SECTION 3 CLASSROOM DYNAMICS INTRODUCTION Most teachers would hope for a small class size in which students are more of less ho- mogeneous in terms of proficiency. Except for a lucky few, however, most teachers find themselves working with a class of fifty students or more, and, to make matters worse, these students often exhibit a wide variety of abilities. This less than ideal situation often leads to the use of teaching methodology which does not promote optimal learning. For example, teacher-centered methodology, which largely ignores individual differences and the contri- bution of the leamers inthe learning process is, unfortunately, still ubiquitous in many ESL, classrooms. Walk into a typical ESL classroom and you will observe a familiar situation ‘where interaction in the classroom is dominated by the teacher, with the students mainly responding to the teacher’ initiatives. Another familiar characteristic is one in which every student in class is doing more or less “the same thing, at the same time, and in the same ‘way” (Ur, 1996, p. 233). The two papers in this section explore ways of making students become more active contributors in the learning process and examine principles for the design of learning activities and materials which allow for some degree of individualization in the classroom. The first paper, by Jacobs and Hall, looks atthe techniques and principles for imple- cooperative learning. When carefully planned and executed, cooperative leaning can lead to a more dynamic classroom interaction that promotes more learning, Benefits of ‘cooperative learning include © less teacher talk increased student talk © more varied student talk a9[50 asso tyra more negotiation of meaning a greater amount of comprehensible input ‘amore relaxed classroom atmosphere ‘greater motivation for learning ‘These are factors which second language researchers believe contribute significantly to language acquisition. Although many other things can be done to create a conducive learning environment, cooperative learning techniques are definitely among those which have received considerable empirical support, and should be used more frequently in second language classrooms. For those interested in the successful implementation of cooperative learning in the classroom, Jacobs and Hall offer some practical tips on how to form groups, how to deal with students who refuse to work cooperatively, how to deal with the noise level of the class, how to determine group size, and so on. ‘The second paper, by Bowler and Parminter, offers practical help in dealing with the ixed-ability classroom. They view mixed-ability classes from a positive perspective and suggest a number of teaching approaches. They discuss how listening and reading tasks can be adapted to meet the varied needs of the students. They provide examples showing how students working on the same text could be assigned easier or harder tasks based on their ability level. One of the greatest advantages of designing multilevel tasks is that no student feels left out as each one of them is suitably challenged. Discussion QUESTIONS Before Reading 1. Do you enjoy working in groups? Share your experience of working in groups. 2. Do you use a lot of group work in your teaching? How do your students respond tot? 3. What are some of the problems associated with teaching a class of, say, fifty or sixty students? How do you deal with these problems? 4. Do you think Communicative Language Teaching principles can be applied to large class size? Why or why not? 5. In your experience, what is the optimal number of students in a group? Explain your 6. List the advantages and disadvantages of teaching (1) a homogeneous class and (2) mixed-level class. Which one do you prefer to teach? Why? Affer Reading 1. What is cooperative learning? How is it different from group work? 2. What are some of the most important benefits of cooperative learning? What is the theory behind cooperative learning? 3. Develop a |-hour reading lesson for a group of students you are familiar with, incorporating the “Numbered Heads Together” technique discussed in the Jacobs and Hall paper, 4, How can the principles of cooperative learning be applied to teaching of writing? Do you think students will produce a better piece of written work if they work cooperatively in groups?Introduction $7] 5. How can cooperative learning techniques be applied to the teaching of © vocabulary © reading, + listening speaking Give a concrete example for each, 6. Review the paper by Bowler and Parminter, What do they mean by tiered tasks and bias tasks? How would you apply the concepts of tiered tasks and bias tasks in your own classroom? What are some of the limitations of this approach? 7, Select a short reading passage. Design a three-tiered task that can accommodate the needs of the high-, mid-, and low-level students in your class. Further Reading Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.CHAPTER 5 Implementing Cooperative Learning George M. Jacobs and Stephen Hall 52 INTRODUCTION In the last decade there has been a growing interest among ESL/EFL. teachers in using cooperative learning activities. With cooperative learning, students work together in groups ‘whose usual size is two to four members. However, cooperative learning is more than just putting students in groups and giving them something to do, Cooperative learning principles and techniques are tools which teachers use to encourage mutual helpfulness in the groups and the active participation ofall members. ‘These principles can be scen in the cooperative learning technique Numbered Heads ‘Together (Kagan, 1992) that can be used, for example, in an ESL/EFL reading class. There are four steps in doing Numbered Heads Together: 1. Each student in a group of four gets a number: 1, 2, 3, or 4. 2. ‘The teacher or a student asks a question based on the text the class is reading. 3. Students in each group put their heads together to come up with an answer oF answers. They should also be ready to supply support for their answer(s) from the text and/or from other knowledge 4, ‘The teacher calls a number from I to 4. The person with that number gives and. explains their group's answer. Numbered Heads Together encourages successful group functioning because all ‘members: need to know and be ready to explain their group’s answer(s) and because, i asighly revised version of the article tht appeared in English Teaching Forum, 32 (8) (October 1998),‘Implementing Cooperative Learning when students help their groupmates, they help themselves and their whole group, be- cause the response given belongs to the whole group, not just to the group member ssiving it. A good deal of research exists in other areas of education suggesting that cooperative learning is associated with benefits in such key areas as learning, self-esteem, liking for school, and interethnic relations Johnson, Johnson, & Holubec, 1993; Slavin, 1995). In second and foreign language leaning, theorists propose several advantages for coopera- tive learning: increased student talk, more varied talk, a more relaxed atmosphere, greater ‘motivation, more negotiation of meaning, and increased amounts of comprehensible input (Liang, Mohan, & Early, 1998; Olsen & Kagan, 1992). However, implementing cooperative leaming is not like waving @ magic wand: Just say a few magic words, and whoosh! everything is working great. In fact, in planning and. executing cooperative leaming, teachers have many decisions to make. In the planning stage of cooperative learning, there are many philosophical ques- tions to think about, such as whether to stress intrinsic or extrinsic motivation (Graves, 1990), how much choice to give students in such matters as how, about what, and with ‘whom they will collaborate, and how tightly to structure activities to help encourage effective cooperation (Sapon-Shevin & Schniedewind, 1991). These questions demand the attention of all teachers interested in cooperative leaming. However, the focus of this article is the more mechanical aspects of actually executing cooperative learning in the classroom. From our experience doing workshops and courses for teachers about cooperative learning, we have chosen ten of the most commonly asked nuts-and-bolts questions. The suggestions listed come from our own ESL and BFL classes, ideas from colleagues and from the teacher participants in our cooperative learning workshops and courses, and books. and articles in the field. This article presentsa wide range of options. Readers will want to choose those options which match their own teaching styles and their learners’ backgrounds and needs. You may well come up with ideas not mentioned here. (If so, please send them to us. We will add them to our list.) If cooperative learning is new to you and your students, remember that youll may need time to adjust. We suggest that you explain to students why you are using, ‘cooperative learning; start slowly, be patient, and be persistent. How Bic SHouLD Groups BE? 1. Even two people are a group. 2. Generally speaking, the smaller the group, the more each member talks and the less chance there is that someone will be left out. IF time is short, smaller groups can usually do an activity more quickly. Smaller groups also require fewer group- ‘management skills. Thus, when starting with cooperative learning, groups of two or three may be best. 3. Larger groups are good because they provide more people for doing big tasks, increase the variety of people in terms of skills, personalities, backgrounds, and so on, and reduce the number of groups for the teacher to monitor, 4, Many books on cooperative learning recommend groups of four, For example, ‘Kagan (1992) suggests foursomes and uses many cooperative leaming techniques in ‘which students first work in pairs, and then the two pairs of the foursome interact with ‘one another.[a George. Jacobs and Stephen Hal How SHouLD Groups BE FORMED? Most experts on cooperative learning suggest that teacher-selected groups work best, at least until students become proficient at collaboration. Teacher-selected groups, usually aim to achieve a heterogeneous mix. Such a mix promotes peer tutoring, helps to break down barriers among different types of students, and encourages on-task behavior. In cteating teacher-assigned teams, factors fo consider include language proficiency, first language, sex, race, and diligence, Aneffective way to set up mixed-proficieney groups is to band the learners’ names into, say, four proficiency clusters from high to low and then select randomly from, ‘within each band so that groups will involve learers with a range of proficiencies. Other criteria, such as sex, race, and diligence, can be considered when deciding ‘whom to choose from which band. Random grouping is quick and easy and conveys the idea that one can work with anyone. Many ways exist for randomizing groups. The most common is counting off. Take the ‘number of students in your class, divide by the number of students you want per ‘group, and the result will be the number students should count to, For example, if there are 56 students in the class and you want groups of 4, divide 56 by 4, which is 14; so, students should count to 14. Other ways to set up random groups include using playing cards, giving out numbered pieces of paper, and distributing cards with different categories on them and letting students group themselves according to the category. An example of the latter procedure would be to have some cards with names of animals, others with names of plants, others with names of countries, and so on, All the animals would find each ‘other and form a group, all the plants would look for the other plants, and so forth. ‘The number of students in the class may not fit evenly with the number of students per group. For example, if there are forty-seven students in the class, and you want _groups of four, three students will be left over. It might be best to from eleven groups of four and one group of three. ‘When students become good at cooperative group work, they can group themselves — for example, by interests — for self-directed projects (Sharan & Sharan, 1992). ‘WHEN STUDENTS ARE WORKING IN THEIR Groups, How (CAN THE TEACHER GET THE CLASS’s ATTENTION? ‘A signal can be used to tell students that groups should quickly bring their jon to a temporary halt and face the teacher. One popular signal isthe teacher raising a hand, When students see this, they are to raise their hands also, bring their discussion to a close, alert other students who have not seen the teacher's raised hand, ‘and face the teacher. One way to remember this is RSPA (Raise hand, Stop talking, Pass the signal to those who have not seen it, Attention to teacher) Other possible signals include ringing a bell, playing a musical instrument, blowing a Whistle, snapping one’s fingers, and flicking the lights on and off. One teacher we know starts to sing! Another puts two signs on the board, one to stop working and face the teacher, and the other to continue but more quietly. She knocks on the board to get students’ attention and then points to the appropriate sign.Implementing Cooperative Learning 5] ‘Some teachers play music in the background as groups study together. In this case, turing off the music can be the attention signal (Saeki, 1994), ‘When students lead class activities, they can use the same signal 5. One student in each group can take the role of group checker with the responsibility of watching out for the teacher's signal and being sure the group responds to the signal quickly. Many other types of roles can be used to facilitate group functioning (lola, Power, & Jacobs, 1989). 6. If'some groups are not responding quickly to the attention signal, rewards, stich as praise, can be given to encourage this component of smooth-functioning group activ Wuat Can Be Done iF THE Noise Levet BECOMES Too HicH? 1, One student per group can be the noise monitor or quiet captain whose function is to urge the group to collaborate actively, yet quietly. 2. The closer together students sit, the more quietly they can talk. Having students sit close together not only helps teduce the noise level, but also helps foster cooperation and minimizes the chance of someone being left out. ing close together, students can use special quiet voices, for example, ch” voices or “30-centimeter” voices. mal similar to the one used to get the class’s attention (see the preceding section) can be used as a sign to continue working buta bit mote quietly. For example, for “Stop working,” the signal might be hand raised straight up, and for “work more quietly,” the signal could be hand raised with arm bent at elbow. 5. Kagan (1992) suggests stoplight cards. A green card goes on the desk of groups if they are working together quietly. A yellow card indicates they need to quiet down a bit. When a red card is put on their desk, the group should become completely silent, and all should silently count to ten before starting work again, ‘Along with sit “6. ‘WHAT IF A STUDENT Does NoT WANT TO Work IN A GRouP? 1. Discussing the advantages that students can derive from learning in groups may help overcome resistance to group activities. These potential advantages include learning, mote, having more fun, and preparing for tasks away from school in which collaboration is necessary. 2. Students may look more favorably on cooperative learning if they understand that talking with others is a language learning strategy that they can apply outside of class as well (Oxford, 1990). 3. Students should realize that studying in groups is only one of several ways of learning that will go on in the class. 4, Group games may encourage students to look forward to other group-leaming activities. Many enjoyable games also teach academic and social skills. ‘Start with pairs and tasks that require exchange of information (Nation, 1990). Provide language support in terms of useful vocabulary and structures, so that[eee . acobs and Stephen Hal students are more likely to succeed (Richards, 1995), Success here will build confidence in the ability to work in groups. Students who do not want to study in groups can be allowed to work on their own, In our experience, after a while, they will want to take part in the group interaction and will ask to join a group. ‘WHAT IF SOME GRouPS FINISH EARLIER THAN OTHERS? 1 2. Check to see if the groups have done the assignment properly, Have groups that finish early compare what they have done with other groups that also finished early. Have groups discuss how they worked together. Then, because sometimes smooth-functioning groups can provide good models for others, you might want to have exemplary groups explain their group process. This might help all groups work together more efficiently. Develop one or two “sponge activities.” Sponge activities are short activities, related to the main task, that soak up the extra time between when the first and last groups finish. Set time limits to discourage groups from dawdling, These time limits are flexible. If groups are working well, but need more time, the limit can be extended. ‘Ask students to help other groups that have not yet finished, Groups that finish early can work on homework or other assignments, ‘Wuat IF A Few STUDENTS ARE FREQUENTLY ABSENT? 1 Assign these students as extra members of groups. For example, if students are ‘working in groups of four, add such students as the fifth member of groups. Assign tasks that can be accomplished in one class period. Being a member of a group may give such students a feeling of belonging and a reason to come to school that they did not have before, Groups may also help them to bbe more successful in school, and thus to enjoy being at school more. Coach students in how to use appropriate peer pressure to encourage frequently absent members to come to school and to complete their portion of group tasks. (In some cases, of course, absent students may have family obligations or other nonschool reasons for missing class.) If group is working cooperative Jigsaw activities (Kagan, 1992), give the missing piece to the whole group. Make sure that groups have contingency plans in case members are missing. Learning, to make such plans is an important group skill, because absences are also a common problem in groups outside of school. Inan ongoing activity, ask groups to update absent members when they return to school. This encourages students to develop pecr-tutoring skills. Let groups be responsible for contacting absent members to inform them of what they missed and to make sure that they know what the assignments are. Be prepared to adjust grading if such students leave their groups in a lureh, giving absent student a lower mark,Implementing Cooperative Learning 57] [How Lone SHouLD Groups STAY TOGETHER? 1. Keeping groups together for fairly long periods, 4 to 8 weeks, gives them a chance to become comfortable with one another, allows them to form a group identity and bond, and gives them the opportunity to learn how to overcome difficulties they have ‘working together. This is where spending time during or after cooperative activities to have groups process their interaction comes in handy (Dishon & O'Leary, 1993). 2. Groups that stay together for atleast a few weeks facilitate long-term projects, such as those using the cooperative learning method Group Investigation (Sharan & Sharan, 1992), 3. Try toresist the temptation to disband groups that are not working well. Stress to students that we need to learn to be able to work with all sorts of people, including those whom we, at least initially, do not like, Use team-building activities and instruction in collaborative skills to help create a spirit of togetherness in groups (Kagan, 1992). 4, Forming heterogeneous groups according to such criteria as proficiency, sex, first language, and personality is a lot of work for teachers. Therefore, one would not want to-do that too often, Even while students are in long-term groups, short one-shot activities can be done swith different grouping configurations. This may add a bit of variety. 6. Avoid keeping groups together if they begin to become cliguish (Dishon & O° Leary, 1993) How SHOULD Groups Be ENDED? 1, All groups can end with statements by learners and the teacher not only about the content learned, but also about the learning process. 2, When long-standing groups are disbanded, there should be some kind of closure activity for members to thank each other for their help and to sum up what has been learned about working in groups, This can be in oral or written form, 3. Groupmates can write “letters of reference” to be given to members of the person's new group. 4, Group pictures can be taken. 5. Group products can be posted or published. This aids a sense of achievement and ives credibility to the group’s work. Also, group products can serve as vehicles for assessment by individuals, groups, and teachers. WHAT PERCENTAGE OF THE TIME SHOULD COOPERATIVE LEARNING BE USED? 1. No one suggests that the class be organized in cooperative groups all the time. 2. Many cooperative learning activities combine a group component with components in Which the teacher lectures or demonstrates, and others in which students work alone (eg, Slavin, 1995). 3. When students and/or teachers are unfamiliar with cooperative learning, itis best to start slowly. Use one eooperative learning technique, stich as Three-Step Interview or[a George. Jacobs and Stephen Hal Numbered Heads Together (Kagan, 1992), several times to allow students to become accustomed to collaboration. 4, Discuss with students the whys and hows of learning together. 5. Making cooperation a content theme helps students tune in to working together. For example, once we asked students to write individually about a suecessful ‘group experience in which they had participated. Then, groups were used to provide feedback. 6. Interact with colleagues for support and ideas. 7, Find the right balance of teaching modes according to your philosophy of education, ‘your reading of the research (including your own research), students’ preferences, ‘and what seems to be working best. Students need to know how to cooperate, compete, and work alone. References Dishon, D., & O' Leary, P. W. (1993). A guidebook for cooperative learning: A technique for creating more efjective schools (rev. ed.). Holmes Beach, FL: Learning Publications. Graves, T.(1990). Are external rewards appropriate or desirable in a cooperative classroom? Cooperative Learning, 1, 15-17. Iola, L. M., Power, K. M., & Jacobs, G. M. (1989). Structuring student interaction to promote leaning. English Teaching Forum, 27, 12-16. Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1993). Circles of learning. 4th ed. Edina, MN: Interaction Book Company. Kagan, S. (1992). Cooperative learning. San Clemente, CA: Kagan Cooperative Learning, Liang, X., Mohan, B. A., & Barly, M, (1998). Issues of cooperative learning in ESL classes: A literature review. TESL Canada Journal, 15(2), 13-23. Nation, L. S. P, (1990), Language teaching techniques. Wellington: English Language In- stitute, Vietoria University Olsen, R. E, W-B., & Kagan, S. (1992). About cooperative learning. In C. Kessler (Ed), Cooperative language learning: A teacher's resource book (pp. 1-30). Englewood Cliffs, NI: Prentice Hall Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House Richards, J. C. (1995), Easier said than done, In A. C. Hidalgo, D. Hall, & G. M. Jacobs (Eds.), Getting started: Materials writers on materials writing (pp. 95~135). Singapore: SEAMEO Regional Language Center. Sacki, K. (1994), Stimulating classes with background music. English Teaching Forum, 32, 30-31 Sapon-Shevin, M., & Schniedewind, N. (1991). Cooperative leaning as empowering peda- ogy. In C. E. Sleeter (Ed.), Empowerment through multicultural education (pp. 159 178). Albany, NY: State University of New York Press. Sharan, Y., & Sharan, S. (1992). Expanding cooperative learning through group investiga- tion. Colchester, VT: Teachers College Press. Slavin, R. B. (1995). Cooperative learning: Theory, research, and practice. 2nd ed, Boston, MA: Allyn & Bacon.CHAPTER 6 Mixed-Level Teaching: Tiered Task: and Bias Tasks Bill Bowler and Sue Parminter No one wants to use three different course books with one class: one for strong students, ‘one for weak students, and one for midlevel students. But when faced with mixed-level classes and an unhelpful course book, what do you do? How exactly can you adapt reading and listening activities to suit stronger and weaker students? This article aims to provide clear guidelines for teachers who, from time to time, want to make their course book reading and listening materials more flexible. COMMUNICATIVE TEACHING PRINCIPLES ‘Two communicative teaching principles underline the multilevel techniques we are going to outline: 1, Wedo not believe that it is necessary for students to understand or translate every word of a reading or a listening text. If students complete the task we set — answering certain number of questions, marking a given number of sentences true or false — we feel that they have read or listened successfully. 2, We believe that students’ ability to read of listen successfully is governed by a simple equation: text level of challenge + task level of support = student success. With a long, complex text, a simple task makes the reading or listening achievable for ‘weaker students, With a shorter, simpler text, the task can be more demanding. Bearing these principles in mind, we have isolated two ways of adapting reading or listening activities for mixed-level classes. We call them tiered tasks and bias tasks. Imagine a wedding cake, on the one hand, and a pie sliced unequally in two, on the ‘other. The top tier of the wedding cake gives the most support (the most layers of supporting 59[60 Bit Bower and Sue Parminter pillars) and the least freedom for entor (the smallest area of cake to move around on). This is a good task for weaker students, The bottom tier gives the least support (no pillars) and the most freedom to experiment (the largest area of cake to move around on). This is a good task for stronger students. Tiered tasks produce the same or similar results for all students ‘The bigger slice of the pie is for those with bigger appetites (stronger students). The smaller slice is for those with smaller appetites (weaker students). Bias tasks produce complementary results.’ TIERED TASKS Now let us look at examples of these two task types, starting with iered tasks. The following three task sheets all accompany a reading about The Spirit of London exhibit at Madame Tussaud’s wax museum in London. EXAMPLE | Top Tier Task A: For Weaker Students 1. How much of London’s history does The Spirit of London show? 2. How do you go around it? 3. What special effects does it have? 4, What can you see in the modern-day section’? Answers 8. lights, sound, music, and smells b. police, punks, and tourists, ‘c. more than 400 years d. ina taxi ‘Mivote Tier Task B: For Midlevel Students 1. How much of London’s history does The Spirit of London show? a. 400 years: b. more than 400 years c, 399 years 2. How do you go around it? a. ina taxi bina train . on footMixed-Level Teaching | 3. What special effects does it have? a. lights b. sound and music . smells 4, What can you see in the modem-day se a. police b. punks ©. tourists Bottom TIER Task C: For Stronger Students How much of London's history does The Spirit of London show’? How do you go around it? ‘What special effects does it have? ‘What can you see in the modern-day section’? ‘© Task A gives all the answers on the page for support. They are jumbled for challenge. Weaker students manipulate the given material, and can use logic to help match the task items, together with the information in the reading text, ‘© Tusk B gives multiple-choice answers to help the average students. This slightly different from the conventional “one answer only is correct” multiple choice, since in questions 3 and 4 there is more than one correct answer. ‘* Task C gives open questions — with no extra support - to challenge the strongest students in the group. A useful feature of a tiered task activity is that, whichever level of task students get, the result is the same or similar for all. Oral feedback can therefore take place with the whole class, We ourselves can assign task sheets to individual students, based on our knowledge of students’ abilities. (Sometimes the teacher knows best, especially after conducting a diagnostic test, or after working with a class for a long period of time!) ‘Alternatively, we can let students choose the lettered tasks, unseen, aecording to whether they want alot of help, some help, or no help with the reading activity. Initially, students may overestimate their abilities and choose the most difficult task, or they may play safe. and take the easy task. However, when we have offered students a choice of tasks in the classroom a number of times — perhaps with some advice — they will begin to select a realistic task for their level: one that is achievable, yet challenging and not boring. EXAMPLE 2 Another very simple form of tiered task which works on two levels isa dual-choice gapfil. Icis good to vary things by dividing the class into two groups from time to time instead of three, As with all level grouping, where exactly we draw the line is a subjective decision What follows is the first part of a dual-choice gapfill that accompanies @ rap,[ex Bit Bower and Sue Parminter The Dead Sad Animal Rap Listen to the rap. What are the missing words? assiNG woRns Humans... a)...the dear old dodo, killed / shot Iwas... _b)...Tteouldn't fly easy / simple Humans...) ..all the passenger pigeons hhunted / shot From the... d)... American sky. X south /Nonth [As they listen, weaker students circle one of the words in the box to fill each gap. ‘Stronger students get the same task sheet, but with the missing words box cut off. The task is therefore more challenging for them. Bias TASKS Now let us look at bias tasks. The following two task sheets accompany a Penpal Ad Page reading text EXAMPLE | Task A: For Weaker Students How many of the young people are 13 years old? (Three ...) How many boys are there? ‘Who doesn’t eat meat? Who likes football? Who lives in the country? Task B: For Stronger Students ‘Write questions for these answers, based on the Penpal Page. 1. How many of them are 13° Three of them are, 2. ‘There are four. 3 «2 Eloise doesn't. 4 «ames does. 5 = 2 Chris does. With Task A, weaker students answer questions about the text. With Task B, stronger students write questions for given answers related to the text. Because the answers to these two tasks are complementary, it would not be an efficient use of class time for the teacher to conduct postactivity feedback with the whole class Instead, student-student feedback would be a good idea, withthe students in AB pairs. The teacher should naturally be available as an arbiter if there are any questions. These may come from stronger students ~ who might come up with alternative questions of their own.Mixed-Level Teaching If these are grammatically correct, and fit the given answers, the teacher should confirm them as also cotrect. This type of feedback, in weak/strong pairs, is very motivating for the weaker students. ‘They have got the difficult questions that the strong students have struggled to reconstruct. For weak students, already knowing key information is a pleasant change from traditional whole-class oral feedback, which often turns into a dialogue between the teacher and the brightest and most forthcoming students, while the weaker students feel left out. EXAMPLE 2 Another very simple form of bias task activity is a jigsawed gapfill. To prepare a jigsawed. _gapfill ofa song, photocopy the lyrics twice. Label one photocopy “A” and the other “B”.On photocopy A, blank out with correction fluid nine words. On photocopy B, blank out eleven ‘words, making sure that the gaps on photocopy A are in different places from the gaps on photocopy B. In this example, photocopy B is the high-level task (with more gaps to fil), ‘and photocopy A is the the low-level task (with fewer gaps). The simplicity or complexity ofthe words you gap can also make the task easier or more difficult A positive feature of this kind of bias activity is that, because the jigsawed gaps are in different places, students are not necessarily aware of who has more gaps and who has. fewer. We could easily add a third task sheet (C) for the weakest students, with six gaps in different places from the gaps on photocopies A and B. This would mean conducting, feedback in groups of three. REDUCE YOUR PREPARATION Many course books now provide support for mixed-level teaching, This is good news. If ‘your course book includes multilevel task sheets, for example, this means less preparation for you. Even if your course book is a more traditional one, we hope that our guidelines will help ‘you to adapt the listenings and readings it contains for use with mixed-level classes. Coop- «ration with colleagues who are using the same book can naturally reduce your preparation time, Divide up the work and exchange the reading and listening task sheets you prepare individually. And if you are teaching the same course book next year, you can recycle your ‘multilevel task sheets with a new mixed-level class. Once you have the principles of tiered tasks and bias tasks clearly in mind, you should be able to generate many of your own variations on our example task sheets. Endnote ' To take the wedding cake image further: Imagine the reflection of the wedding cake in a polished tabletop. Now the stronger students are at the top of the picture and the weaker students are at the bottom, This is perhaps a more traditional view of a mixed-level class In this reversed image, the pillars below the “top” tier represent a high level of challenge (challenge and support being complementary factors that frame all mixed-level activities)