We’ve posted in the past on basic techniques that you can use to accommodate multi-level classrooms. We wanted to take this opportunity to discuss ways to adjust your teaching that can be brought into the multi-level classroom. On page 9 of the English Forward Curriculum, Heide Spruck Wrigley offers several different strategies. The strategies and their descriptions are below.
a. Use visuals or real life items as you start a class or present information.
This will help your lower level students understand the lesson right from the beginning. Otherwise, they will start confused, and you may lose them.
b. Allow students to tell their story and demonstrate understanding in non-verbal
ways.
When students are stuck, say “show me.” Show them how to use drawing to get their point across or retell a process or event. Remember that generally all students understand more than they can produce so give them multiple ways to demonstrate understanding (verbally or non-verbally).
c. Vary your pacing.
To challenge the more proficient students, speak quickly at first using more sophisticated vocabulary and encourage your lower level students to catch as much as they can (they may surprise you). Then, repeat what you said in simpler language, with slower but natural pacing, and pause between sentences to let the information sink in.
d. Paraphrase.
When you explain ideas use both simple and more sophisticated vocabulary (e.g. ‘healthy food’ versus ‘nutritious food’), paraphrasing as you go along and offering examples and simple explanations (e.g. healthy food means food that is good for you). You don’t need to get into details; generally, your lower-level students will focus in on the simpler term while others will catch the more sophisticated one.
e. Mix Up Your Groups.
Pair/group work is an effective way for students to learn with and from each other, but don’t always let the same students sit together. Think about the task you want students to be able to accomplish and ask yourself, “Which would be more beneficial for this activity, mixed-ability groups or same ability groups?” Same-ability groups let students experience language on the same level as their peers so that no one student feels bored (from being too advanced) or left behind (from not being advanced enough). On the other hand, mixed-ability groups allow the more advanced students to assume the ‘teacher’ role while building community within the group.