers.tv/stages/primary http://www.teachingenglish.org.uk/ For parents: http://www.britishcouncil.org/parents.htm

Additional things you could SELF-CHECK

Mixed Ability Workshop Do you move around so all the pupils can see you?

Mixed Ability Workshop Can all the pupils hear you?

Mixed Ability Workshop Do the ‘weaker’ pupils sit at the back?

Mixed Ability Workshop Do you give the pupils’ enough time to think before answering?

Mixed Ability Workshop Do you allow the pupils to call out the answers?

Mixed Ability Workshop Do you encourage ALL the pupils?

Mixed Ability Workshop Are you patient with slower pupils?

Mixed Ability Workshop Do you correct in a positive manner?

Mixed Ability Workshop Is your lesson well planned?

Mixed Ability Workshop: Preparatory Do you notice pupils behaving well?

Mixed Ability Workshop Do you create routines and responsibilities?

Mixed Ability Workshop How do you nominate when you ask questions?

Mixed Ability Workshop Do you provide activities for fast-finishers?

Mixed Ability Workshop Are your instructions clear?

Mixed Ability Workshop Do you set up pair work correctly?