The document discusses teaching young learners in mixed ability classes and some of the challenges that come with it. It lists common problems such as some students finishing activities quickly while others take more time, stronger students dominating, and not knowing how to level activities for different students. It then provides some advantages and disadvantages of mixed ability classes. Finally, it gives suggestions for how to plan a mixed ability lesson such as establishing eye contact, nominating students, asking easy questions, and balancing different types of activities.
These are learners between the ages of four and twenty-one whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programing needs.
These are learners between the ages of four and twenty-one whose abilities, talents, and potential for accomplishment are so exceptional or developmentally advanced that they require special provisions to meet their educational programing needs.
I planned the induction to last over six months. We started before school with a two day (mostly) intensive, then had an hour and a half session once a month until December.
Here, we pulled apart a WebQuest of our choice, and analyzed it from each of our respected roles during the project, for example, I was the Instructional Designer.
What are the elements that have the greatest impact on improving student learning for 11-18 years olds? How do they work together? The session presents each of the elements and explains their significance, then gives examples of these elements in humanities, English and social studies classrooms.
ThinkDo Project is he first cutting-edge app that automated schedules for better project management. Its revolutionary math model and chart are a step beyond Gantt, PERT and Kanban pipeline.
The concept behind ThinkDo you can find at this presentation as a report at the Innovation Section of the Project Management Institute's World Conference (PMICOS-2011).
ITVAMP creates as sample Gap Analysis for an organization that has some PMO areas but not an entire PMO. EPM is presented with Process Development deliverables. 2008
I planned the induction to last over six months. We started before school with a two day (mostly) intensive, then had an hour and a half session once a month until December.
Here, we pulled apart a WebQuest of our choice, and analyzed it from each of our respected roles during the project, for example, I was the Instructional Designer.
What are the elements that have the greatest impact on improving student learning for 11-18 years olds? How do they work together? The session presents each of the elements and explains their significance, then gives examples of these elements in humanities, English and social studies classrooms.
ThinkDo Project is he first cutting-edge app that automated schedules for better project management. Its revolutionary math model and chart are a step beyond Gantt, PERT and Kanban pipeline.
The concept behind ThinkDo you can find at this presentation as a report at the Innovation Section of the Project Management Institute's World Conference (PMICOS-2011).
ITVAMP creates as sample Gap Analysis for an organization that has some PMO areas but not an entire PMO. EPM is presented with Process Development deliverables. 2008
Created by María Jesús Campos, Head of History and Geography Department at IES Parque de Lisboa (Alcorcon, Madrid, Spain) for "II Jornadas de Orientación de Auxiliares de la Comunidad de Madrid"
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বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
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For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
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Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Pride Month Slides 2024 David Douglas School District
Mixed Aiblity Class Chart
1. YOUNG LEARNERS’ SIG
1st SEMESTER 2010
March 20th
THE YL MIXED ABILITY CLASSES
Tick the most frequent problems you face when teaching YL mixed ability classes:
( ) Some students finish activities fast while others take a life time.
( ) ‘Stronger’ students participate more than others.
( ) I don’t how to ‘level’ the activities.
( ) ‘Stronger’ students get bored or disturb while you explain and/or develop activities with ‘weaker’ ones.
( ) Some students seem not to get involved.
( ) Some students seem to block when you start speaking English.
( ) I don’t know how to split them for group work (weaker x stronger, motivated x unmotivated, etc).
( ) Some students don’t even try.
( ) Some students like moving, others like quieter activities.
What’s a mixed Different learning Styles
ability class? Different linguistic levels
Different background
Different intelligences
Different motivation
Different personality/ interests
Lack of Strategies
What are the adv. ADVANTAGES DISADVANTANGES
and disadv of MA • It forces teachers to think about differences and take it into • It demands time and extra work.
classes? account. • Grouping ss is not always easy.
• Ss learn from each other and exchange experiences • Some teachers feel guilty about ‘judging’ ss and accepting ss are not
• Teachers don’t only teach language, but also moral skills. ‘equal’ and do not learn in the same speed and way.
• Ss learn to share and respect others as unique beings. • Some students feel overloaded with extra work.
• Ss learn to deal with differences. • There is too much to be taken into consideration.
• Ss are motivated for being challenged in an achievable way. • Adapting and organizing activities demand discipline from teachers.
• Little time with students in class to really get to know them. When
you get to ‘the’ point, it is time to say goodbye.
How to change to a • Estabilish eye contact
mixed ability • Nominate students to answer questions
lesson? • Ask easy questions to weaker students
2. • Monitor
• Use checking questions for understanding
• Praise students
• Set a limit time before they begin
• Bring topics of interest
• Balance different kinds of activities
• Cater for different learning Styles
• Know your ss learning level: What are they able to do?
• Give feedback
• Assess their progress, not a single ‘test’.
• Have contingency plans.
• Give them some choice to choose things in class.
• Be explicit about why not all are doing the same thing
• Balance is the key word
• Give clear instructions
• Create stations in class and/or files with needs
How to cope with Grading activities (ss work on the same material but on different challenges and activities)
mixed ability Having activities with different responses (ss work in groups to get different responses from different students)
classes? Open-ended activities: the same activity with different responses: journals, choosing vocab to learn, question lists, wall crawl
Adapting Extending/ Grading Co-operation and
Why? Why? Peer Questioning
Fit students’ needs All students are challenged Why?
All students may succeed Learning from ‘equals’
Lowering the affective filter.
How? How? How?
Look back to the problems. Can you find ‘solutions’ for them?