This document discusses strategies for teaching mixed-ability classes, including differentiating instruction, peer tutoring, grouping students, and having high expectations. It emphasizes treating students as individuals, teaching core content to all while providing reinforcement or extension work as needed. Partnering stronger and weaker students is presented as an option if the roles and goals of helping are made clear.

18. Order of ability Possible evidence
Very able; listens carefully; creative;
HIGH ready to answer; interested in
everything.
Interested and co-operative but
MEDIUM sometimes a bit shy; not so good at
speaking.
Absent-minded; cannot concentrate;
LOW always want to play.

21. It refers to the phenomenon in which the
greater the
expectation placed upon people, often
children or students and emploees, the
better they perform.
(Rosenthal-Jacobson)

24.  Treat each pupil as an individual. Very difficult for a 30-
student class.
 ADOPT different TEACHING STRATEGIES:
 Differentiating activities.
 Peer tutoring.
 Group teaching.

25.  Teach core contents for all pupils.
 Reinforce work /more intensive practice for weaker
students.
 Extension work for faster students.(Fast finishers)

26.  We can adapt the same activity to suit different
students’needs. Look and compare activitites pages
33,34.
 Which one provides more/less support?

27.  Slower or weaker stduents can be paired with a
stronger partner for some activities, but they must be
aware that:
 Buddies are friends.
 They are there to help you.
 They support you, not dominate.
 They help you when you get stuck.
 They help you to do things for yourself.
 They do not tell you the answers.

28.  When could you use this strategy?
 What are its advantages and disadvantages?
 What changes would you need to make in order to use it in
your context?

29.  Students divided into groups according to their
academic ability.
 Teacher monitors each group’s tasks every twenty
minutes.
 Africa. Argentina teachers working in rural schools.
 Teacher must produce several different plans for one
course. Integrated students?

30.  Mixed ability classes are common in our reality .
 Decide which situations work best according to your
teaching context.
 Having high expectations from children raises their
own expectations.
 Being open/flexible to change.
 Assist children in developing more positive self-
images and higer levels of self-exteem.