1. Prepared by Saad Alhejaili
Mixed Ability Classes
Prepared by
Saad Alhejaili

2. Introduction What is mixed ability class
Clarifying the problem of a mixed ability class.
Possible problems and solutions of mixed ability classes
Some techniques in mixed ability classes
Activities of mixed ability classes
The role of teacher and student in mixed ability class

3. What is mixed ability class
McKeown (2004) believes that many teachers see a mixed ability class as consisting of a group of average and able children with a subset of children who have learning problems.
In reality, every class can be described as a mixed ability class as it is made up of learners who are different in terms of their knowledge and ability

4. What is mixed ability class
Ireson & Hallam (2001) suggest teachers need to recognize that a class is mixed ability because children have different strengths and weaknesses and develop at different rates.
They have different preferences for learning and displaying their work.

5. Why do most classes have mixed ability learners?
Students come from different backgrounds with different ideas, expectations and needs. They are individuals, therefore they should be looked at as individuals and not as a whole class.

6. Clarifying the problem of a mixed ability class
It’s a big challenge for teachers to meet students’ different needs in a large multilevel class since the students are from different backgrounds, with varied English proficiency and different English learning experience. Teachers may feel easily frustrated because it is hard to decide where to start.
How can English teacher satisfy the needs of each person in his class .

7. Some problems of Mixed Ability Classes
1. Half the students finish the activity before the others.
2. Stronger students get bored if I take time to
explain to weaker students
4. The weaker students sit at the back of the class
Teachers may face some problems in different areas
Such as :

8. Materials and Resources
Most language textbooks are designed for an ideal homogeneous class and pupils react in a different way due to their individual differences and preferred learning styles
A teacher might have difficulties finding appropriate teaching materials and resources that fit the needs, learning styles, individual language level and interests of all pupils

9. Materials (solution)
Adapt some of the materials (e.g. make language simple)
• Design your own teaching materials
• Support the teaching materials with visual stimuli (e.g. photos, pictures, etc.)

10. Tasks
Weaker pupils find the tasks for homework from the course book difficult and often come without homework
Slower learners can’t participate because the tasks are too difficult for them

11. Tasks(solution)
The tasks included in the lesson should correspond to the language level, age and abilities of pupils.
Help visual learners by using visual clues
• Vary the level of tasks (e.g. reduce the number of choices or delete the more difficult choices in multiple-level exercises)
• Include open-ended tasks which help learners work at their own pace
• Encourage learner collaboration (pupils work alone and then in pairs or groups and share and complete what they couldn’t do);
• Grade tasks

12. Participation
Some pupils participate in the lesson actively, while others are unwilling and reluctant to take part in the lesson activities

13. Motivation
Baker (2002) claims that in mixed-ability classes it can be difficult to keep the attention of all students. Their motivation can be poor and the teacher can feel frustrated because he/she does not have enough time to help the weaker students

14. Individual needs, interests and strengths of learners
The teacher does not know his / her pupils’
interests and needs
The teacher does not know what the strengths of each learner are.

15. Individual needs, interests and strengths of learners ( solution )
Try to get to know your learners, their language level and interests
Make sure every child has participated in some way in the lesson.
Organize more pair and group work activities which involve more children at the same time.

16. Discipline
Pupils work with different pace – those who are more advanced cope quickly with the tasks or get impatient when the teacher has to repeat an explanation, while pupils who have a lower level of knowledge and skills complete tasks more slowly.

17. Discipline( solution )
Help pupils learn to respect diversity in terms of
skills and abilities;
• Prepare additional activities for quick those
pupils who finish earlier;
• Delegate some remedial work to fast learners
by asking them to repeat an explanation, write
the new words on the board, share their personal opinion on a task, etc

18. Some techniques help teachers to deal with mixed ability class
Plan and use a variety of activities that suit different intelligences ( Multiple Intelligences) .
Think of pupils in a positive way . Try to find the strengths and preferred learning style of everyone
Students love games, competitions and dramatization,
It is also useful for students to study in self-access centers, where they can visit in their free times to study alone, with a peer or a tutor.
Differentiation .

19. Some techniques help teachers to deal with mixed ability class
There are three categories of differentiation:
differentiation by task, which involves setting different tasks for pupils of different abilities
differentiation by support, which means giving more help to certain pupils within the group
differentiation by outcome, which involves setting open-ended tasks and allowing pupil response at different levels.

20. Teachers role in mixed ability class
Researchers (Hallam & Toutounji, 1996; Harlen & Malcolm, 1997) are now suggesting that the key to success is not how pupils are grouped but the attitude and skills of the
teacher in the classroom.

21. Teachers role in mixed ability class
The teacher should
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

22. Students 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

27. References
The Challenges of Working with Mixed Ability Classes by Цветелина Харакчийска
Coping with the Problems of Mixed Ability Classes byDeniz Şalli-Çopur
The go for it guides for Mixed Ability classes BY Jim Rose