Mixed Ability Classes
Prepared by
Saad Alhejaili
Introduction
• What is mixed ability class
• Clarifying the problem of a mixed ability class.
• Possible problems and solutions of mixed ability
classes
• Some techniques in mixed ability classes
• Activities of mixed ability classes
• The role of teacher and student in mixed ability
class
What is mixed ability class
• 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.
• In reality, every class can be described as a
mixed ability class as it is made up of learners
who are different in terms of their knowledge
and ability
What is mixed ability class
• Ireson & Hallam (2001) suggest teachers need
to recognize that a class is mixed ability
because children have different strengths and
weaknesses and develop at different rates.
They have different preferences for learning
and displaying their work.
Why do most classes have mixed
ability learners?
• Students come from different backgrounds
with different ideas, expectations and needs.
They are individuals, therefore they should be
looked at as individuals and not as a whole
class.
Clarifying the problem of a mixed
ability class
• It’s a big challenge for teachers to meet students’
different needs in a large multilevel class since
the students are from different backgrounds,
with varied English proficiency and different
English learning experience. Teachers may feel
easily frustrated because it is hard to decide
where to start.
• How can English teacher satisfy the needs of
each person in his class .
Some problems of Mixed Ability Classes
• 1. Half the students finish the activity before the
others.
• 2. Stronger students get bored if I take time to
explain to weaker students
• 4. The weaker students sit at the back of the class
• Teachers may face some problems in different areas
Such as :
Materials and Resources
• Most language textbooks are designed for an
ideal homogeneous class and pupils react in a
different way due to their individual differences
and preferred learning styles
• A teacher might have difficulties finding
appropriate teaching materials and resources
that fit the needs, learning styles, individual
language level and interests of all pupils
Materials (solution)
• Adapt some of the materials (e.g. make language
simple)
• Design your own teaching materials
• Support the teaching materials with visual stimuli
(e.g. photos, pictures, etc.)
Tasks
• Weaker pupils find the tasks for homework from
the course book difficult and often come
without homework
• Slower learners can’t participate because the
tasks are too difficult for them
Tasks(solution)
• The tasks included in the lesson should correspond to the
language level, age and abilities of pupils.
• Help visual learners by using visual clues
• Vary the level of tasks (e.g. reduce the number of choices
or delete the more difficult choices in multiple-level
exercises)
• Include open-ended tasks which help learners work at
their own pace
• Encourage learner collaboration (pupils work alone and
then in pairs or groups and share and complete what they
couldn’t do);
• Grade tasks
Participation
• Some pupils participate in the lesson actively,
while others are unwilling and reluctant to take
part in the lesson activities
Motivation
• Baker (2002) claims that in mixed-ability classes
it can be difficult to keep the attention of all
students. Their motivation can be poor and the
teacher can feel frustrated because he/she does
not have enough time to help the weaker
students
Individual needs, interests and
strengths of learners
• The teacher does not know his / her pupils’
interests and needs
• The teacher does not know what the strengths
of each learner are.
Individual needs, interests and
strengths of learners ( solution )
• Try to get to know your learners, their language
level and interests
• Make sure every child has participated in some
way in the lesson.
• Organize more pair and group work activities
which involve more children at the same time.
Discipline
• Pupils work with different pace – those who are
more advanced cope quickly with the tasks or
get impatient when the teacher has to repeat an
explanation, while pupils who have a lower level
of knowledge and skills complete tasks more
slowly.
Discipline( solution )
• Help pupils learn to respect diversity in terms of
skills and abilities;
• Prepare additional activities for quick those
pupils who finish earlier;
• Delegate some remedial work to fast learners
by asking them to repeat an explanation, write
the new words on the board, share their personal
opinion on a task, etc
Some techniques help teachers to deal
with mixed ability class
• Plan and use a variety of activities that suit different
intelligences ( Multiple Intelligences) .
• Think of pupils in a positive way . Try to find the
strengths and preferred learning style of everyone
• Students love games, competitions and
dramatization,
• It is also useful for students to study in self-access
centers, where they can visit in their free times to
study alone, with a peer or a tutor.
• Differentiation .
Some techniques help teachers to deal
with mixed ability class
There are three categories of differentiation:
• differentiation by task, which involves setting
different tasks for pupils of different abilities
• differentiation by support, which means giving
more help to certain pupils within the group
• differentiation by outcome, which involves setting
open-ended tasks and allowing pupil response at
different levels.
Teachers role in mixed ability class
• Researchers (Hallam & Toutounji, 1996; Harlen
& Malcolm, 1997) are now suggesting that the
key to success is not how pupils are grouped
but the attitude and skills of the
teacher in the classroom.
Teachers role in mixed ability class
The teacher should
•
•
•
•
•
•
•
Make the aims of the lesson clear
Allow for ‘thinking time’ each learner is different
Introduce learning strategies
Use a variety of paces/speeds
Use a variety of learning style strategies
Help learner try out different ways of understanding
Give opportunities to interact
Students Role
•
•
•
•
•
Understand the aim of the lesson
Be given ‘thinking time’
Learn some learning strategies
Tell teacher if pace is too fast
Understand what helps them understand
(learning style) and learn new ones
• Tell teacher if they don’t understand
• Interact with others even if this is not preferred
way of learning
References
• The Challenges of Working with Mixed Ability Classes
by Цветелина Харакчийска
• Coping with the Problems of Mixed Ability Classes
byDeniz Şalli-Çopur
• The go for it guides for Mixed Ability classes BY Jim
Rose