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The document provides tips for adapting materials and classroom activities for mixed ability classes. It suggests giving extension activities to stronger students, such as asking them to rewrite parts of texts in different tenses or write their own opinions. Weaker students should be given support like pre-teaching difficult vocabulary and breaking texts into chunks. The document also recommends grouping students in different configurations depending on the task, giving clear instructions, managing error correction, and setting goals to engage students of all levels.
The document provides tips for adapting materials and classroom activities for mixed ability classes. It suggests giving extension activities to stronger students, such as asking them to rewrite parts of texts in different tenses or write their own opinions. Weaker students should be given support like pre-teaching difficult vocabulary and breaking texts into chunks. The document also recommends grouping students in different configurations depending on the task, giving clear instructions, managing error correction, and setting goals to engage students of all levels.
The document provides tips for adapting materials and classroom activities for mixed ability classes. It suggests giving extension activities to stronger students, such as asking them to rewrite parts of texts in different tenses or write their own opinions. Weaker students should be given support like pre-teaching difficult vocabulary and breaking texts into chunks. The document also recommends grouping students in different configurations depending on the task, giving clear instructions, managing error correction, and setting goals to engage students of all levels.
CLASSES Extension activities for Support for weaker students stronger students
Ask early finishers to
write new vocabulary Pre-teach difficult vocabulary and leave it up on the board with written on the board for students to refer to. definitions. Use visuals if possible. Rewrite a part of the If there are gaps, give students the answers text in a different in a jumbled order, with a few extras. Reading tense / person. Draw attention to the title, pictures etc and Write their personal set the scene beforehand so their mind is on opinion / a short track for the topic. summary of the text. Break the text into chunks and give the Write questions about option of only reading some of the text. the text. Extension activities for Support for weaker students stronger students
Give out the tape script and
nominate a ‘vocabulary Pre-teach vocabulary, use visual prompts master’ to look up tricky when appropriate. words or expressions in a dictionary to then explain to Give students time to discuss answers the group. before feeding back to the class. Listening Focus on the accents or Give students the tape script on second intonation of the speakers and get students to copy listening. chunks. If it’s a gap fill, supply the words with a If it’s a true/false activity, follow on by asking few extras. ‘why/why not?) Extension activities for Support for weaker students stronger students
Give creative tasks that
students can do at their own level. Correct the draft together before students Indicate mistakes using correction code to give copy up in neat. students a chance to Reduce the word limit. self-correct. Encourage use of dictionaries / vocabulary Writing (Sp = spelling, Gr = books. grammar etc.) Give and example piece of writing as a Increase the word limit. model before they begin writing. Indicate where they could use more Pair or group weaker students with interesting ways of stronger students. saying something. Extension activities for Support for weaker students stronger students
Give students time to rehearse and gather their
ideas before a role play or discussion. Ask students to justify / Pair weak and strong together. defend their opinions. Let students make notes before the speaking Ban easy words like ‘nice’ to push their vocab to a higher activity begins. Allow for ‘thinking time’. level. Grade students on the effort they make rather Speaking Get students to record than their ability. With a whole class mingle like a class survey or a themselves and self-correct. ‘find somebody who...’ practise the questions as a Pair students of higher level together so they really go for group beforehand. it. Give weaker students more listening and thinking time before calling on them to answer questions. Tips for good classroom management with mixed ability groups • Grouping It may seem contradictory to suggest that you group stronger students together and also suggest that you group weak with strong. However, depending on the task and the class dynamics I think there are usually opportunities for both types of grouping. It’s a good idea to experiment with mixing up the strong and weak students whilst also giving time for stronger students to work together so they work to their full potential. Tips for good classroom management with mixed ability groups • Giving Instructions
Giving clear instructions is vital for weaker students to be able to
follow the class. Use hand gestures as well as words to explain the
tasks and use stronger students to check back the instructions and
even explain the task in their own language if necessary.
Tips for good classroom management with mixed ability groups • Error correction Stronger students can probably stand more correction. Don’t over correct weak students as it will affect their confidence. Encourage students to correct one another and demand a higher level of accuracy from the stronger students. Tips for good classroom management with mixed ability groups • Setting goals Setting goals for each class or for the whole term will help to focus the students. The goals can be different for each student, depending on their level, but realising the goals will give the same sense of achievement to all. • Further reading: From the English Teaching Professional magazine archive. This is an excellent article with some great ideas for creating a positive learning environment for mixed ability groups. Well worth a read - http://www.teachingenglish.org.uk/node/2237 sites/teacheng/files/mixedability.pdf • Retrieved from internet in March, 2008 from: • http://www.teachingenglish.org.uk/language-assistant/teac hing-tips/adapting-materials-mixed-ability-classes