Authentic,Multi-levelTeaching

Teaching Children with Diverse Academic Abilities Together Well

Michael Peterson, Mishael Hittie, and Lynne Tamor

Revised June 25, 2002
A Publication of the Whole Schooling Consortium

In this article, you can find some typical strategies that schools and teachers who are seeking to be
inclusive schools use in coping with substantial differences of ability among their students. There are
some ways of thinking and talking about inclusive teaching, approaches to teaching children together
in tasks where students can learn at their own level, heterogeneously grouped. It is called authentic,
multi-level teaching according to this article. Also the principles of Authentic, Multi-level Instruction
are described. By multi-level they mean that students are engaged in learning activities that allow
them to function at their level of ability, yet are challenged at their zone of proximal development to
continue growing and learning. ‘Just right’ work for all students expected and supported so that
teachers push and challenge students who have higher abilities. You can find the answer of this
question in the article “How do schools and teachers currently deal with the multiple levels of
student ability in general education classes?”
Some advices to deal with different leveled classrooms:
1. Projects that allow students different roles.
2. Learning groups based on student interest and readiness.
3. Heterogeneous practice groups.
4. Informational reading at many levels.
5. Heterogeneous work groups help each other with assignments.
6. Choice of books at different levels.
7. Individual writing goals.
8. Cooperative learning groups (with differing levels of activities to contribute to the total
group).
9. Students choose own topics within broader theme.
10. Support and scaffolding to provide assistance in completing activities not possible
independently.
11. Hands on learning for all students together.