This document discusses managing mixed ability language classes. It defines mixed ability as classes with diversity in students' language levels, learning styles, interests and backgrounds. This creates challenges like stronger students getting bored and weaker students not understanding. The document provides ideas to address this, such as catering to different learning speeds/styles, classroom management, learner training, motivation, and open-ended activities. It emphasizes celebrating student diversity and using each student's strengths.

1. MANAGING MIXED CLASSES
October 2011
By Jorge Luis Gavilanez
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2. Mysterious Deaths
Mickey and Minnie are found
dead on the floor, surrounded
by water and broken glass. No
weapons were used to kill
them; they did not kill
themselves.
How did Mickey and Minnie die?
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3. “Mixed ability classes are
the norm, not the
exception”
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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.
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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
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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.
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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.
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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…?
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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
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10. Motivation
• - Extrinsic Intrinsic
- Sense of achievement.
- Diverse activities.
- Class environment.
- T´s attitude
- Self steem
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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.
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12. Multiple Intelligences
Try 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
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13. Whose son are you?
A man and his son get in a car
accident. The man dies, and the
injured son is rushed to the
hospital. At the hospital, the
doctor operates on the boy,
saving his life. The boy is the
doctor´s son.
How is it possible?
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14. Cognitive learning styles of ss.
Neuro-linguistic Programming -NLP
Left-Brained thinking Right-Brained thinking
Analytically-asking Holistic and intuitive
questions view of the language.
Sort things Idioms
Translation into their L1 Lirics of popular songs
Grammar rules, Writing stories
grammar formulas
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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
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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.
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17. Sensory Channels to Learn VAK
• Auditive: EARS
• Visual: EYES
• Kinesthetic: HANDS
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18. 4MAT SYSTEM
1. 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
- Drills
2. 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
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19. TETRAMAP
we all have a unique mixture of all 4 elements and our
preferences 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?
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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 layout
BESIDES…
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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”
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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
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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
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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
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25. Activities with different responses
• Project work
• Role plays. Drama
• Responding to a text
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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
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27. CONCLUSION!!
FORTUNATELY!
WE ARE DIFFERENT HUMAN BEINGS
LET´S CELEBRATE DIVERSITY
LET´S TAKE ADVANTAGE OF IT
OTHERWISE THE TEACHING WORLD WOULD BE
BORING!!
THANKS A LOT !
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