Addressing the “Whole” in Multilevel Instruction CATESOL 2009 Presenters: K. Lynn Savage Sylvia Ramirez

Presentation Objectives Identify benefits of multilevel classes. Distinguish among different approaches. List current Adult ESL multilevel approaches. Describe a framework for multilevel classes. Discuss ideas for grouping students. Experience opening and closing whole group activities.

Multilevel Classes An opportunity for Learners Less proficient have an opportunity to interact with more proficient. More proficient benefit by using their English skills to help lower level students. Students learn to work together across differences. Students develop learning communities in which they learn from each other’s strengths Promoting Success of Multilevel ESL Class: What Teachers and Administrators Can Do CAELA Brief April 2006

Approaches to Multilevel Same materials, different expectations visuals audio Different materials for different proficiency levels learning stations self-access materials Textbooks a series same themes/topics across levels

Existing Adult ESL Multilevel Classes Best Practices a combination of whole group and breakout groups opening and closing activities for the whole class breakout groups to develop level-appropriate language skills usually no more than three breakout groups

A Structural Framework for Multilevel Classes

GUIDELINES FOR MAKING GROUPS SUCCESSFUL Arrange classroom for like-ability groups. Work with low-level group first, but… Set time limits Identify materials Select a group leader Follow up with groups

Demo #1 Vocabulary Opening: Whole-group Objective: Build community and introduce vocabulary Materials: Big picture with critical incident Activity: Vocabulary building

Ventures Book 1, Unit 2 Cambridge University Press

Ventures Book 2, Unit 2 Cambridge University Press

Teaching steps T asks: “ What do you see?” Ss identify what they see in picture T writes vocabulary on board T does one or more of the following: Ss say words and T points to items in picture. Ss ask and answer questions about the picture. Ss say words and other Ss circle the words on the board.

Closing: Whole-group Objective: Build community and assess learning from break-out groups Materials: Student books (handouts) from each level Activity: Review vocabulary

Teaching steps T does one or more of following: Ss from each group write key level-appropriate vocabulary on board. Ss ask whole group to identify/pronounce words. Ss in higher groups help Ss in lower groups pronounce/identify their words Ss from each group come to board. T names a letter of the alphabet. Ss write one or more words from their words that begin with that letter.

Demo #2 Reading Opening: Whole-group Objective: Build community and focus on reading Materials: Sequence of 2 or more pictures Activity: Language Experience - Telling a story

Ventures Book 4, Unit 8 Cambridge University Press

Teaching steps T elicits words and sentences about the pictures and writes them on the board. Ss repeat words and sentences. Ss identify what they see in picture T asks Ss to use words/sentences to tell a story about the pictures. T writes story on board. Ss read and revise the story. T does one or more of the following: Ss read story aloud. (low-level Ss) Ss retell the story using their own words. (mid-level Ss) Ss predict a new ending for story. (high-level Ss)

Closing: Whole-group Objective: Build community and assess learning from break-out groups Materials: Student books (handouts) from each level Activity: Sharing stories

Teaching steps T does one or more of following: Ss work in cross-ability groups. Ss read their stories aloud and teach new vocabulary. T invites a S from each group to read or summarize story and asks questions about vocabulary (low- level Ss), confusing sentences (mid-level Ss), or details of story (high-level Ss).

Contact information: K. Lynn Savage - Sylvia Ramirez - PowerPoint Presentation and Handouts available at: Papers.html