This document discusses strategies for creating learning opportunities in mixed-ability classrooms. It begins by defining mixed-ability classes as those with students of varying intellectual abilities and proficiency levels. It then identifies several factors that can contribute to student differences in mixed-ability classes, such as learning styles, interests and abilities. Several common problems that arise in mixed-ability classrooms are outlined. The document proposes differentiating instruction for individual student needs through strategies like varying task difficulty, using multi-sensory teaching methods, providing individual attention, including extension activities for advanced students and support for weaker students, and incorporating varied activities, grouping arrangements, and assessment types.

1. No student left behind: creating
learning opportunities in mix-
ability class
Jeevan Bhattarai (M.Ed.)
NELTA Udayapur, NEPAL
9852835633

2. 2. What are the problems created in Mix -
ability class?
3. How can we cater for the individual needs
so that all get learning opportunity in their
own speed from their own level?
1. What are the factors that make a mix
ability class?

3. As EFL/ESL teachers, two great problems
we are facing in Nepalese classrooms
today:
1.Motivating and increasing desire to learn.
2.Teaching a mix-ability class.

4. Mix-ability

5. A mixed ability class or teaching system is one in
which pupils of different levels of intellectual
ability are taught together in the same class..
COBUILD Advanced English Dictionary
“Mix ability or heterogeneous classes are classes
made up of students of different level of
proficiency “
Brayshow(2008).

6. “…as no two learners are really alike
and homogeneous class don’t actually
exist.” (Ur, 2010)
T
In mix ability class, students ability and aptitude may
range
Very High High Low Achievers
High
Average OR
Low
Very Low Low Achievers

8. factors of a mix-ability class
-Multiple intelligences
-Different topic interests
-Varying personalities of students ( ie. Extrovert, introvert)
-Gender mix in group
-Varying cognitive learning styles of students.
-Varying sensory channels of students
-Age mix
-Different activity preferences of students
-Varying levels of students.
-Cultural differences
-Language learning ability,
-Attitude towards language,
-Mother tongue,
-World knowledge,
-Learning experience,
-Confidence (Ur 1996, 304)

9. Problems in Mix-ability Class
1. Half of the students have finished an exercise when the other
half have only just began.
2. The stronger students get bored if I spent time explaining to
the weaker ones.
3. I have got a syllabus to finish but most of the students are
already behind.
4. Weaker students sit at the back and start disrupting the
lesson.
5. The weaker students don’t even try.
6.The stronger students dominate the class.
7. I don’t know what levels of activity or task is best for my
lesson.
8. Some students class work and homework is disaster ! I don’t
know how to correct it.
9. The weak students ask me things in their mother tongue and
want me to explain it.
10. Some of the students finish the task early, show it and start
chatting.
-extra interesting
activity box.
-Contingency plan

10. Since students vary in learning styles
and strategies and what works for
one student may not work for
another.
How can we cater for the individual needs
so that all get learning opportunity in their
own speed from their own level?

11. 1. Differentiate tasks:
Grade 10
Listening
Extension activities for
stronger
• Ask early finishers to
write words/ chunks on
the board with
definitions/antonym/syn
onym.
• -If it’s a true/false activity,
follow on by asking
‘why/why not?)
• -Ask them to help low
achievers.
Support for weaker:
• -Re-teach vocabulary,
use flash cards when
appropriate.
- Give students the
tape script on second
listening.
- If it’s a gap fill, supply
the words with a few
extras.
What I do.

12. SPEAKING
Extension activities for
stronger:
-Ban easy words like good,
nice, bad, yes, etc to
push their vocab to a
higher level.
- Pair students of higher
level together so they
really go for it.
- Send strong back to the
class, bring weak to the
front and support them
Support for weaker:
- give them time to rehearse
their ideas before a role
play or discussion
- pair weak and strong
together
- let them make notes
before the speaking
- give them more listening
and thinking time before
calling on them to answer
questions

13. READING
Extension activities for
stronger
- rewrite a part of the test in a
different tense/person
- write their personal
opinion/a summary of the
text
- write questions about the
text
- write new vocabulary up on
the board with definitions
Support for weaker :
- Record the text and give them audio
previous day.
-give students the answers in a
jumbled order with a few
extras.
• Draw attention to the title,
pictures etc and set the scene
beforehand so their mind is on
track for the topic.
• Break the text into chunks and
give the option of only reading
some of the text.
- pre-teach difficult vocabulary and
leave it written on the board for
students to refer to

14. WRITING
Extension activities for
stronger:
- give creative tasks that
students can do at their
own level
- increase the word limit
- indicate mistakes using
correction code(ie.
sp=spelling) to give
students a chance to self
correct
- Ask them to correct low
achiever’s answers
Support for weaker:
- reduce the word limit
- encourage use of
dictionaries
- correct the draft together
before students copy up
it
- pair or group weaker
students with stronger
students
- Provide models and
encourage follow them
- increase the amount of
clues.

15. 2. Tell, write, show, and play audio
Why? to appeal to all senses, all learning styles and all
intelligences
3. Give personal attention
How?
Reach out to beginners : These students will need the most
help! Make them a priority when going around the room. While
your communication may be limited, take a look at their
assignment and see if they’re understanding it. Invite them
over to your desk and do a few exercises with them. This will
help you to make sure that no one is lost and left behind.
Challenge advanced students : special challenge question
Give additional opportunities: library, newspaper, learning the
lyrics of popular English love song.

16. 3. Extra activities box for fast finisher
-Riddle
-Jokes
-Crossword puzzles
-Sayings
-Lyrics
-Quiz
-Close exercises
-………………………
4. Working modes
-individual
- pair
-groups
-whole class

17. 1 2 3 4 5 6
7 8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 23 24
25 26 27 28 29 30
31 32 33 34 35 36
Level Based Seating arrangement (Schoenmann,2013)
No. 1: The Weakest No. 2: The Strongest
Raws for similar level grouping Columns for mix-level grouping

18. Other possible strategies
5. Use games, competitions, dramatization
6. Individual and team projects
7. Portfolios
8. Self Access Room: with newspapers, brochure, leaflet, audio ,
video, pictures, graphic organizers, charts, tables, diagram, books,
picture stories, cook books etc
9. Variation (Ur, 2010)
We can vary in... Topic, Demands, level, pace, amount
Classroom organization: teacher-fronted, group work or
individualized. Learning style: visual or oral/aural, productive or
receptive Material: textbook, worksheets, the board, the computer …
Bring variety in presentation, materials, exercises, etc.

19. 10. INDIVIDUALIZATION :
Allowing for individual variation in speed and level, even within a teacher-led or set
exercise For example: 1.Learners choose where to start 2.Giving a time limit rather
than a quantity- of-work limit.
11. PERSONALIZATION:
Allowing for contributions that reflect personal taste, experience, opinion etc. My
favorite … I remember … Agree / disagree …
Allowing for contributions that reflect personal taste, experience, opinion
12. COMPULSORY PLUS OPTIONAL: 1. Activities 2. Tests
Activities: The class is given a ‘core’ task, do-able by everyone. They are also given
an optional task which may be done by some.
For Example:
‘Do at least’ ‘Do X … and do Y if you have time’ ’Do at least the first five sentences,
more if you can ’
13. Collaboration: ie. peer tutoring, projects, information gap

20. To conclude
It is not that easy !
Variation
Interest
Collaboration
Individualization
Personalization
Compulsory + Optional
Portfolio
Contingency plan
These are some strategies which can help.

21. Any query ?
Thank you.