Are they the same?
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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.
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Keep students engaged by modeling the target language, monitoring group work, and ensuring student talking time exceeds teacher time. Build trust and a supportive learning environment where students feel challenged. Review foundational concepts and allow time for students to practice at their own pace. Employ multisensory teaching methods and provide scaffolding to support student comprehension and language development. Assess student progress formatively and measure only their demonstrated abilities.
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This document discusses strategies for teaching mixed-ability classes. It begins by noting that some teachers view mixed-ability classes as a problem, when they could instead be seen as a natural occurrence. It then explores how children differ in terms of intelligence, background, interests, and other factors. The document provides suggestions for responding to these differences, such as using group teaching, differentiated tasks, and varying teaching methods. It also addresses challenges like time management and aiming lessons at the right level, providing solutions such as creating independent work and clear instructions. Finally, it emphasizes having high expectations for all students and avoiding labeling them.
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This document discusses strategies for teaching mixed-ability classes. It begins by noting that some teachers see mixed-ability classes as a problem, but it could also be seen as natural given individuals' differences. It then explores how children can differ in terms of language perception, relationships, backgrounds, interests, gender, motivation and experience. Suggested strategies for responding to these differences include using group teaching, differentiating tasks, giving attention to different groups, and varying teaching methods. The challenges of meeting different needs are addressed, such as time constraints and pupil engagement, along with solutions like creating independent work and finding interests. The document warns against labeling pupils
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Communicative language teaching (CLT) emerged in the 1960s-1970s as a response to structural and audiolingual methods, focusing on developing learners' communicative competence through meaningful tasks and activities; it is based on theories that language learning involves grammatical, sociolinguistic, discourse and strategic competence. CLT advocates for using language tasks and activities that involve real communication between learners to promote language learning.
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This document discusses numerous language learning theories and approaches that have influenced English language teaching, including behaviorism, the Audio-Lingual Method, the Natural Approach, and the lexical approach. It also covers debates around the role of grammar instruction, the importance of noticing language, the affective filter hypothesis, and discovery learning.
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Chapter 10 course design
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2) Effective beginnings include warm-up activities to switch to English and set the context. The middle, or "body", presents and models new activities with transitions between. It takes up most of the lesson time.
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2) Details of activities and readings assigned for each class, including chapters from textbooks to discuss, videos to watch, presentations, debates and collaborative blog work.
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Chapter 16 Brumfit
1. Research shows that young children can learn two languages simultaneously when exposed to both languages from a young age at home. The early childhood years provide an optimal period for language learning.
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The document discusses theories of how children learn English as a foreign language. It covers several topics: (1) learning should be centered around maximizing learning while providing both support and challenge; (2) children learn physically, emotionally, conceptually in early stages of schooling and have less developed literacy skills in their first language; (3) teaching children requires accounting for their high energy, excitability, and short attention spans while keeping activities engaging. The document also discusses Piaget's stages of cognitive development, Vygotsky's zone of proximal development, the importance of scaffolding learning, and methods like TPR that are well-suited to teaching young learners English.
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Are they the same?
- 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.