1. Mixed-level activities!
Heterogeneous groups?
Mixed-level activities!
ETAS day 2017, Biel/Bienne

2. Program brainstorming on mixed-level groups
strategies and examples to tweak the lesson
hands-on: personalizing your textbook or using extra materials
your results
learning disabilites.

3. Reasons for mixed-levels
personal interests
background knowledge
the pace of which students learn
different learning styles
learning disabilities
any social problems students might be facing.
=> level and kind of motivation

4. Reasons for mixed-levels
personal interests
background knowledge
the pace of which students learn
different learning styles
learning disabilities
any social problems students might be facing.
=> level and kind of motivation

5. Three assumptions mixed-level classes are a fact
don‘t worry about classroom management
learner motivation is the key

6. It‘s all about motivation…

7. Self-determination theory
Source: Deci/Ryan

8. Self-determination theory (2)

9. Different level, different task
„The material is too hard for half of the class, or it’s too easy. It’s almost like I need two coursebooks.”
it does not mean to prepare different lessons!
exploit the same text but vary the tasks
can be applied to every aspect of language training.

10. Extending tasks
“The quick students finish early and then disrupt the class because they are bored.”
don’t let the early finisher become a discipline problem
allow the slower students the satisfaction of completing a task successfully
choose flexible, personalised and open-ended activites.

11. Catering for learner styles
“The other day we did an activity and xy (who is usually the slowest) responded very well! I had no idea and it has made me see her differently.”
Different people learn things in different ways

12. We need to be flexible!

13. Some strategies
Students support each other -> work in pairs or small groups
the teacher supports the students -> grade difficulty, give feedback
the material is of interest to the learners -> content based approach

14. Some strategies (2)
the learner’s mother tongue is a resource -> language awareness, culture elements
error is a source of learner strength and growth -> scaffolding/peer activites
listen to student input -> create co-produced exercises
rapport and group dynamics are strenghtend -> create a positve atmosphere (games)

15. Example 1: different levels
create small groups and ask students to write quiz questions based on favourite topics (or the topic of your course book lesson)
make sure the questions and topics are fair
the group is correcting grammar, spelling etc.
the questions are read out loud to the rest of the class and the correct answer gets a point

16. Example 2: fast finishers
assign the speaking actvity (in the coursebook), put students in pairs of similar ability
tell the early finishers to repeat the activity but this time giving answers that are completely untrue
or turn it into a roleplay (answering the questions as a famous movie star, the president of your country ecc.)

17. Example 3: learner styles
prepare stem sentences for every paragraph of a story (based on your coursebook or not)
play a song for every paragraph and let the students complete the paragraph based on their associations
go on until the story is finished
students read their stories out to the class, to partners or refine them at home.

18. To keep in mind… Different levels Extending tasks Learner styles
form heterogeneous groups
form homogeneous groups
music
grade excercises
remove info
drawing
add/remove info
«CLIL»/content
movements
games/competitions
homework
creativity
language awareness/culture
visuals

19. New technologies in the classroom

20. To read on/watch on
Dealing with difficulties, Luke Prodromou/Lindsay Clandfield (Delta Publishing)
How to differentiate instruction in the mixed-ability classroom, Carol Ann Tomlinson (Pearson)
Every kid needs a champion, Rita Pierson (TEDtalk)

21. Thank you!