Dealing with

Multilevel
Classes
Teacher Trainer: Ivan Senisse
Start date: May 4th
End date: May 11th
Frequency: Monday, Wednesday, Friday.
Time: 4:30pm 6:30 pm

MODULE 1

SESSION GOAL
To identify the
characteristics of a
multilevel class so as to
deal with the difficulties
that may arise.

SESSION PLAN
Participants will
review

the characteristics
of a multilevel class.
explore the different
challenges that teachers face
when dealing with multilevel
classes.
engage in a preliminary
discussion about the
teachers approach.

Warm up: How much do you

know about multilevel classes?

Task: Preliminary Discussion

What do multilevel
classes look like?
What problems do
teachers face when
dealing with multilevel
classes?

Answer
the
questio
ns.
Share
wih a
partner.

Multi-level Classes

Im
lost!

Im
bored!

Multilevel classes: Problems

1.
2.
3.
4.
5.
6.
7.
8.

Half the students have finished an

exercise when the other half have only
just begun
The stronger students get bored if I
spend time explaining to the weaker
ones.
Weve got a syllabus to get through
but most of the students are already
behind.
The stronger students dominate.
The weaker students disrupt the
lesson.
The weaker students dont even try.
The weaker students usually resort to
L1.
Some of the weaker students try hard
but they still get low marks.

Instructions:
1.
2.

3.

Read the
statements
.
Do you
agree with
these
remarks?
Share with
a partner.

Multi-level Classes
All classes should be dealt with
-to a greater or lesser degree- as
MULTILEVEL.
There is not such a thing as a
single-level or one-level
group of students; that is simply
impossible, and a curriculum
based on that false premise is not
realistic and detrimental to our
students
(Senisse, I., 2015)

Do
you
agre
e?

Task
Look at page 40 in your
TOUCHSTONE 2 textbook,
Reading, Tasks A and B Time
to celebrate.
Discussion:
1. What problems do you
foresee with low students?
2. How can you help low
students in your class carry
out the task successfully?

Techniq
ue:

Think
Pair
Share

Video 1. Facilitating Multilevel

Classes

Watch the following video

https://
www.youtube.com/watch?v=cMNH
kG6ZKQA
Analyze it and then share your
ideas with a partner.

Teachers Approach: One

size fits all?
From a
pedagog
ical
standpoi
nt,what
do yout
think the
problem
is?

Teachers Approach
Two hypotheses
1. Bring all the students command of
the language up to the expected
level prior to the actual developing
of the course curriculum by
providing intensive training to the
weak students and further review to
the strong students.
2. Develop strategies to cater for
all students varied levels as we
carry along the course curriculum
so that we maximize learning outcomes
for all the students.

Instructio
ns:
1.Identify
pros
and
cons
2.Express
the
goup
opinion
in
terms
of

Task

1. Get in groups and put your

preliminary ideas on a
flipchart.
2. Share them with the class.

Wrap up: What did you learn

today?

Dealing with
Multilevel
Classes
Teacher Trainer: Ivan Senisse
Start date: May 4th
End date: May 11th
Frequency: Monday, Wednesday, Friday.
Time: 4:30pm 6:30 pm

MODULE 2

SESSION GOAL
To identify different learning
styles and varied abilities to
successfully deal with a
multilevel class, ultimately
regarding students
individual characteristics as
an asset to the program.

SESSION PLAN
Participants will
identify the
characteristics of our
learners.
review different
learning styles.
discuss the features of
mixed-ability classes.

Warm up: How much do you

know about learning styles and
mixed-ability classes?

Getting to Know our Students

Think of one of your groups

(classes) and answer the
following question (provide an
approximate percentage -a
rough estimate):
How many are
above the expected level?
at the expected level?
below the expected level?

Thin
k
Pair
Shar
e

Getting to Know our Students

Below level
level

At level

Above

Normal
distribut
ion

10%
15%

80%
70%

10%
15%

20%

60%

20%

Getting to Know our Students

Think about your students below

the expected level. Why have
you included them in that group?
Make a list of their weaknesses.
Compare your list with a partner.
1.
2.
3.
4.
5.

Think
Pair
Share

Good Learners? Bad Learners?

Is there such a thing as good

learners and bad learners.
What are the characteristics of
good learners Discuss with a
partner. Use the mind map
included in your handout.

Think
Pair
Share

Good Learners? Bad Learners?

Now read the article by

Jeremy Harmer and confirm
your answers. Do you
agree with the author?

Read
Discus
s

Learning Styles

1. Do you know your students

learning styles?
2. What are they?
3. Get in groups of three.
4. The facilitator will assign
you a number.
5. Read the corresponding
handout.
6. Fill in the blanks.
7. Get ready to share.

Jigsaw
reading

Video 2

1. Watch this video.

2. Analyze the learning style
strategies. Take notes
3. Do you agree or disagree?

http://
www.schooltube.com/video/7f8
d89f53a654a4abd0a/Learning%2
0Style%20Strategies

Task: Learning Styles

Look at page 54 in your

TOUCHSTONE 2 textbook, Out
Shopping. What type of
learners benefit more from the
layout? How can you improve it
so all types of learners fully get
the best out of it?

Techniq
ue: T-PS

Mixed-ability Classes: What is mixedability?

A

Students used to be split

according to their abilities
into streams. Now all the
students are mixed together
in one class. There are good
students, average students,
and bad students. I cant
teach three different levels
at the same time so I aim the
lessons at the average
students. I cant really
challenge the good students
and the bad students arent
interested anyway, so they
tend to get excluded.

The learners
B have
different linguistic
abilities but for
different reasons. They
have a range of nonlinguistic skills so
everyone has
something special to
offer to the class. I
have to help them all
to progress together,
and they have to learn
how
to value
each
(Rose,
J. Mixed-ability:
others
skills.Classroom
It is an
An Inclusive
inclusive
in Englishclassroom.
Teaching

Professional)

Which
opinion
would
you
favor?

Reading
Read
and
discus
s

Read the article Mixed Ability. An

Inclusive Classroom by Jim Rose,
p. 3. What is the Elevator
metaphor about?

Teaching Multilevel classes: A

preliminary proposal

Objectives:
1. To listen for gist.
2. To listen for specific
information.
Textbook: Touchstone 1.
Page: 113. Tasks 3A and
3B: Listening

How would
you teach
this task so
weak as
well as
strong
students
both
benefit?

Teaching Multilevel classes: A

preliminary proposal
Task A:
Weak students and strong
students: listen and circle the
topic
Task B:
a. Weak students:
a. First listening: without the
audio script.
b. Second listening: with the
audio script.
b. Strong students: Listen and
answer the questions

Suggeste
d
procedure
What do
you think?

Task

1. Get in groups and put your

preliminary ideas on a
flipchart.
2. Share them with the class.

Wrap up: What did you learn

today?

Dealing with
Multilevel
Classes
Teacher Trainer: Ivan Senisse
Start date: May 4th
End date: May 11th
Frequency: Monday, Wednesday, Friday.
Time: 4:30pm 6:30 pm

MODULE 3

SESSION GOAL
To be able to come up
with tailored solutions to
specific problems
regarding multilevel
classes.

SESSION PLAN
Participants will
discuss alternatives to deal
with problems related to
multilevel classes.
review the following notions:
Differentiation
Learner Autonomy
PPP

present mini demo lessons

showing how they will
maximize task time in a
multilevel class.

Dealing with ML Classes

Strategy

Target

Procedure

Differentiation Below the level

students

Modify a task to help Ss

achieve the expected
goal.

PPP

Below the level

students

Follow the PPP format:

1. Present the new
language.
2. Provide chances for
practice.
3. Set a scenario for
production

Autonomous
Learning

At / above the
level students

Provide ss with
motivation / ideas / tasks
to go beyond the class
setting.

Differentiation
Differentiation (teaching
different individuals in a
different way) means trying
to provide different learning
experiences for different
individuals for example,
offering different learning and
material or activities to suit
different abilities and needs.
(Harmer,J. 2012:97)

Read
and
discu
ss.

Video 3 - Differentiation

Watch the video (VTS_01_1

00:12:51 00:13.49)
According to the teacher, why
is it a NOT a good idea to
make differences noticeable?
What does the teacher do
instead?

Watch
and
discus
s.

Differentiation
Pros & Cons
PROS

CONS

Autonomous Learners
Decide whether the statements below about
autonomous learners (AL) are TRUE or
FALSE.
a.
b.
c.
d.
e.
f.

AL are willing to take risks. (

)
AL are aware of their learning styles and
abilities.
(
)
AL play an active role in the learning
process.
(
)
AL are willing to explore new learning
possibilities beyond the curriculum.
(
)
AL are highly motivated to follow-up
their studies beyond the classroom
setting. (
)
AL make use of a varied number of
educational resources to consolidate
their learning.
(
)

Do the
task
and
the
compa
re
with a
partne
r.

PPP

Group Work
Look at page 100 from your
TOUCHSTONE 1 textbook,
Task 1.
Determine the three stages
(PPP). How would you teach
this activity?
Stage 1 (Presentation)
Stage 2 (Practice)
Stage 3 (Production)

Teaching Strategies
and Ideas for ML
classes

Timelines: Showing Tenses

Showing Meaning

Using Visual Organizers

Strategies for ML Classes

1. Splitting the class

2. Differentiating
3. Focusing on skills
other than language
4. Using group/pair
work.
5. Peer Tutoring

Flexible Grouping
Flexible small groups are within class
grouping in which membership varies
according to ability (same ability,
mixed-ability), interest or questions,
learning style, () [age] (). Groups
can be teacher-selected, studentselected, purposeful or random
(COHEN, C., PURCELL, J.
2011
Differentiation
http://
www.slideshare.net/mclaringbold/differentiation-po
werpoint-for-tuesday-pd
)

Suggested Games for ML

Classes

A. Card games
B. 20 questions
C. Mystery description
D. Backs to the board
E. Charades
F. Noughts and crosses

What
comments
can you
make on the
following
games?

Suggested Games for ML

Classes
Prompts:
BACKS TO THE BOARD

basketball

Group arrangement
possibilities:
Whole class
Group work

Its a
Its played
by
Its played
with..

Conclusions
A Summary of Lessons Learned in this
Workshop

Conclusions
1. All classes are multilevel .
2. ML classes are comprised of students of
different levels of proficiency.
3. We must ensure that each and every student
has a chance to succeed.
4. We should treat students as individuals
taking their learning styles and varied
abilities into account.
5. Low students need special support from
the instructor.
6. A successful multilevel class is, by all means,
an inclusive class for all the students.

CONCLUSIONS
What did you learn today?