THE DILEMMA OF

TEACHING
A MIXED ABILITY CLASS

Arlenne M. Fernández
 What is a mixed ability class?
 A mixed ability class is one in which
pupils are taught together in the same
class, even though their abilities are
different.

Arlenne M. Fernández
Are you the one who thinks a mixed
ability class is a problem?
 It is a utopian view to think that our classes could be
homogeneous.

 The main difficulties you find in a mixed ability class are:

- Effective learning,
- Materials,
- Participation,
- Interest,
- Discipline.

Arlenne M. Fernández
 Effective Learning
 We actually know a great deal about
how people learn. For example, we
know that each learner must make
meaning of what teachers seek to teach.
We know that the meaning-making
process is influenced by the student's
prior understandings, interests, beliefs,
how the student learns best, and the
student's attitudes about self and school.
(National Research Council, 1990).

Arlenne M. Fernández
 Materials
 Since most language textbooks are designed
for an ideal homogeneous classroom
environment, teachers always have to deal
with the difficulty that students react to the
textbook differently due their individual
differences.
 Therefore, it is usually necessary for the
teacher to evaluate and adapt the materials
according to his/her class.

Arlenne M. Fernández
 Participation
 Since the classroom is the first and only
environment for many foreign language
learners, they should use this chance as
much as possible.
 However, some students may take many
turns, while others do not speak for the
entire lesson.
 Techniques for extrovert and introvert
students must be used.

Arlenne M. Fernández
 Interest
 For instance, some students may find lessons
boring, as the topic has no familiarity with
their own life or their interests.
 You need to look for “teenagers` topics” and
relate every topic to what they have already
experienced.

Arlenne M. Fernández
 Discipline
 Often the quicker students finish the tasks
given before the other students. As a result,
they may misbehave while waiting for the
others to finish.
 Always prepare contingency plans for
them...but something amusing so they do not
feel this extra work is a “punishment”.

Arlenne M. Fernández
 Strategies for teaching a mixed
ability class
 Get to know the pupils  Vary classroom management.
names and if possible one Allow pupils to work
fact about them e.g. their individually, in pairs and in
hobby. groups. (mix abilities)
 Make sure that pupils are  At times provide a menu of
work on the board offering
aware of the aim of each
more than one activity. Allow
lesson and what they are
pupils to choose their level of
expected to achieve by the work.
end of the lesson.  Allow pupils to show their
 Vary presentation techniques understanding in different ways
to cater for visual, auditory i.e. a visual representation, an
and kinaesthetic learners. oral presentation or physical
demonstration.
Arlenne M. Fernández
 Make use of higher order  Students love games,
thinking skills using Blooms competitions and
taxonomy. Pupils should not dramatisation, so these are
just be given comprehension ways of ensuring their
tasks to complete. Pupils interest in the lesson. They
need to be given problem- are motivated to use the
target language while they
solving tasks and the
are playing a game or
opportunity to transfer their participating in a completion
knowledge to a new context. or a role-play.
 Have contingency plans for  Group/pairwork activities
the early finishers in case are useful for the students to
they are done with the tasks cooperate and to learn from
earlier. each other. (pairing off
weaker and stronger
students)
Arlenne M. Fernández
 Homework always helps teachers of mixed
ability classes. However, extra work
should be of something that the students
would enjoy doing and should have a
variety of tasks which to choose from.
 Try to avoid putting weaker students “on
the spot” by nominating them to be the
first to answer a question in open class.
Instead, try to encourage a culture of
attentive listening in the classroom so that
you ask a stronger student first and then
ask a weaker student to repeat the answer.

Arlenne M. Fernández
 Then...

Giving clear
Be tactful when instructions.
correcting.

Proper
Setting goals teaching material
and purposes. and tasks.

Contingency
plans.
Arlenne M. Fernández
 Keep it up!
 Unfortunately, not every student will succeed
in your class. However, this fact should not
keep you from believing that every student
has the potential to learn something.
 Closely related to the previous pick, student
success is what drives teachers to continue.
Each student who didn't understand a concept
and then learned it through your help shows
to yourself how good teacher you are.
 Be always positive and in a good mood.

Arlenne M. Fernández
 References
* Kelly, A.V. 1978. Mixed Ability Grouping. London: Harper & Row Publishers.
* Prodromou, L. 1989. The mixed-ability class and the bad languagelearner. English Teaching Forum, 27/4,
2-8.
* Ur, P. 1996. A Course in Language Teaching: Theory and Practice. Great Britain: Cambridge University
Press.
* Fisher, R. (2001). Teaching Children to Learn. Cheltenham: Nelson Thornes Ltd.
* Hallam, S., & Toutounji, I. (1996). What do we know about the Grouping of Pupils by Ability?. London:
Institute of Education.
* Harlen, W., & Malcolm, H. (1997). Setting & Streaming: A Research Review. Edinburgh: SCRE.
* Harris, V., & Snow, D. (2004). Doing it for themselves: focus on learning strategies and vocabulary
building.
London: CILT.
* HMIE (2007). Modern Languages: A Portrait of Current Practice in Scottish Schools. Edinburgh: HMIE.
* Ireson, J., & Hallam, S. (2001). Ability Grouping in Education. London: Paul Chapman Publishing.
* McKeown, S. (2004). Meeting SEN in the Curriculum: Modern Foreign Languages.London: David Fulton
Publishers.
Scottish Executive. (2004). A Curriculum for excellence: The Curriculum Review Group. Edinburgh: Scottish
Executive.
* Tomlinson, C. (1999). The Differentiated Classroom: responding to the Needs of All Learners. Alexandria:
ASCD.
* Nordlund, M. (2003). Differentiated Instruction. Oxford: Scarecrow Education.

Arlenne M. Fernández