Teaching mixed ability classes
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This document discusses teaching mixed ability classes. It notes that mixed ability classes can present problems for teachers as students have differing levels. Some challenges include providing learning for all students, managing pacing, and designing assessments. However, there are also advantages such as developing tolerance and cooperation. The document recommends strategies for teaching mixed ability classes like differentiated instruction, grouping students by ability, and allowing peer learning. The conclusion states that mixed ability classes challenge teachers to understand diverse student needs, but various grouping strategies and open discussion can help address difficulties.
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The document discusses teaching listening skills. It defines listening as an active process where the listener tries to understand meaning from sounds. Listening was historically overlooked but is now recognized as active. Teaching listening helps students function in real situations and activates their mental lexicon. Active listening focuses on understanding without responding, while passive listening involves multitasking. Active listening improves learning and relationships. The listening process involves bottom-up and top-down models as well as using schemas. Challenges include difficulties with sounds, speed of speech, and maintaining focus.
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For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Differentiation ppt: We opened the year with a PD session on differentiation. Although many of our Haugan teachers have been to conferences/workshops that delve deeply into this concept, we felt that we needed to present teachers with practical techniques that they could immediately put into practice the first week of school—techniques that would help them get to know their students’ interests and learning styles. In having an idea of students’ interests and learning styles, teachers are better able to engage students.
Differentiated Instruction MED 306.pptx
This document discusses strategies for lesson planning in inclusive and differentiated classrooms. It emphasizes that students have a variety of backgrounds, abilities, and learning needs. Effective instruction involves flexible grouping, ongoing assessment, and adjusting content, processes, and products to meet individual student needs. Differentiation involves tiered instruction where students at different readiness levels engage with content at appropriate levels of challenge. The document provides examples of how to tier assignments, activities, materials, and assessments. It also discusses the use of anchor activities, think-tac-toe boards, and other graphic organizers to support differentiation.
Differentiated_Instruction Abbas S
Differentiating instruction means creating multiple paths for students to learn based on their abilities, interests, and needs. This involves varying the content, process, and product of lessons. Teachers can differentiate by using leveled materials, flexible grouping, and anchoring activities. The goal is to appropriately challenge all students and get away from a "one size fits all" approach that does not meet the needs of diverse learners.
Differentiated instruction abbas s
This ppt is based on classroom research that proves that differentiation improves students' attainments.
Differentiated instruction web one
This document provides information on differentiated instruction including:
1. Definitions of differentiated instruction emphasizing matching instruction to student needs and allowing different paths to learning content.
2. Strategies for differentiated instruction such as flexible grouping, learning centers, choice boards, graphic organizers, and tiered assignments.
3. Potential obstacles to differentiated instruction and ways to address them such as perceived lack of time, difficulty assessing varied work, and student readiness.
Differentiated_Instruction.ppt
Differentiated instruction is a teaching approach that tailors instruction to meet the individual needs of all students. It recognizes that students learn at different paces, in different ways, and with different interests. Teachers who differentiate instruction provide students with a variety of options for how they learn, what they learn, and how they demonstrate their learning.
There are many different ways to differentiate instruction. Some common examples include:
Differentiating content: This involves providing students with different levels of difficulty or different types of content to learn. For example, a teacher might provide students with different reading passages at different reading levels, or give students different research topics to choose from.
Differentiating process: This involves providing students with different ways to learn the same material. For example, a teacher might provide students with visual, auditory, or kinesthetic learning activities, or give students the option to work independently or in small groups.
Differentiating product: This involves providing students with different ways to demonstrate their learning. For example, a teacher might allow students to write a report, create a presentation, or design a project to show what they have learned.
Differentiating the learning environment: This involves creating a learning environment that is supportive and welcoming for all students. For example, a teacher might provide students with quiet places to work, or give students the option to move around the classroom.
Differentiated instruction is important because it helps to ensure that all students have the opportunity to learn and succeed. When teachers differentiate instruction, students are more likely to be engaged in their learning and to reach their full potential.
Here are some examples of differentiated instruction in the classroom:
In a math class, the teacher might provide students with different levels of difficulty of math problems to solve. For example, some students might be working on multiplication problems, while other students are working on division problems.
In a science class, the teacher might give students different research topics to choose from. For example, some students might research different types of animals, while other students might research different types of plants.
In an English class, the teacher might allow students to choose between writing a report, creating a presentation, or designing a project to show what they have learned about a novel.
In a social studies class, the teacher might provide students with different ways to learn about a historical event. For example, some students might watch a video, while other students might read a primary source document.
Differentiated instruction is not a one-size-fits-all approach. Teachers need to get to know their students and their individual needs in order to differentiate instruction effectively. However, when done different
Diane Archer-Banks-ph.D - Models of Teaching
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Цифровий продукт вироблено за підтримки Відділу преси, освіти та культури Посольства США в Україні. Відображена точка зору може не співпадати з офіційною позицією уряду США
(с) Sergiy Sydoriv, 2020
(с) pysa4ka, 2020
(c) inclusion without borders, 2020
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Teaching mixed ability classes
- 1. TEACHING MIXED ABILITY CLASSES TEACHER: Dr. Néstor Bonilla STUDENT: Lorena Pruna Tapia
- 2. TEACHING MIXED ABILITY CLASSES Sometimes it can be concider a big problem for the teachers. When you have tho or more students, you have a mixed class, because the students have differents levels.
- 3. Heterogeneous class A class wich is varied in: • Ability • Purpose • Gender • Religion • Culture • Background • Expectation • Experience • Interests • Social/Personality • Learning Style
- 4. SOME PROBLEMS: • Providing for learning for all • Pace: too fast/ to slow • Materials • Assessment and Test design • Attending to individuals • Boredom • Preparation time
- 5. • Discussion and needs analysis • Student self-awareness • Work groupings
- 6. SOME ADVANTAGES Educational Aspects: - Tolerance and respect for the»other» - Cooperation - Mutual help Richer personal recourses Challenge, teacher development
- 7. Teaching Ideas Differentiated Instructions A lot of slogans Allow for diffrerent reading speeds Cater to different learning styles Offer choices
- 8. STRATEGIES IN CLASS Some of the strategies that help students to collaborate are: Group work in which students complete a task together. Pair work in which students share ideas or quiz and drill each other. Peer review in which students analyze and comment on one another's written work. Brainstorming in which students contribute ideas on a single topic
- 9. Individualization : Provide students with opportunities to work individually at their own pace and at their own level, and to keep everyone challenged, interested, and occupied with tasks that are neither too difficult nor too easy.
- 10. Personalization : It is important that students feel they are related to as individuals and are not simply numbers on a list. Thus, it is doubly important, in large classes, to provide opportunities, in which students may share opinions, relate to their own future plans, explore their ideas on important issues, take stands on controversial topics, and apply their special knowledge to current concerns.
- 11. Reading Activity with questions: You can grade the questions for difficulty and allocate easier questions to less proficient groups. Or you can mix the abilities in the groups and let students help each other. Each group answers their section of questions
- 12. Higher-level students can help to push lower-level students by modeling and encouraging them • Builds higher-level students' skills in consolidating information and mentoring others • Exposes lower- level students to some of the higher-level thinking questions and problem- solving skills
- 13. Develop a seating plan for the children - group students according to their ability . -Can, use data from tests to support in creating the groups – this will help to ensure a genuine mix of learning levels
- 14. CONCLUSION Mixed Ability Class is a challenge for the teachers, because They have to understand the students needs, with respect to multiple aspects such us Gender, Age, Learning Style, Culture and other. Overall, variety in the types of working groups, and an open discussion of the class situation will help to deal with some of the difficulties that are present in mixed ability classes. The aim of a teacher with these strategies is to create a positive working environment, which is all part of ensuring better learning.