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Marina Rabadán-Gómez 8th July 2011
and assess students in a mixed-ability class? O Our case: Implementation of the theory and examples O References and further reading . teach.How to deal with a mixed-‐ability class? O Definition: What is a mixed-ability class? O Background: How to program.
Deﬁnition of mixed-‐ability class DEALING WITH FRUSTRATION Images from Microsoft Clip Art .
Deﬁnition of a mixed-‐ability class Bremner (2008: 1-‐2) “McKeown (2004) believes that many teachers see a mixed ability class as consisting of a group of average and able children with a subset of children who have learning problems”. . “Ireson & Hallam (2001) suggest teachers need to recognise that a class is mixed ability because children have different strengths and weaknesses and develop at different rates”.
. All pupils will show strengths at different times depending on the topic being studied and the learning style being used.Deﬁnition of a mixed-‐ability class Bremner (2008: 1-‐2) “A mixed ability class does not just consist of a range of abilities but also a range of learning styles and preferences. […] All classes even those that have been set are mixed ability to a certain degree”.
Millrood (2002).How to program. and assess students in a mixed-‐ability class? General tips concerning mixed-abilities classes: ü Students ü Planning ü Materials Ø individual profiles Ø flexibility Ø adaptation ü Participation Ø inclusive but directed ü Assessment Ø realistic Adapted from: Rose (1997). British Council (2011) . teach. Salli-Copur (2005). Smith and Sutherland (2003). Harakchiyska (2008). Bremner (2008).
Our case: Implementation of the theory and examples ü Students as individuals in a group ü Flexible planning ü Adaptation of materials ü Encourage but control participation ü Set expectations according to students abilities .
Students as individuals in a group O Getting-to-know-you activities O Learning Styles (Honey and Mumford. Expected goals and aims . Linguistic biography 2. Language level tests and questionnaires 3. 1986) O Needs analysis – in students’ pack 1. Reasons to learn the language 4.
Objectives and motivation . Learning style 4.Needs analysis tools O All address four key areas of information: 1. Language level 3. Languages spoken 2.
European Languages Portfolio Little. B (2003) . D. and Simpson.
O Class discussion: give them the option to Flexible planning negotiate what to learn.Skills for Learning . what type of activities to use and how to organize the classwork. O Write and sign a learning contract .
O Graded tasks Adaptation of materials Ø Scaffolding “supportive frameworks for the learning tasks that we set our students” (Senior. 2011) O Open-ended tasks O X-Stream .
O Giving clear and precise instructions Encourage but control participation O Grouping: S – W / S – S / W – W : depending on the type of activity and the goal O Use role plays and simulations where it is made very clear for students when and how they should participate .
Set your expectations according to the students abilities O Students to set their goals O Error correction. O Continuous assessment – to emphasize students’ achievements through the year . do not interrupt them when they talk and be more demanding with stronger students.correct all students according to their level.
Summary O Teaching Approach O Communicative and inclusive approach O Stress what the student CAN do – involve non linguistic skills O Include students in planning – use a learning agreement O Teaching and Learning Delivery Methods O Diagnostic assessment O Adapt activities O Grouping techniques O Giving clear instructions O Error correction O Assessment O Setting appropriate goals O Continuous and recorded assessment to stress students’ progress .
Example of adapted task B1-‐ GROUP TASK GER RON TS ST N TUDE S WEAKER STUDENTS Corpas. 2006 .
Further considerations O Mixed-Ability considered and studied primarily: O in ELT O in primary and secondary education (KS1 to KS3) O We are left with the need to consider: O other MFL learning and teaching environments O Further and Higher Education Thank you .
And remember that “every language class is a mixed ability class” age educational level Demographic and cultural personality gender interests mother tongue world knowledge cultural background confidence learning style intelligence Student motivation language learning ability Cognitive and metacognitive language knowledge knowledge of other languages attitude towards language learning experience Adapted from Ur (1996: 304) .
(2008) Some thoughts on teaching a mixed ability class.coe.strath. 47. O Little D. T. Available from: http://www.int/t/DG4/Portfolio/documents/Templates.3/5.acad. [Internet] Available from: http://www. (2003) European Language Portfolio: The intercultural component And Learning how to learn [Internet] Council of Europe. pp. and Simpson B.References O British Council (2011) Adapting Materials for Mixed-Ability Classes. Series 5. Maidenhead.pdf [Accessed 4th July 2011] O Harakchiyska. & Mumford. Peter Honey. A. [Internet] Scottish CILT.3 [Internet] Available from: http://conf.ru. P. (1986) The Manual of Learning Styles.1-10.uk/media/faculties/hass/scilt/slr/issues/ 18/18_bremner.cn/en/teachers/workshops/mixedabilities/articles/strategies-three# [Accessed 1st July 2011] O Bremner. S. (2008) The Challenges of Working with Mixed Ability Classes.K.bg/bg/docs/cp/5. Available from: http://www.ac.org. Scientific works of University of Rousse – Vol.3-14.pdf [Accessed 1st July 2011] O Honey.englishonline.pdf [Accessed 1st July 2011] . Autumn 2008. Scottish Languages Review Issue 18.
R. O Salli-Copur. (2002)Teaching Heterogeneous Classes. The Internet TESL Journal.M. Journal of Research in Special Educational Needs Vol. J.M. C. pp.an 'inclusive' classroom. (2011) Scaffolding. 8. English Teaching Professional.References O Millrood.org/Techniques/Salli-Copur-MixedAbility. April 2002. 2.html [Accessed 1st July 2011] O Senior. (2003) Setting or mixed ability? Teachers’ views of the organisation of pupils for learning.R. Scotland. O Ur. O Rose. [Internet] Available from: http://iteslj. J. and Sutherland. English Teaching Professional. Issue 3. (1996) A course in language teaching: practice and theory. D. No. 56 No. n. XI. P. Issue 72. Vol. (1997) Mixed Ability . Vol. 128-136(9) Oxford University Press. Cambridge University Press. (2005) Copying with the Problems of Mixed Ability Classes. O Smith.3. M. . The University of Glasgow.3. ELT Journal.
Barcelona: Difusión . et Al. Barcelona: Difusión O Castón. et Al.Materials O Corpas. J. Barcelona: Difusión O Garmendia. A. (2006) Aula Internacional 3. (2006) Aula Internacional DVD. R. et Al. Libro del profesor. (2006) Aula Internacional 3.
L. English Teaching Professional. and Parminter. B. English Teaching Professional.Further Reading O Bowler. (2000) Mixed-level tasks. (1992) Mixed Ability Classes. and Parminter. London: Paul Chapman Publishing. Issue 5 O Ireson. London: Macmillan . Ability Grouping in Education. S. (2001). S. B. Issue 15 O Bowler. S. O Prodromou. and Hallam. J. (1997) Mixed-level teaching: tiered tasks & bias tasks.