Presentation on theme: "THE MIXED ABILITY CLASS AN OPPORTUNITY TO DEVELOP LEARNING PROCESSES."— Presentation transcript:
THE MIXED ABILITY CLASS AN OPPORTUNITY TO DEVELOP LEARNING PROCESSES
CREATIVITY TABOO WORDS Creative/create/creating Imagination/head Think/make up Elaborate/invent New/build Make/craft Art/artistic/artist(s)
STEP 1: Classroom management Spread attention Learn and use students’ names Positive teaching attitude Constant praise and encouragement
LEARNING AWARENESS How can I put this into practice at once? I’d like some time to think about this first. How does what we’re doing fit in what we’ve done? I’ll try anything once, so I’ll have a go.
Raise your hand when you hear the description of your particular learning approach. I’m an ACTIVIST learner, I immediately get on with the task and manage to do it without using a process of trial en error. I prefer to work through the task systematically in a very structured way, therefore I’m a THEORIST. I’m a REFLECTOR, I stand back and analyse things before doing anything. I’m a PRAGMATIST because I immediately look for a common sense way to put ideas into practice. SEE ANYTHING FAMILIAR?
STEP 1: Classroom management TEACHER TALK Tone & Pitch variations Verbal & Non- verbal Signals Teacher Talking Time
INSTRUCTIONS 1. Plan instructions in advance 2. Grab students’ attention 3. Give clear instructions 4. Use resources to give instructions 5. Pause to check 6. Ask Concept Checking Questions 7. Give out materials AFTER instructions 8. Use students’ feedback
PAIR & GROUP WORK 1. Set time limits 2. Monitor while students work 3. Prepare extra for fast finishers 4. Ensure feedback benefit Weaker students are more willing to participate in small groups Weaker students are more likely to ask about unclear concepts in small groups They give more practice to all students Students are forced to be more responsible and have to think Dominant students have less people to control. Students slowly assume different roles
FORMING PAIR & GROUP WORK UNITS Cuisenaire Rods Numbers Find someone who... Lottery with shapes, words/images, half words Names/objects
BOARD USE Size, including students in the back Signs & abbreviations clear for all Clear & legible Use columns for different types of info Should be a record of the lesson Organized Students should be able to perform without transcribing immediately Gives clear instructions Weaker students can take longer Monitor for careless & weak students Give enough time to copy Checking in different grouping schemes helps feedback & understanding Encourage to check students’ work
CLASSROOM LAYOUT STUDENTS IN PAIRS AT DESKS STUDENTS SITTING EITHER SIDE OF A HORSE SHOE OF TABLES STUDENTS IN GROUPS AROUND TABLES
STEP 2: MOTIVATION Motivation Diagnostic Questionnaire English environment and a positive atmosphere. Classroom contracts “Class” Activities
Raising awareness of English Language English singing bands or singers English speaking countries Proper names English texts: food, titles of songs, names of shops, names of films, wrappers, etc. English words used in both languages, e.g. Taxi, hotel, bar, cafe, radio, etc. English in my country Students organize a list of jobs according to how important English language is to each one. Students do a survey on the importance of English to relatives, friends, other teachers, etc. English and jobs
THE LESSON Interesting content & topics Variety of activities “Serious & Fun” activities Emphasis in accuracy & fluency Balance of skills work Be flexible & sensitive Cater for different learning styles Introduce students’ choice
STEP 3: GRADING TASKS ACTIVITY: Graded dictations. 3 groups according to competence levels Each group receives a different task according to level Dictate and repeat to check answers Students from the same group co-evaluate Regroup students mixing competence levels Student co-evaluate without showing their own paper. Check for vocabulary, spelling and coherence. From: Models and Metaphors in Language Teacher Training, Tessa Woodward, CUP, 1991.
READING & LISTENING ADVANCED Model: Price: Colour: Description: INTERMEDIATE STUDENT A Model: Boots PSX20 Price: Colour: Black Description: STUDENT B Model: Price: $18.99 Colour: Description: Excellent value Looks great BASIC Model: Boots PSC20 Price: $80.99 Colour: Silver Description: Excellent value Looks too shinny
VOCABULARY CRAZY TEXT The day a policeman saw a man down a penguin. He went up to the have and said: ‘Excuse me, is that big penguin?’ ‘No’ said the man. ‘I just found street.’ ‘Well, why don’t that take it to the zoo?’ ‘That’s a red idea’, said the cat. ‘I will.’ ADVANCED LEVEL: Indicate the total amount of crazy words in the text. INTERMEDIATE LEVEL: Indicate the lines in which there are “crazy” words and how many of them per line. BASIC LEVEL: Underline the “crazy” words, give the correct words scrambled.
VOCABULARY ADVANCED Find synonyms & antonyms Find / form phrases Form phrasal verbs Write complex sentences Write definition & examples INTERMEDIATE Give skeleton versions, e.g. s_ _ a Give pictures of the words Give clues on meaning, location, etc. Give Antonyms BASIC Give scrambled words Give words in L1 Give synonyms & antonyms Make picture dictionaries Make flashcards
DIFFERENT LEARNING SPEEDS WE PLAN TO ACHIEVE THE AIMS IN OUR SYLLABUS THROUGH: Language input, structures, vocabulary. Topics & tasks Skills & sub-skills Extensive reading Learning behaviours IN OUR TEXTBOOKS: Identify remedial work Identify extra work Assess students at different levels with objective & subjective activities Inform the students of your expectations
INFORM STUDENTS OF THEIR PROGRESS Taken from: European Language Portfolio The intercultural component and Learning how to learn, David Little and Barbara Simpson, August 2003
Taken from: ELP, Junior version: Revised Edition, CILT, 2006
References Rosie Tanner & Catherine Green, Tasks for Teacher Education Coursebook, Longman, 1998 Julie Tice, The Mixed Ability Class, Richmond Handbooks for Teachers, Richmond Publishing 1997 Teaching Teenagers, Herbert Puchta and Michael Schratz, Addison-Wesley Longman, 1993. Models and Metaphors in Language Teacher Training, Tessa Woodward, CUP, 1991. Freeform 2, Unit 5, Assignment 3, page 27. European Language Portfolio models, how far can they take us developing awareness of independent learning processes?, Ana Cristina Díaz, ELT CONSULTANT, Richmond Support Team, Colombia, 2007 European Language Portfolio, The intercultural component and Learning how to learn, David Little and Barbara Simpson, August 2003 ELP, Junior version: Revised Edition, CILT, 2006