Mixed abilityor

different ways of understanding?

Wendy Arnold20th March-3rd April, 2010

Overview of session

• How does MIXED ABILITY happen?• How do you learn?• How do you make meaning?• What’s one got to do with the other?• Do you know your learning style?• What’s that got to do with teaching?• What do you need from ‘others’ in order to make

meaning?• Putting it all together!

2

TELL ME ….

So the word ‘jump’ is a verb. You use it in a sentence to

show what you do..

jump?verb?

sentence?

3

jump

SHOW ME …

So this is jump..It is a verb. It is

an action

Ahhhh OK! I jumping.

4

INVOLVE ME …

This is jump. Now you do it. Say the word

‘jump’ and jump.

Ahhh like this …. jump

5

KNOW YOURSELF!

6

How do you learn?

THINK about (a similar type of experience eg. learning to do a sport or play a musical instrument)

a) a learning experience when you were a childb)a recent learning experience

Are there any:-similarities-differences

7

How do you learn?

THINK-PAIR-SHARE

• SHARE with a partner

• SHARE with another pair

• Identify 2 things that are the same

8

How do you make meaning?THINK about how you ‘make meaning’ or understand

something, a similar type of experience e.g. understand text, art, music)

a) a meaning making experience when you were a childb) a recent meaning making experience

Are there any:-similarities-differences

9

How do you make meaning?

THINK-PAIR-SHARE

• SHARE with a partner

• SHARE with another pair

• Identify 2 things that are the same

10

What’s one got to do with the other?

• Think about the differences and similarities between how you

A)Learnt to do somethingB)Make sense of something

Do you notice anything about these two experiences?

11

What have learning and ‘making meaning’ got to do with each other?

THINK-PAIR-SHARE

• SHARE with a partner

• SHARE with another pair

• Identify 2 things that are the same

12

Do you know your learning style?

Consider what you have just discussed about

yourself and your learning and meaning making experiences

13

Are you teaching in the way that you learn or ‘make meaning’?

Do you consider the needs of other learning styles?Are you sure?

14

What’s knowing your learning style got to do with teaching?

What do you think other learning styles need?

THINK – what other learning styles are there? Can you identify them? What do you think their needs are?

PAIR – share with a partner

SHARE – two pairs share ideas

15

Do your ideas include any of

these? 16

VISUAL LEARNERS NEED

17

AUDITORY LEARNERS NEEDdiscuss topics with others discuss topics with your teachers explain new ideas to other people use a tape recorder remember the interesting examples, stories,

jokes... describe the overheads, pictures and other

visuals to somebody who was not there leave spaces in your notes for later recall

and 'filling' 18

KINESTHETIC LEARNERS NEED

all your senses - sight, touch, taste, smell, hearing

laboratories field trips teachers who give real-life examples hands-on approaches (computing) trial and error collections of rock types, plants, shells, grasses... exhibits, samples, photographs... recipes - solutions to problems, previous exam

papers 19

What’s knowing your learning style got to do with teaching?

THINKWhat materials do you use to teach with? What

components?PAIR – share with your partner- Similarities- Differences SHARE – two pairs share together

20

Did they include any of these?

A coursebook/materials. Why do you need this?

Flashcards. Why do you need these? CD/tape. Why do you need these? Any other?

Which learning styles do you think your coursebook/materials helps?

21

Effective teaching for mixed ability classes

1. Set the context

2. Interaction

3. Give signposts

4. From known to unknown

5. Model language

Looking at the materials

GROUPWORK1)Is the context clear?2)What helps you understand the context?3)How else could you help learners understand

this content?

Looking at the materials

GROUPWORK1)What interaction is used in the materials?

Identify the interaction eg. pairwork2)What is the purpose of the interaction?3)What do you think happens if the interaction

is not done?4)What other types of interaction could be

added?

Looking at the materials

GROUPWORK1)What signposts are given in the materials e.g.

change of linguistic skills, learning styles etc.2)Do the materials meet the needs of all

learning styles? How?3)What else could you do to make sure all

learners needs are met?

Looking at the materials

GROUPWORK1)Can see where the learners own background

knowledge of the context is explored?2)Can you see where the learners own

background knowledge of the context is expanded?

3)What could you do to develop the learners knowledge?

Looking at the materials

GROUPWORK1)Can you see where the language is modelled?2)What are the different ways that the learner is

helped to learn the language structures?3)Can you think of any other ways to help

learners understand better?

A closer look at the materialsUnit 3 English for Qatar grade 5

CONTEXTAnimals

INTERACTIONNone

SIGNPOSTINGFind;read and tick;read and match;listen and guess;read;find;read and listen;order;listen and checkread and listen;self-assessment

DEVELOPING LEARNERS KNOWLEDGERead and tick;read and match;listen and guess;find

LANGUAGE MODELLEDText boxes;script;story;dialogue bubbles

Modifying materials

Look at English for Qatar Grade 5 pages 30-31

Group A = modify for learners with low abilityGroup B= modify for learners with high ability

Remember: learning styles, interaction and language support

How this affects your lesson planning!

INTERACTIONINTERACTIONINTERACTIONMAKE MEANINGINTERACTIONINTERACTIONMAKE MEANING

If you lessons do not include interaction your learners are not achieving their full potential!

CHECKLIST FOR PLANNING LESSONS FOR MIXED ABILITY CLASSES

STUDENTS ROLE TEACHERS ROLE1. Understand the aim of the lesson2. Be given ‘thinking time’

3. Learn some learning strategies4. Tell teacher if pace is too fast5. Understand what helps them

understand (learning style) and learn new ones

6. Tell teacher if they don’t understand

7. Interact with others even if this is not preferred way of learning

1. Make the aims of the lesson clear2. Allow for ‘thinking time’ each learner

is different3. Introduce learning strategies4. Use a variety of paces/speeds5. Use a variety of learning style

strategies

6. Help learner try out different ways of understanding

7. Give opportunities to interact

Mixed Ability Workshop:Primary

Did this workshop include something for:Visual learners. WHAT?Auditory learners. WHAT?Kinesthetic learners. WHAT?Individual work for those who like working alonePairwork/groupwork for those who like working with othersEnjoyment. WHAT?

Mixed Ability Workshop: Primary

Tell your partner:

1) 1 thing which is new information for you

2) 1 thing which surprises you

3) 1 thing you want to try in your class this week if you are a teacher.

REMEMBER ! INCLUSION IS THE KEY TO SUCCESSYOU CAN ONLY DO THIS IF YOU KNOW YOURSELF AND UNDERSTAND WHAT OTHERS NEED!

Mixed Ability Workshop: Primary

THANK YOU!

If you want a copy of the powerpoint, go to the British Council website!

Useful websitesFor students:http://younglearners.eslreading.org/http://www.britishcouncil.org/kids-games.htmFor teachers:http://www.teachers.tv/stages/primaryhttp://www.teachingenglish.org.uk/For parents:http://www.britishcouncil.org/parents.htm

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