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    Mixed Ability Classes

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    Luna Lior
    The document discusses differentiation in mixed-ability classrooms. It notes learners differ in abilities, styles, competencies and interests. The philosophy is to give all learners equal opportunities to progress at their own pace and be appropriately challenged. Learners are categorized as gifted/bright or struggling. Differentiation means tailoring instruction to individual needs by varying content, process, product, time, support and task complexity based on ability or learning profile. The goal is for all students to master concepts while balancing comfort and challenge.

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    Mixed Ability Classes

    Uploaded by

    Luna Lior
    22 views14 pages
    The document discusses differentiation in mixed-ability classrooms. It notes learners differ in abilities, styles, competencies and interests. The philosophy is to give all learners equal opportunities to progress at their own pace and be appropriately challenged. Learners are categorized as gifted/bright or struggling. Differentiation means tailoring instruction to individual needs by varying content, process, product, time, support and task complexity based on ability or learning profile. The goal is for all students to master concepts while balancing comfort and challenge.

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    The document discusses differentiation in mixed-ability classrooms. It notes learners differ in abilities, styles, competencies and interests. The philosophy is to give all learners equal opportunities to progress at their own pace and be appropriately challenged. Learners are categorized as gifted/bright or struggling. Differentiation means tailoring instruction to individual needs by varying content, process, product, time, support and task complexity based on ability or learning profile. The goal is for all students to master concepts while balancing comfort and challenge.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    22 views14 pages

    Mixed Ability Classes

    Uploaded by

    Luna Lior
    The document discusses differentiation in mixed-ability classrooms. It notes learners differ in abilities, styles, competencies and interests. The philosophy is to give all learners equal opportunities to progress at their own pace and be appropriately challenged. Learners are categorized as gifted/bright or struggling. Differentiation means tailoring instruction to individual needs by varying content, process, product, time, support and task complexity based on ability or learning profile. The goal is for all students to master concepts while balancing comfort and challenge.

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    Mixed-ability classes and

    differentiation
    Learners may differ in:

     intellectual abilities (bright learners and struggling


    learners)
     learning styles
     learning preferences
     level of competences
     interests
     motivation
     cultural background
    The philosophy of education

     to give each person a chance of equal opportunities


     to let learners progress at their own pace
     to ensure that all learners are challenged at an appropriate
    level of difficulty and get involved in the lesson
     to compare their achievement with their own achievement
    at a prior stage rather than with other learners’ progress
    TWO CATEGORIES OF LEARNERS

     gifted/bright: learn in a more advanced way


     struggling: need additional support
    How to make tasks manageable

     The teacher should know ways of how to make


    tasks manageable for every and any learner. In
    other words, how to differentiate.
     In a differentiated lesson, all learners should
    achieve the same aim but they may do it in
    different ways: expand on the main aim or
    achieve it in a more basic way.
    What differentiation means?

     It is tailoring instruction to meet individual needs.


     The goal is to make sure that all students master key
    concepts while striking a balance between comfortability
    and challenge for struggling and high-achieving students.
    With struggling learners it is important:

     to go over key points frequently


     to give a number of different tasks, none very long and with clear
    instructions
     to keep interest and motivation, arouse their curiosity
     to encourage them to join in the whole class work, don’t let them
    switch off
     to praise their efforts but be consistent in your demands
    With gifted learners it is important:

     not let them get bored and start disrupting a lesson


     not let them dominate and monopolize the talking In frontal or
    group work
     to give them more challenging tasks to do, open-ended
    activities etc.
     to involve the stronger learners by getting them to explain
    (play the role of the teacher)
     to regard them as a positive influence, a challenge, not a threat
    The main factors teachers can use to differentiate:

     time allocated
     amount and kind of support (visual/verbal/key
    words/textual etc)
     amount and form of input (content)
     task complexity
     type of response
     grouping
    Content
     Utilizing different reading materials that vary in difficulty

     Presenting ideas in auditory, visual, and written form

     Meeting with individual students or small groups to


    reinforce a skill or concept
    Process (activities)

     Offering individual support to students who are struggling


     Assigning more difficult activities to challenge high-
    achieving students 
     Providing various options for how students approach the
    activity, whether it be individually or working in groups
     Allowing students to choose which activity they feel the
    most comfortable engaging in
    Product (learners’ output)

     Giving students different options of how to demonstrate


    understanding

     Assessing students’ work in a manner that matches their


    skill level

     Encouraging students to pursue their own projects based


    on their interests
    Grouping by:

     ability
     learning style
     interest
     friendly relations
    Type of the task:

     write a paragraph about yourself


     write a paragraph about yourself (key points/plan is given)
     complete the sentences about yourself
     fill in the table with information about yourself
     fill in the table with information about yourself, for
    questions 3 and 4, choose words from the box below.

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