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1 It’s a pluralistic view of mind, recognizing many and discrete facets of cognition, acknowledging that people have different cognitive strengths and contrasting cognitive styles.”
2 “A bunch of misfits, average and able students in one classroom.”
3 “So you’re much more aware of how different people are, but you’ve got to teach them in one class. You’ve got students at different levels, with different degrees of motivation, with different interests, working at different speeds.”
a. Jane Revell, Handing Over
b. Howard Gardner, Multiple Intelligences
C . Anonymous
Which of the three definitions best describes what you think and feel about your mixed-level class? Match it with the author.
1) Which factors are interfering with your teaching plan? 2) Which should you address first?
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“Effective management, then, means taking steps to prevent problems from arising and coping with problems “on line” as they occur in the classroom.”
David Nunan- Clarice Lamb The Self-Directed Teacher.
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affective and social issuesrapport with students
In a mixed level class, the teacher needs to use, promote and address:
Organizing the board: an invaluable visual aid
pronunciation - grammar references- webpages
vocabulary
instructions
‘Online’ enquiries, from students
main language point
Examplifying
modelling
Date/weather/calendar/event
Creating classroom habits SEATING ARRAGEMENTtraditional, U-shaped, rows, clusters
HANDLING MATERIAL• coursebook/material• folder• homework
BASIC FUNCTIONING HABITS• raising hands• waiting • controlling level of noise• reporting to other students • communicating in English, and so on
Promoting Learner autonomy
• awareness of objectives• use of dictionaries• access to complimentary material• online resources,students’ websites• peer as valuable source• use of Forums, messaging, social networks• study skills and learning strategies
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self-correctionself-correctionfeedbackfeedbackrewardreward
To cater for different language levels and learning speeds the teacher uses/promotes…
Complimentary materials to suit the different levels and needs
warmers and fillers
What do these words have in common?
assess banana grammar revive voodoo uneven
give up
Take up
Grow up
Encouraging Cooperative learning
What children can do together today, they can do alone tomorrow.
(Let Vygotsky, 1896-1934)
Teaching Learning strategies Study skills
Associating hair hairstyle
Classifying
Using imagery/sounds
Recognizing text types
miming and acting Hang your coat
Recognizing formulas Here you are
• Recording vocabulary
• Looking up a word in the dictionary
• Studying for tests
• Learning from mistakes
Grading material
easy intermediate advanced+ relevance + variety
Controlled Underline the words you understand
Less controlled Underline key sentences
Freer Write subitles for each paragraph
challenge +support
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Controlled activities
Less controlled activities
Freer activities
Predicting from pictures
Underline the words you understand.
Do multiple choice
Predicting from title
Underline key sentences.
Explain (three choices)
Prediciting from comprehension questions.Write a subtitle for each paragraph.
Add (two) more choices.
Grading tasksThe folowing is a suggested sample menú for grading instructions to suit the
different levels in the class
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Controlled activities
Less controlled activities
Freer activities
Replace (three nouns) and change the story.
Select words from the text that best describe the visuals.
Replace (three adjectives) and change the mood of the story.
Add words of emotions to the text.
Replace (two characters) and change the ‘personality’ of the story.
Insert a short dialog within the narrative.
Grading tasksThe folowing is a suggested sample menú for grading instructions to suit the
different levels in the class
content-based projectscross-curricular activities
drama
Extra curricular activities: theatre, museums, movie
clubs, reading clubs…
blog, webpage, podcast…
project workreaders
To cater for different abilities….
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For more on scaffolding visit: https://www.academia.edu/13144377/Scaffolding_and_scaffolds_to_CLIL
Thank you!
