How

to Deal with a Mixed-Ability Class?

Marina Rabadn-Gmez 8th July 2011

How to deal with a mixed-ability class?

ODefinition: What is a mixed-ability class? OBackground: How to program, teach, and

assess students in a mixed-ability class?

OOur case: Implementation of the theory

and examples

OReferences and further reading

 Denition of mixed-ability class

DEALING WITH FRUSTRATION

Images from Microsoft Clip Art

Denition 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.

Denition 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 pupils will show strengths at different times depending on the topic being studied and the learning style being used. [] All classes even those that have been set are mixed ability to a certain degree.

How to program, teach, and assess students in a mixed-ability class?

General tips concerning mixed-abilities classes:
Students Planning Materials individual profiles flexibility adaptation

Participation inclusive but directed Assessment realistic

Adapted from: Rose (1997), Millrood (2002), Smith and Sutherland (2003), Salli-Copur (2005), Bremner (2008), Harakchiyska (2008), British Council (2011)

 Our case: Implementation of the theory and examples

Students as individuals in a group Flexible planning Adaptation of materials Encourage but control participation Set expectations according to students

abilities

 Students as individuals in a group O Getting-to-know-you activities

OLearning Styles (Honey and Mumford, 1986) ONeeds analysis in students pack 1. Linguistic biography 2. Language level tests and questionnaires 3. Reasons to learn the language 4. Expected goals and aims

Needs analysis tools

OAll address four key areas of information: 1. Languages spoken 2. Language level 3. Learning style 4. Objectives and motivation

European Languages Portfolio Little, D. and Simpson, B (2003)

O Class discussion: give them the option to

Flexible planning

negotiate what to learn, what type of activities to use and how to organize the classwork.

O Write and sign a learning contract - Skills for

Learning

OGraded tasks

Adaptation of materials

Scaffolding supportive frameworks for the

learning tasks that we set our students (Senior, 2011)

OOpen-ended tasks OX-Stream

OGiving 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

OStudents to set their goals O Error correction- correct all students

according to their level, do not interrupt them when they talk and be more demanding with stronger students.

OContinuous assessment to emphasize

students achievements through the year

Summary
OTeaching Approach OCommunicative and inclusive approach OStress what the student CAN do involve non linguistic skills OInclude students in planning use a learning agreement OTeaching and Learning Delivery Methods ODiagnostic assessment OAdapt activities OGrouping techniques OGiving clear instructions OError correction OAssessment OSetting appropriate goals OContinuous 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
OMixed-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)

References
OBritish Council (2011) Adapting Materials for Mixed-Ability Classes.

[Internet] Available from: http://www.englishonline.org.cn/en/teachers/workshops/mixedabilities/articles/strategies-three# [Accessed 1st July 2011] OBremner, S. (2008) Some thoughts on teaching a mixed ability class. Scottish Languages Review Issue 18, Autumn 2008, pp.1-10. [Internet] Scottish CILT. Available from: http://www.strath.ac.uk/media/faculties/hass/scilt/slr/issues/ 18/18_bremner.pdf [Accessed 4th July 2011] OHarakchiyska, T.K. (2008) The Challenges of Working with Mixed Ability Classes. Scientific works of University of Rousse Vol. 47, Series 5.3 [Internet] Available from: http://conf.ru.acad.bg/bg/docs/cp/5.3/5.3-14.pdf [Accessed 1st July 2011] OHoney, P. & Mumford, A. (1986) The Manual of Learning Styles. Maidenhead, Peter Honey. OLittle D. and Simpson B. (2003) European Language Portfolio: The intercultural component And Learning how to learn [Internet] Council of Europe. Available from: http://www.coe.int/t/DG4/Portfolio/documents/Templates.pdf [Accessed 1st July 2011]

References
OMillrood,R. (2002)Teaching Heterogeneous Classes. ELT Journal, Vol.

56 No. 2, April 2002, pp. 128-136(9) Oxford University Press. ORose, J. (1997) Mixed Ability - an 'inclusive' classroom. English Teaching Professional, Issue 3. OSalli-Copur, D. (2005) Copying with the Problems of Mixed Ability Classes. The Internet TESL Journal, Vol. XI, No. 8. [Internet] Available from: http://iteslj.org/Techniques/Salli-Copur-MixedAbility.html [Accessed 1st July 2011] OSenior, R. (2011) Scaffolding. English Teaching Professional, Issue 72. OSmith, C.M.M. and Sutherland, M. J. (2003) Setting or mixed ability? Teachers views of the organisation of pupils for learning. Journal of Research in Special Educational Needs Vol.3, n.3. The University of Glasgow, Scotland. OUr, P. (1996) A course in language teaching: practice and theory. Cambridge University Press.

Materials
OCorpas, J. et Al. (2006) Aula Internacional 3. Barcelona: Difusin OCastn, R. et Al. (2006) Aula Internacional 3. Libro del profesor.

Barcelona: Difusin OGarmendia, A. et Al. (2006) Aula Internacional DVD. Barcelona: Difusin

Further Reading
OBowler, B. and Parminter, S. (2000) Mixed-level tasks. English

Teaching Professional, Issue 15 OBowler, B. and Parminter, S. (1997) Mixed-level teaching: tiered tasks & bias tasks. English Teaching Professional, Issue 5 OIreson, J. and Hallam, S. (2001). Ability Grouping in Education. London: Paul Chapman Publishing. OProdromou, L. (1992) Mixed Ability Classes. London: Macmillan