MIXED ABILITY CLASSES
The concept is not new but is one that affects us all. How do we do it well?
It is well known that every student has a different way of learning and learns and progresses at different speeds. Thus, while some students may find the learning task easy to complete, others may find it difficult to understand. Learning also depends on what students have brought with them into class. Since each student comes from a different family, a different environment and/or a different nation, the multi-cultural population of the classroom may be an obstacle for the teachers in reaching the students, which eventually results in ineffective learning. Moreover, although it is quite difficult for the teacher to know about each student and to follow what each one does during the lessons even in small classes, it is important for teachers to monitor each and every student and to reach their needs in a variety of ways to achieve effective teaching.
Since most language textbooks are designed for an ideal homogeneous classroom environment, teachers must understand that students react to the textbook differently due their individual differences. Some students may
find the textbook tedious and difficult, whereas some students may find it engaging and simple to read. In addition, as language teaching course materials are currently based on content-based or theme-based syllabi, some students may find the topics dull, strange, or meaningless; whereas others find it enjoyable, familiar or interesting. Therefore, it is usually necessary for the teacher to evaluate and adapt the materials according to his/her class.
Since the classroom is the first and only environment for many foreign language learners, they should use this chance as much as possible. However, some of the students find it difficult to speak in the target language for many reasons ranging from interest to confidence, from age to knowledge. Other students, however, would like to express everything they think or feel by using the new language. As a result, some students may take turns, while others do not speak for the entire lesson.
Interest problems may arise due to the differences among students in terms of their attitude towards the subject matter and/or the teacher; their knowledge of language; and their personality. For instance, some students may find lessons boring, as the topic has no familiarity with their own life or their interests. Furthermore, some of the students may not be interested in the lesson, unless they do get the chance to express their own ideas since the teacher talks too much during the lesson or the other students take many turns. Hence, teachers should be aware of the different interests of the students to organize and to arrange activities accordingly.
Often the advanced students finish the tasks given before other students. As a result, they may misbehave while waiting for the others to finish. The weaker students, on the other hand, cannot finish the tasks as quickly as the strong ones and may lose their confidence and/or show ill-disciplined behaviour for a variety of reasons related. Consequently, mixed abilities may result in classroom management problems.
Since most language textbooks are designed for an ideal homogeneous classroom environment, teachers must understand that students react to the textbook differently due their individual differences. Some students may
find the textbook tedious and difficult, whereas some students may find it engaging and simple to read. In addition, as language teaching course materials are currently based on content-based or theme-based syllabi, some students may find the topics dull, strange, or meaningless; whereas others find it enjoyable, familiar or interesting. Therefore, it is usually necessary for the teacher to evaluate and adapt the materials according to his/her class.
Since the classroom is the first and only environment for many foreign language learners, they should use this chance as much as possible. However, some of the students find it difficult to speak in the target language for many reasons ranging from interest to confidence, from age to knowledge. Other students, however, would like to express everything they think or feel by using the new language. As a result, some students may take turns, while others do not speak for the entire lesson.
Interest problems may arise due to the differences among students in terms of their attitude towards the subject matter and/or the teacher; their knowledge of language; and their personality. For instance, some students may find lessons boring, as the topic has no familiarity with their own life or their interests. Furthermore, some of the students may not be interested in the lesson, unless they do get the chance to express their own ideas since the teacher talks too much during the lesson or the other students take many turns. Hence, teachers should be aware of the different interests of the students to organize and to arrange activities accordingly.
Often the advanced students finish the tasks given before other students. As a result, they may misbehave while waiting for the others to finish. The weaker students, on the other hand, cannot finish the tasks as quickly as the strong ones and may lose their confidence and/or show ill-disciplined behaviour for a variety of reasons related. Consequently, mixed abilities may result in classroom management problems.
BENEFITS OF MIXED ABILITY CLASSES
In a whole class appraoch, mixed ability classes allow the opportunity to accept, discuss and listen to others' diverse perspectives. Mixed classes are useful for topic introduction, general direction, read-alouds, closure and team building.
With mixed readiness classes, advanced students can experience the satisfaction of helping less-able learners and modeling more complex ideas. This practice may build confidence in the advanced students as tasks require simpler skills.
Similar readiness work in small groups can assist in matching pace with students. Above grade-level materials can be used so in-depth content is developed. Advanced students can challenge each other in a comfortable environment as they share their expertise. This group work incorporates more abstract or complex ideas to expand the student's knowledge further.
Individual work in ability classes allows for appropriate pace and level. Individual interests and ideas can be pursued and a greater diversity of responses can be achieved.
With mixed readiness classes, advanced students can experience the satisfaction of helping less-able learners and modeling more complex ideas. This practice may build confidence in the advanced students as tasks require simpler skills.
Similar readiness work in small groups can assist in matching pace with students. Above grade-level materials can be used so in-depth content is developed. Advanced students can challenge each other in a comfortable environment as they share their expertise. This group work incorporates more abstract or complex ideas to expand the student's knowledge further.
Individual work in ability classes allows for appropriate pace and level. Individual interests and ideas can be pursued and a greater diversity of responses can be achieved.
Like students themselves, differentiation can take on many forms. Differentiation can be accomplished in a number of ways:
- Content: What the students learn (themes)
- Process: Activities used to assist the learning (like open ended writing)
- Products: Demonstration of learning (projects/drama)
- Click on Ways to plan to see how content, process, and product are key elements in lesson design.
Think of your class as a range of abilities rather than two different grade levels
Take a look at more Methods for Meeting the Varied Student Needs of a Multilevel Class
AP Central: Strategies for a Combined-Level Language Class
ACTFL: How Do You Support Every Learner?
Flipped Classroom-Watch how one teacher has flipped her learning
Tiered Learning- DI in the FL Classroom
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Summer review options-
Vista Webinars- Attention all Descubre users!!Click on this link to continue our learning into the summer.
Webinars offered
Interculturality: Where Language and Culture Meet
Presented by Ken Stewart
Classroom 3.0: Personalize, Engage, and Integrate
Presented by Linda Zins-Adams
Every Day's an IPA
Presented by Norah Jones
Seal the Deal: Be #2bilit2quit
Presented by Linda Egnatz
August 2018- August Academics?
Is anyone interested in working the summer of August 2018 for a summer review of Level 1 or Level 2 skills? We would like to build review classes working with Summer Programs. If you are interested, let me know.2018 US Summer Travel- French or Spanish?
We had some great opportunities that students were able to benefit from this last school year. As we pause on 8th grade travel, we would like to continue to offer and better build Upper School abroad programs that are cross disciplinary. Our programs run in June and we are looking for lead chaperones in French and Spanish. (we wish to stagger the offerings each year.) If interested, let's talk about building your program.Leave a comment on the blog as to how you plan on having your students do language review during the summer!
Looking forward to seeing you all in the fall and working on intercultural competence!
Click HERE for teaching assignments 17-18
Languages in the News
LATIN STUDENTS RECOGNIZED
In March, all IS Latin students took the National Latin Exam. The exam is designed to test students across the country on their knowledge of Latin vocabulary, grammar, and reading comprehension, as well as Roman history and culture. More than 149,000 students took the exams, and Potomac had six 7th grade students (Genevieve Evans, Cam Franklin, Hadley Husisian, Zaid Nasr, Ethan Norton, TJ Takis) and 14 8th grade students (Carl Brinkman, Kalani Chan, Chris Coppola, Elizabeth Egger, Rachael Fields, Michael Fields, Matthew Granovsky, Julia Jackson, Christopher Kang, Elisabeth Oskoui, Kay Rollins, Jackson Schermerhorn, Bilalay Tchadi, and Charlotte Thompson) recognized nationally for their achievement (meaning that they scored higher than the national average).
FRESHMAN FRENCH STUDENTS HONORED
Freshmen Sara Abbasi and Katie Gould will be honored by the American Association of Teachers of French this spring for their perfect scores on this year's Grand Concours/National French Exam. Sara and Katie earned the highest scores in the nation this year for Level 2. C'est extraordinaire!
LEARNING NEW LANGUAGES
As part of a K-12 initiative, the Lower School library has teamed up with upper division foreign language teachers to allow older students to teach introductory lessons to some of the LS library classes. Pictured here are some of Dr. Kabahita's 8th grade French students working with Mr. Taylor's kindergarten class. C'etait magnifique!
FIESTA LITERARIA
As a post-AP exam project, students in Ms. Crowley's AP Spanish Language and Culture class demonstrated their knowledge of the literature they read during a fiesta literaria this week. Students came dressed as their favorite characters and participated in a trivia contest where they identified quotes and answered questions from different stories they read. The students read works from well-known authors such as Isabel Allende, Gabriel Garcia Márquez, and Jorge Luis Borges. ¡Se divirtieron mucho!
