FACULTAD DE FILOSOFIA Jorge Luis Gavilanez ESCUELA DE IDIOMAS Managing Mixed Classes


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UNIVERSIDAD CENTRAL DEL ECUADOR Facultad de Filosofía ESCUELA DE IDIOMAS Jorge Luis Gavilanez Managong Mixed Classes

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FACULTAD DE FILOSOFIA Jorge Luis Gavilanez ESCUELA DE IDIOMAS Managing Mixed Classes

  1. 1. MANAGING MIXED CLASSES October 2011 By Jorge Luis Gavilanez 1
  2. 2. Mysterious DeathsMickey and Minnie are founddead on the floor, surroundedby water and broken glass. Noweapons were used to killthem; they did not killthemselves.How did Mickey and Minnie die? 2
  3. 3. “Mixed ability classes are the norm, not the exception” 3
  4. 4. What do we mean by mixed ability?• DIVERSITY is the key.• Every class is made up of a group of individuals. Each individual is different in terms of their knowledge and ability.• Talking about language, the individual differences are very pronounced, mainly where there is a marked difference in language level. 4
  5. 5. • Ss learn at different rate, there are slow and fast ss.• Some ss find learning a second language easy and some find it difficult.• There may be other influences: …English speaking family. …travelled to English-speaking countries…Satellite TV, CD-Rom.…a future ambition for a job 5
  6. 6. Aspectos of DIVERSITY• Gender in the group: boys and girls, the differences are influenced by cultural conditioning, level of maturity (female ss often mature earlier than male), development of the different skills. • Interests of students, can be influenced by gender roles, ss background etc. 6
  7. 7. • Classes in which there are clear differences in the learning styles.• The Multiple Intelligences (MI).• Differences in the level of the language in general or in the level of their abilities in the receptive and productive skills.• Different levels of motivation and attitude towards learning English. 7
  8. 8. PROBLEMS!!Stronger ss get bored when I spend time explaining the SOME WEAK SS. DON´T Some weak ss. sit weaker ones EVEN TRY at the back and start disrupting Half of the ss have finished The stronger an exercise ss. dominate and when the don´t let the Most of my ss. other half weaker ones don´t have just paticipate understand begun anything in English OTHERS…? 8
  9. 9. Some ideas to solve the problem!!• Catering the different learning speeds, styles, multiple intelligences and others.• Classroom management skills, ensure that all learners are involved as much as possible.• Learner training, you can make students aware of effective learning behavior and strategies.• Motivating students. Sense of achievement 9
  10. 10. Motivation• - Extrinsic Intrinsic - Sense of achievement. - Diverse activities. - Class environment. - T´s attitude - Self steem 10
  11. 11. Catering for different types of learner• Aims- to present some recent approaches to how learning styles and intelligences affect learning- to help teachers identify and adapt course books to the differences.- to help teachers plan lessons that allow different learning preferences.- to raise awareness of our own teaching styles. 11
  12. 12. Multiple IntelligencesTry to include all these aspects when you plan your lessons. Verbal-linguistic Logical-mathematical Spatial Speaking, reading, Numbers, Visuals, colors, art, writing or editing. classification, critical graphs, and pictures. thinking , problem solving and calculations BodIly-kinesthetic Musical Movement, exercise, Music, sounds, drama, and crfts. PLANNING rhythms. Interpersonal Intrapersonal Naturalist Group work, peer Private learning time Field trips, ecology sharing and discussion. and student choice. studies, nature observation and understanding 12
  13. 13. Whose son are you?A man and his son get in a caraccident. The man dies, and theinjured son is rushed to thehospital. At the hospital, thedoctor operates on the boy,saving his life. The boy is thedoctor´s son.How is it possible? 13
  14. 14. Cognitive learning styles of ss.Neuro-linguistic Programming -NLPLeft-Brained thinking Right-Brained thinkingAnalytically-asking Holistic and intuitivequestions view of the language.Sort things IdiomsTranslation into their L1 Lirics of popular songsGrammar rules, Writing storiesgrammar formulas 14
  15. 15. Different Learning Styles for Different Learners Left Brain Right Brain Vertical Linear CREATIVE Categories, lists IMAGINATION Non-verbal Analytical Sees things as a whole Verbal Realistic SUBJECTIVE Conscious TOUCH Logical Rhythm Aware, alert Music Objective Shape Sees details Taste Focuses on parts Hear Rational Touch 15
  16. 16. Left Brain• Givel all the ss the following instructions: Think of a number. Multiply the number by three. Add one. Multiply by three again. Add the number you originally thought of. Now ask for their answers. From their answers you can tell them what their originally number was. 16
  17. 17. Sensory Channels to Learn VAK• Auditive: EARS• Visual: EYES• Kinesthetic: HANDS 17
  18. 18. 4MAT SYSTEM1. Activating Knowledge 3. Using Knowledge To get others interested Learning by Practice - Brainstorming -Development of the 4 skills- Ice-breaking - Exercises, worksheets- Rapport -Hands on activities- Use of pictures, games, chats. - Texts - Drills2. Gaining Knowledge 4. Appling Knowledge Teaching factual Information Doing sth. personal with new- Grammar rules knowledge- Vocabulary -Oral presentations- Pronunciation rules - Writing letters, stories, journals.- Intonation rules - Real life applications 18
  19. 19. TETRAMAPwe all have a unique mixture of all 4 elements and ourpreferences may change in defferent situations. EARTH (FIRM) AIR (CLEAR) “Because I know best” “Because I have proof” Practical , Sense Analytic Learner Learner Direction: HOW Reason: WHAT WATER (CALM) FIRE (BRIGHT) “Because I care” “Because it´s fun” Imaginative Learner Dynamic Learner Unity: WHY Motivation: IF? 19
  20. 20. Classroom management skills Some useful tips• Spread attention• Learn and use ss´s names• The t´s attitude• Managing learning activities• Using the board• Classroom layoutBESIDES… 20
  21. 21. • Encourage a sense of self esteem• Encourage respect and create bonds between learners of different levels.• Ensure that everyone has something to contribute.• Motivate weaker ss. to contribute.• Provide opportunities for acquisition of the language.• Make lessons relevant to the learners.• Enable learners to focus on meaning and communication rather than only in grammar.• Allow learners to show off their knowledge and “teach the teacher” 21
  22. 22. MOTIVATION• Extrinsic Intrinsic• Creating an English environment• Creating a good atmosphere• Be fair and don´t discriminate• Class activities• Personalization• Don´t compare ss. performance 22
  23. 23. Learner training• Participation• Organizing notebooks• English outside the classroom• Error awareness• The good language learner• Strategies for skills work• Keeping records of work• Seating arrangement 23
  24. 24. Grading tasks for fast and slow learners• An example-dictation• Advantages and disadvantages• Picture dictation• Vocabulary activities• Reading and listening• Find things to do with fast learners• Use pair and group work 24
  25. 25. Activities with different responses• Project work• Role plays. Drama• Responding to a text 25
  26. 26. Open-ended activities• Diaries or journals.• Choosing vocabulary to learn• Asking or answering qs.• Dictation and questions• Responding to a picture• Using stories• Using video• Using a story• Ss presentations 26