Monday, November 22, 2010

Teaching Mixed Ability Language Courses - A Solution

One of the most difficult situations for the language teacher is a group which includes students of different levels, of varying learning ability, or even both. The class has to be organised so that no-one needs to feel they're wasting time waiting for the others or alternatively, that they are "out of their depth" in comparison to other members of the group. How do you design a lesson to meet all the varying needs?

Stage One : The first activity is a warm-up consolidating the simple past, which all students have met before.

Stage Two : The class then splits into two groups. The elementary and weaker intermediate students remain with the teacher for a systematic presentation of the new structure, while the other, stronger students work independently at the computer on a second simple past consolidation activity -this might be a short listening or reading activity.

Stage Three : When the teacher has finished the presentation, the class comes back together to do a receptive practice activity which asks them to distinguish between the two verb forms.

The aim of this activity is to check that all the students understand the use of the form. If any of the higher level students in fact don't, the teacher can ask the lower level students to explain. This both checks that the students who heard the presentation really do understand, and also improves motivation: one of the problems of a mixed ability group is that it is always the same, weaker or lower level students who "don't know/can't do", leading to the possibility of low self-esteem and demotivation towards the course. This activity gives them the chance to be the ones who do know.

Stage Four : The class then divides into two groups again. The stronger students return to the computer and work on activities which consolidate the present perfect at their own level. These activities could be grammar practice, a listening consolidation, or whatever the teacher thinks is right for those students at that point. Meanwhile the lower level students stay with the teacher to complete some controlled practice work.

Stage Five : The groups then change over. The stronger students work with the teacher on some semi-controlled or freer practice, while the others work independently at their own level - which may or may not mean completing the same activities done by the stronger students at stage four.

Stage Six : Finally the group comes back into lockstep and works on an activity organised in one of the following ways :

a) Students are grouped in mixed high/low level pairs with the stronger student having a more challenging role

b) Again, students are paired high/low and complete an activity in which the strong students help the weaker ones

c) Students are paired or grouped with others of the same ability - high/high, low/low - and work on an activity at their own level.

The constant change in the lesson between lockstep and ability group work has various advantages.

a) Perhaps the most important factor of lockstep work is that it allows the students to develop a single group identity and co-operative working atmosphere. However, this will only happen if the lockstep stages are equally useful for everyone. The split group stages make certain that when the students do work together, they are able to work on an activity at the correct level of challenge for all members of the group. No-one is left feeling I know this already but nor does anyone feel that the class is too challenging or too fast.

b) The lesson format also has the practical advantage that you don't need an enormous number of computers. Only half the class will be working at the computers at any one time. If the students work in pairs, that means that a group of twelve would need only three computers.

But why should you choose on-line materials rather than any other type of materials - textbooks, for instance? There are two practical advantages:

a) Firstly, on-line materials are specifically designed for independent study and are staged accordingly, while "ordinary" materials are often intended for teacher-led classes and may not be easily adaptable for students working alone.

b) And even when this is possible, creating a sequence of activities taken from various sources, then adding instructions, answers, explanations etc to make them suitable for independent use means a large amount of preparation for the teacher and is extremely time consuming. A coherently staged on-line course will already have done most of the work for you - the only preparation you need to do is to familiarise yourself with the materials and choose which activities you want each group to do at which point of the lesson.

(Sue Swift has worked in the area of ELT for nearly 30 years as a teacher, teacher trainer and materials writer. She writes on EFL methodology and other issues connected with language teaching, and runs a site for EFL teachers An ELT Notebook She also runs Business Talk, a company specialising in English language and communications skills training www.business-talk.it )

Cease to Learn - Cease to Teach: ILEP Malaysian Indonesian Alumni Conference

Cease to Learn - Cease to Teach: ILEP Malaysian Indonesian Alumni Conference http://www.irex.org/news/teaching-beyond-ashes

ILEP Malaysian Indonesian Alumni Conference



I was there at the conference and thoroughly enjoyed and appreciate the learning experience. It was uplifting to meet old friends and mentors, forge new friendships and discuss issues close to the educators' heart.


Reflections Part 1

I know I have been gone for quite a while. Life's pretensions needed much attention! I decided that I have to start reflection on my deeds and thoughts of 2010. Much of these reflect on my accomplishments & failures as parent, teacher, woman and human. I have much to be proud of and as much to hang my head down in shame. I will begin as parent to 3 teenagers.
* I am proud of my firstborn, who has survived a year of medical school and begun her 2nd year of studies in faraway Poland. She strives hard to enhance her learning experience and still remembers to skype her mom ever so often. We are best friends, she & I! We talk about her friends, her trials as student and young woman, TV series, hot guys & movies. I am so full of love for her, my guv. She makes me beam with pride.
* My second gal is a joy. Never forgets to hit me with 'I love you mommy!'. She cooks delicious meals when I don't feel like being in the kitchen. She is hard at work, studying for her exams. And she is growing ever so pretty...and her smile lights up even the darkest corners.
*My son...always blaming everything on puberty & raging hormones. Cooped in his room with his computer, only venturing out for drink, food & to annoy his mommy (or so he believes) ;-)Now the tallest hunk in the family, he is cheeky and growing conscious of his looks.
I honestly cannot say if I am a good mom. God knows I try my best. I wish I could devote more time to them, instead of toiling so much on work. My mom used to say "Teach others and yours will learn"... however, I don't believe that anymore. I believe that in exerting my energy & time to teach at school, I have neglected my own. I need to work toward gaining a balance.
The next post will reflect on me as teacher.