About multi level classes WHAT IS A MULTI-LEVEL CLASSROOM?

Most language teachers teach multi-level classes in some form, whether it be due to class size or to compulsory language study. The following list shows different types of multi-level classroom. The actual classroom may be a combination of two or more different types. - Combined classes of different year levels - Classes of mixed proficiency levels - Classes with some students who have studied Japanese and some who have not - Native-speakers or learners with an extensive background in the target language, including learners of an immersion program - Classes of mixed motivation levels ADVANTAGES OF THE MULTI-LEVEL CLASSROOM For teachers faced with teaching a multi-level class, it is important to look at its advantages. The multilevel classroom can: - Enable students to develop the ability to work independently - Increase students' self confidence and motivation - Encourage a cooperative attitude - Help students develop organisational skills and manage their learning - Allow students to work at their own pace STRATEGIES FOR THE MULTI-LEVEL CLASSROOM Specific strategies and definite planning are needed for the multi-level classroom. The aim is to ensure that all students are given an opportunity to learn at their level, so a learner centred, collaborative approach is recommended. 1. Splitting the class The teacher splits the class based on content, or year level. This is often done when the teacher wants to give different input to the groups. (eg. Year 11 and 12). Students in one group can work with self access resources while the teacher teaches the other group. Student workbooks from various high school courses contain many useful tasks suitable for self access. 2. Differentiating tasks All students are given the same basic task, but at different levels according to their abilities. Teachers can differentiate tasks by : - language levels - complexity of tasks - amount of support provided 3. Focusing on abilities/skills other than language Tasks and activities incorporating other abilities such as maths, problem solving, using memory or general knowledge can motivate students with lower proficiency levels, as they allow these students to participate by using strengths other than language. Also, including an element of chance in a game involving competition gives everyone the opportunity to win. 4. Using group/pair work - groups of mixed proficiency - groups of similar proficiency 5. Peer tutoring When students have mixed proficiency level in a pair/group work situation, students are encouraged to learn and help each other. 6. Utilising teaching assistants/native speakers in the community

Card games Games and activities using cards offer a good opportunity for differentiation. In groups with students of mixed ability, more advanced students can perform the harder tasks, eg. reading from the cards while the others listen and comprehend, as in 3 hint games and karuta. Alternatively, students can form groups of similar levels of ability, and the same or different games can be played, with card sets of different language levels appropriate to the group's needs. The Definitions Game cards (see Activity Resource 8) can be used in this way. The easier task is to read the definition and students listen and comprehend. In the more difficult version, students pick up a word or picture card and make up a definition for others to guess. Students of mixed ability can participate in the same activity when the focus is on skills other than language. Examples given in this resource focus on mathematics. Other focuses can be memorization, general knowledge, dramatic ability etc. The year levels given for each activity are only suggestions, and teachers may decide which activities are applicable to their classes. What is a Multi-level ESL class? Multi-level classrooms are as varied as the students in them. Most often, they include students who communicate in English at a variety of different levels. They may also be considered multi-level because they include students with different types of learning backgrounds, such as those who have learned orally and those who have learned mainly from a textbook. Students may also have different levels of literacy in their own native language. A classroom that contains some students who are familiar with the Roman alphabet and some students who are not may also be considered multi-level. Finally, the term multi-level can be used to refer to a group of students working together who range greatly in age. Advantages and Challenges of Teaching Multi-level Classes When faced with the challenge of a multi-level classroom many teachers do not know where to start. They fear that the preparation will take much longer, and that the students will be more demanding. Schools that have multi-level classes often have limited budgets, and teachers may fear that they will not be paid for what they are worth. However, it is only by looking at the advantages of the multi-level classroom and employing strategies to overcome the challenges, that teachers can achieve success. Advantages of Multi-level classrooms
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Students are able to learn at their own pace Students learn to work well in a group Students become independent learners Students develop strong relationships with their peers Students become partners in learning

Challenges of Multi-level classrooms

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Finding appropriate teaching resources and material Organizing appropriate groupings within the class Building an effective self-access centre in the classroom Determining the individual needs of each student Ensuring that all students are challenged and interested Enforcing English only policies when teacher is occupied and students are working in small groups or pairs.