Teaching mixed-ability classes

Июль 24, 2022

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Английский язык
Teaching mixed-ability classes

Содержание

2. WHAT IS A HETEROGENEOUS CLASS? ability level of knowledge of the subject A class which is
3. SOME PROBLEMS Providing for learning for all
4. SOME ADVANTAGES Educational aspects: tolerance and respect for the ‘other’ cooperation mutual help Richer personal resources
5. Some practical principles
6. SOME THINGS THAT CAN HELP A. Keeping them motivated 1. Variation 2. Interest B. Reaching the
7. VARIATION Topic Demands: level, pace, amount Classroom organization: teacher-fronted, group work or individualized. Learning style: analytical
8. INTEREST Very difficult to define But essential: tasks may be ‘too easy’ or ‘too difficult’, and
11. Say things about a picture Students can contribute at a level appropriate to them They can
12. Factors that arouse and maintain interest (Topic) Visual stimulus Success-orientation Personalization Open-ended responses Full participation Game-like
13. INDIVIDUALIZATION Allowing for individual variation in speed and level, even within a teacher-led or set exercise
14. Example 1: Full-class questioning We’ll try four ways of dealing with teacher-student questions.
15. Answers to Questions 4 e criteria /sk/ centre will not Virtually all the European languages, except
16. Four different modes of interaction Students just hear the questions, raise their hands are nominated to
17. What did you feel? What did you notice?
18. Conventional No pre-reading Questions done in order decided by teacher Individual preparation Teacher implies they have
19. Example 2: Vocabulary Fill in any four of the opposites to the words on the page.
20. boring interesting high low floor ceiling general specific day night diluted concentrated freeze melt mountain valley
21. Note (Could be any set of subject-specific questions) Items not numbered Choice of which to do
22. PERSONALIZATION Allowing for contributions that reflect personal taste, experience, opinion etc. My favourite … I remember
23. Grammar/vocabulary practice
24. ‘Mingling’ I like _________ ing ... One chore I hate doing is … I would love
25. Oral fluency What is the best metaphor for a lesson? A variety show A conversation A
26. COLLABORATION Learners work together in order to get better joint results than they could on their
27. Two types of collaborative activities Full-class sharing through: Class brainstorm ‘Pass it round’ Online forums /
28. Example: Recall and share
29. bicycle because people independent embarrassed friend encourage privilege building enough
30. Not all tasks work as group/pair activities. Pair work usually works better than group work. Make
31. OPEN-ENDING Cues allow for many possible right answers: creative thinking So that: More learners can get
32. Examples: Closed-ended: Jenny is a baby. Jenny can / can’t ride a bicycle. Open-ended: Jenny is
33. Open-ending Most textbook exercises are closed-ended: items have one pre-determined right answer. Why? Conventional ‘default’ way
34. Making closed-ended exercises into open-ended ones Can be done mainly with ‘gapfills’ But also with matching
35. Write the correct past form She ______________ early. (leave) He ____________ the cake. (make) I ___________
36. Write the correct past form She ______________ early. (leave) He ____________ the cake. (make) I ___________
37. Write the correct past form She left______________ early. (leave) He made____________ the cake. (make) I sat__________
38. Making closed-ended exercises into open-ended ones Can be done mainly with ‘gapfills’ But also with matching
39. You can… read … sit on … watch… wear … eat … … a chair …a
40. Or design your own New… Young … Interesting… Fresh.. Dangerous …bread …teachers …drivers …ideas …lessons …babies
41. How about this one? a princess a helicopter a snake a rabbit an umbrella a box
42. Other possibilities for open-ending 1: Creative thinking Practice of can/could; creativity How many ways can you
43. Other possibilities for open-ending 2: Originality ‘Lateral thinking’ Comparative of adjectives Think of ten ways to
44. Writing Suggest at least three advantages of being an only child. (of not having a cellphone
45. COMPULSORY PLUS OPTIONAL 1. Activities 2. Tests
46. Activities: The class is given a ‘core’ task, do-able by everyone. They are also given an
47. Write the items in the appropriate column
48. Find at least three things to put in each column, more if you can!
49. Tests Most of the test is compulsory, and is given a grade out of 100% A
50. Complete using past tenses: A. Her mother _____ to Little Red Riding Hood: ‘Take this cake
51. To summarize: practical principles for teaching heterogeneous classes Vary your lessons in speed, level, topic, material
53. Скачать презентацию

Слайд 2

WHAT IS A HETEROGENEOUS CLASS?
ability
level of knowledge of the

subject

A class which is varied in:

Слайд 3

SOME PROBLEMS
Providing for learning for all

Слайд 4

SOME ADVANTAGES
Educational aspects:
tolerance and respect for the ‘other’
cooperation
mutual help
Richer

personal resources
Challenge, teacher development

Слайд 5

Some practical principles

Слайд 6

SOME THINGS THAT CAN HELP
A. Keeping them motivated
1. Variation
2. Interest
B. Reaching

the individual
3. Individualization
4. Personalization
5. Collaboration
C. Providing for learning at different levels
6. Open-ending
7. Compulsory + Optional

Слайд 7

VARIATION
Topic
Demands: level, pace, amount
Classroom organization: teacher-fronted, group work or individualized.
Learning

style: analytical / non-analytical, productive or receptive, active or reflective, solitary or collaborative
Material: textbook, worksheets, the board, the computer …

Слайд 8

INTEREST
Very difficult to define
But essential: tasks may be ‘too easy’ or

‘too difficult’, and therefore boring
But even tasks that are of inappropriate level may keep students’ interest if they are well-designed.

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Слайд 11

Say things about a picture
Students can contribute at a level appropriate

to them
They can use vocabulary they know
They can use other students’ contributions as models (peer-teaching)
Collaboration
Game-like

Слайд 12

Factors that arouse and maintain interest
(Topic)
Visual stimulus
Success-orientation
Personalization
Open-ended responses
Full participation
Game-like challenges

Слайд 13

INDIVIDUALIZATION
Allowing for individual variation in speed and level, even within a

teacher-led or set exercise
For example:
Learners choose where to start
Giving a time limit rather than a quantity-of-work limit: learners do as much as they can.
Learners choose which items they want to do.

Слайд 14

Example 1: Full-class questioning
We’ll try four ways of dealing with teacher-student

questions.

Слайд 15

Answers to Questions 4
e
criteria
/sk/
centre
will not
Virtually all the European languages, except for

Hungarian, Finnish, Estonian
‘not’ or ‘the opposite of’
a leaf on a tree, and a page of a book (or the verb, to turn over pages as in the expression ‘to leaf through a book’
About 300 million
A word that looks / sounds the same, but actually means something different e.g. sympathetic actual

Слайд 16

Four different modes of interaction
Students just hear the questions, raise their

hands are nominated to answer
Students read and hear, are nominated to answer.
Students prepare individually, then volunteer answers to items they know.
Students prepare individually or with partners, check their own answers.

Слайд 17

What did you feel? What did you notice?

Слайд 18

Conventional
No pre-reading
Questions done in order decided by teacher
Individual preparation
Teacher implies they

have to do all the questions
Teacher implies they should know the answers

More ‘heterogeneous’

Possibility of pre-reading
Questions done in order chosen by students
Possibility of collaboration (choice)
Teacher says OK not to finish
Teacher says OK not to know all the answers

Слайд 19

Example 2: Vocabulary
Fill in any four of the opposites to the

words on the page.
Then pass it on. Fill in another four on the page you received... then pass it on.

Слайд 20

boring interesting high low floor ceiling
general specific
day night diluted concentrated freeze melt
mountain valley full empty noisy quiet

vague exact, precise white black
friend enemy war peace asleep awake
success failure implicit explicit
center periphery simple complex, complicated
straight crooked smooth rough sick well, healthy, fit
exit extrance mandatory optional

Слайд 21

Note
(Could be any set of subject-specific questions)
Items not numbered
Choice of which

to do
Legitimization of ‘not knowing’
Work at your own speed
Success-orientation
Collaboration, not competition
Full participation

Слайд 22

PERSONALIZATION
Allowing for contributions that reflect personal taste, experience, opinion etc.
My favourite

…
I remember …
Agree / disagree …

Слайд 23

Grammar/vocabulary practice

Слайд 24

‘Mingling’
I like _________ ing ...
One chore I hate doing is …
I

would love to go to ...
Something that really irritates me is …

Слайд 25

Oral fluency
What is the best metaphor for a lesson?
A variety show A

conversation
A menu Consulting the doctor
Eating a meal Doing the shopping
A football game A symphony
A wedding Climbing a mountain

Слайд 26

COLLABORATION
Learners work together in order to get better joint results than

they could on their own.
Enables more interaction between students and engagement with the task
Enables peer-teaching

Слайд 27

Two types of collaborative activities
Full-class sharing through:
Class brainstorm
‘Pass it round’
Online forums

/ wikis / other types of sharing
Pair or group work
collaborative pair/group work
‘mingling’

Слайд 28

Example: Recall and share

Слайд 29

bicycle
because people
independent embarrassed
friend encourage
privilege building
enough

Слайд 30

Not all tasks work as group/pair activities.
Pair work usually works better

than group work.
Make sure the task is such that it is likely to be better done by the group / pair than by an individual
Allow individuals to work on their own if they prefer?

Слайд 31

OPEN-ENDING
Cues allow for many possible right answers: creative thinking
So that:
More learners

can get to respond.
Learners can respond at different levels

Слайд 32

Examples:
Closed-ended:
Jenny is a baby. Jenny can / can’t ride a

bicycle.
Open-ended:
Jenny is a baby. Jenny can’t ride a bicycle, but she can smile.
What else can / can’t Jenny do?

Слайд 33

Open-ending
Most textbook exercises are closed-ended: items have one pre-determined right answer.
Why?
Conventional

‘default’ way of doing things: gap-fill, matching, multiple choice.
Easy to check.
Lower-order thinking skills.
May or may not be easier.

Слайд 34

Making closed-ended exercises into open-ended ones
Can be done mainly with ‘gapfills’

But also with matching exercises and multiple-choice
The result: more learning, more interesting, more individualized.

Слайд 35

Write the correct past form
She __ early. (leave)
He the cake.

(make)
I ___________ there for six hours. (sit)
The man __________ the book. (read)

Слайд 36

Write the correct past form
She __ early. (leave)
He the cake.

(make)
I ___________ there for six hours. (sit)
The man __________ the book. (read)

Слайд 37

Write the correct past form
She left__ early. (leave)
He made the cake.

(make)
I sat__________ there for six hours. (sit)
The man read __________ the book. (read)

Слайд 38

Making closed-ended exercises into open-ended ones
Can be done mainly with ‘gapfills’

But also with matching exercises and multiple-choice
The result: more learning, more interesting, more individualized.

Слайд 39

You can…
read …
sit on …
watch…
wear …
eat …
… a chair
…a television program
…a

cake
…books
…a shirt

Слайд 40

Or design your own
New…
Young …
Interesting…
Fresh..
Dangerous
…bread
…teachers
…drivers
…ideas
…lessons
…babies
…developments

Слайд 41

How about this one?
a princess a helicopter
a snake a rabbit an umbrella
a box

of matches a telephone
the sun glasses
night

Слайд 42

Other possibilities for open-ending 1: Creative thinking
Practice of can/could; creativity
How many

ways can you think of to use an empty tin can? (A pen? A piece of plasticine?)
Adjective-before-noun, vocabulary
How many adjectives can you think of to describe the noun road? (movie? song?)
How many nouns can you think of that could be described by the adjective hard? (black? clear?)

Слайд 43

Other possibilities for open-ending 2: Originality ‘Lateral thinking’
Comparative of adjectives
Think of

ten ways to compare a tree with a piece of spaghetti.
Both...
Think of some ways in which a lesson is like a wedding.
Interrogatives
Find six questions in your subject to which the answer is … twelve…(always …of course! … Nobody knows)

Слайд 44

Writing
Suggest at least three advantages of being an only child. (of

not having a cellphone / of having no car?)
Negative sentences
Name ten things you have never done.
Name six things that you can’t touch, and why.
Say six negative things about …a pen (a cat / English)
Say four NICE things about your friend, using negative sentences.

Слайд 45

COMPULSORY PLUS OPTIONAL
1. Activities
2. Tests

Слайд 46

Activities:
The class is given a ‘core’ task, do-able by everyone.
They are

also given an optional task which may be done by some.
Key words in the instructions:
‘Do at least’ ‘Do X … and do Y if you have time’

Слайд 47

Write the items in the appropriate column

Слайд 48

Find at least three things to put in each column, more

if you can!

Слайд 49

Tests
Most of the test is compulsory, and is given a grade

out of 100%
A final section is optional, and gets ‘bonus’ points.

Слайд 50

Complete using past tenses:
A. Her mother _____ to Little Red Riding

Hood: ‘Take this cake to your grandmother, but don’t talk to strangers!’
Little Red Riding Hood ________ through the wood, and on the way she ______ the wolf. ‘Hello, Little Red Riding Hood!’ _____ the wolf. ‘Where are you going?’
Little Red Riding Hood _______ what her mother _______.
‘I’m going to visit my grandmother,’ she ________. ‘She lives in the forest, over there.’
The wolf ________ off through the forest, and __________ to the grandmother’s house.
B. Optional. Finish the story as you like, but not the same way as usual!

Слайд 51

To summarize: practical principles for teaching heterogeneous classes
Vary your lessons in speed,

level, topic, material
Maintain interest visual stimulus, open-ending, game-like process, personalization etc
Let individual students work at their own pace and level, enable choices:
Start where you like, time-limit, do as much as you can
Let students help each other, collaborate Especially in recalling or brainstorming activities
Give opportunities to express personal experiences, opinions, tastes… open-ended cues, application to personal situations
Allow for responses at different levels
brainstorming activities, open-ended cues
Have as many students as possible activated simultaneously
avoid teacher-student one-right-answer ‘ping-pong’; use individual, pair or group work, or multiple responses to a single cue

Teaching mixed-ability classes

Содержание

WHAT IS A HETEROGENEOUS CLASS? ability level of knowledge of the

SOME PROBLEMSProviding for learning for all

SOME ADVANTAGESEducational aspects: tolerance and respect for the ‘other’cooperationmutual help Richer

Some practical principles

SOME THINGS THAT CAN HELPA. Keeping them motivated1. Variation2. InterestB. Reaching

VARIATIONTopicDemands: level, pace, amountClassroom organization: teacher-fronted, group work or individualized. Learning

INTERESTVery difficult to defineBut essential: tasks may be ‘too easy’ or

Say things about a pictureStudents can contribute at a level appropriate

Factors that arouse and maintain interest(Topic)Visual stimulusSuccess-orientationPersonalizationOpen-ended responsesFull participationGame-like challenges

INDIVIDUALIZATIONAllowing for individual variation in speed and level, even within a

Example 1: Full-class questioningWe’ll try four ways of dealing with teacher-student

Answers to Questions 4ecriteria/sk/centrewill notVirtually all the European languages, except for

Four different modes of interactionStudents just hear the questions, raise their

What did you feel? What did you notice?

ConventionalNo pre-readingQuestions done in order decided by teacherIndividual preparation Teacher implies they

Example 2: VocabularyFill in any four of the opposites to the

boring interesting high low floor ceiling general specificday night diluted concentrated freeze meltmountain valley full empty noisy quiet

Note(Could be any set of subject-specific questions)Items not numberedChoice of which

PERSONALIZATIONAllowing for contributions that reflect personal taste, experience, opinion etc.My favourite

Grammar/vocabulary practice

‘Mingling’I like _________ ing ...One chore I hate doing is …I

Oral fluency What is the best metaphor for a lesson?A variety show A

COLLABORATIONLearners work together in order to get better joint results than

Two types of collaborative activitiesFull-class sharing through:Class brainstorm‘Pass it round’Online forums

Example: Recall and share

bicycle because people independent embarrassedfriend encourageprivilege buildingenough

Not all tasks work as group/pair activities.Pair work usually works better

OPEN-ENDINGCues allow for many possible right answers: creative thinkingSo that:More learners

Examples:Closed-ended: Jenny is a baby. Jenny can / can’t ride a

Open-endingMost textbook exercises are closed-ended: items have one pre-determined right answer.Why?Conventional

Making closed-ended exercises into open-ended onesCan be done mainly with ‘gapfills’

Write the correct past formShe ______________ early. (leave)He ____________ the cake.

Write the correct past formShe ______________ early. (leave)He ____________ the cake.

Write the correct past formShe left______________ early. (leave)He made____________ the cake.

Making closed-ended exercises into open-ended onesCan be done mainly with ‘gapfills’

You can…read …sit on …watch…wear …eat …… a chair…a television program…a

Or design your ownNew…Young …Interesting…Fresh..Dangerous…bread…teachers…drivers…ideas…lessons…babies…developments

How about this one?a princess a helicoptera snake a rabbit an umbrellaa box

Other possibilities for open-ending 1: Creative thinkingPractice of can/could; creativityHow many

Other possibilities for open-ending 2: Originality ‘Lateral thinking’Comparative of adjectivesThink of

WritingSuggest at least three advantages of being an only child. (of

COMPULSORY PLUS OPTIONAL 1. Activities2. Tests

Activities:The class is given a ‘core’ task, do-able by everyone.They are

Write the items in the appropriate column

Find at least three things to put in each column, more

TestsMost of the test is compulsory, and is given a grade

Complete using past tenses:A. Her mother _____ to Little Red Riding

To summarize: practical principles for teaching heterogeneous classesVary your lessons in speed,

Похожие презентации

WHAT IS A HETEROGENEOUS CLASS?
ability
level of knowledge of the

SOME PROBLEMS
Providing for learning for all

SOME ADVANTAGES
Educational aspects:
tolerance and respect for the ‘other’
cooperation
mutual help
Richer

SOME THINGS THAT CAN HELP
A. Keeping them motivated
1. Variation
2. Interest
B. Reaching

VARIATION
Topic
Demands: level, pace, amount
Classroom organization: teacher-fronted, group work or individualized.
Learning

INTEREST
Very difficult to define
But essential: tasks may be ‘too easy’ or

Say things about a picture
Students can contribute at a level appropriate

Factors that arouse and maintain interest
(Topic)
Visual stimulus
Success-orientation
Personalization
Open-ended responses
Full participation
Game-like challenges

INDIVIDUALIZATION
Allowing for individual variation in speed and level, even within a

Example 1: Full-class questioning
We’ll try four ways of dealing with teacher-student

Answers to Questions 4
e
criteria
/sk/
centre
will not
Virtually all the European languages, except for

Four different modes of interaction
Students just hear the questions, raise their

Conventional
No pre-reading
Questions done in order decided by teacher
Individual preparation
Teacher implies they

Example 2: Vocabulary
Fill in any four of the opposites to the

boring interesting high low floor ceiling
general specific
day night diluted concentrated freeze melt
mountain valley full empty noisy quiet

Note
(Could be any set of subject-specific questions)
Items not numbered
Choice of which

PERSONALIZATION
Allowing for contributions that reflect personal taste, experience, opinion etc.
My favourite

‘Mingling’
I like _________ ing ...
One chore I hate doing is …
I

Oral fluency
What is the best metaphor for a lesson?
A variety show A

COLLABORATION
Learners work together in order to get better joint results than

Two types of collaborative activities
Full-class sharing through:
Class brainstorm
‘Pass it round’
Online forums

bicycle
because people
independent embarrassed
friend encourage
privilege building
enough

Not all tasks work as group/pair activities.
Pair work usually works better

OPEN-ENDING
Cues allow for many possible right answers: creative thinking
So that:
More learners

Examples:
Closed-ended:
Jenny is a baby. Jenny can / can’t ride a

Open-ending
Most textbook exercises are closed-ended: items have one pre-determined right answer.
Why?
Conventional

Making closed-ended exercises into open-ended ones
Can be done mainly with ‘gapfills’

Write the correct past form
She __ early. (leave)
He the cake.

Write the correct past form
She __ early. (leave)
He the cake.

Write the correct past form
She left__ early. (leave)
He made the cake.

Making closed-ended exercises into open-ended ones
Can be done mainly with ‘gapfills’

You can…
read …
sit on …
watch…
wear …
eat …
… a chair
…a television program
…a

Or design your own
New…
Young …
Interesting…
Fresh..
Dangerous
…bread
…teachers
…drivers
…ideas
…lessons
…babies
…developments

How about this one?
a princess a helicopter
a snake a rabbit an umbrella
a box

Other possibilities for open-ending 1: Creative thinking
Practice of can/could; creativity
How many

Other possibilities for open-ending 2: Originality ‘Lateral thinking’
Comparative of adjectives
Think of

Writing
Suggest at least three advantages of being an only child. (of

COMPULSORY PLUS OPTIONAL
1. Activities
2. Tests

Activities:
The class is given a ‘core’ task, do-able by everyone.
They are

Tests
Most of the test is compulsory, and is given a grade

Complete using past tenses:
A. Her mother _____ to Little Red Riding

To summarize: practical principles for teaching heterogeneous classes
Vary your lessons in speed,