HOW TO TEACH MIXED LEVEL CLASS EFFECTIVELY

How to Teach Mixed Level Class Effectively

By MEY Sopheakdei

It is important to make a clear distinction between mixed level teaching and mixed level classes. Most teachers have to teach mixed level groups but they may not be using mixed level teaching strategies. Many teachers see a mixed level class as consisting of a group of average and able children with a subset of children who have learning problems.

A mixed level class can only be effectively taught if the teacher accepts that every lesson cannot be whole class teaching with lessons controlled from the front. Teaching a mixed level class will work if all pupils are allowed to experience success and to learn as individuals. This is less likely to happen if teachers insist on whole class teaching and teaching to the average child. It is unrealistic to expect any group of pupils whatever the ability to work through a body of work at exactly the same pace. Two thirds of pupils will be working out of their learning style unless the type of task is varied.

Most language teachers teach multi-level classes in some form, whether it be due to class size or to compulsory language study. The following list shows different types of multi-level classroom. The actual classroom may be a combination of two or more different types. 

a.         Combined classes of different year levels.

b.         Classes of mixed proficiency levels.

STRATEGIES FOR THE MULTI-LEVEL CLASSROOM

Specific strategies and definite planning are needed for the multi-level classroom. The aim is to ensure that all students are given an opportunity to learn at their level, so a learner centered, collaborative approach is recommended.

1.   Splitting the class

The teacher splits the class based on content, or year level. This is often done when the teacher wants to give different input to the groups. Students in one group can work with self-access resources while the teacher teaches the other group. Student workbooks from various high school courses contain many useful tasks suitable for self-access.

2.   Differentiating tasks

All students are given the same basic task, but at different levels according to their abilities. Teachers can differentiate tasks by:

a.         language levels

b.         complexity of tasks

c.         amount of support provided

3.     Focusing on abilities/skills other than language

Tasks and activities incorporating other abilities such as math, problem solving, using memory or general knowledge can motivate students with lower proficiency levels, as they allow these students to participate by using strengths other than language. Also, including an element of chance in a game involving competition gives everyone the opportunity to win.

4.     Using group/pair work

Besides working individually, students can be assigned to work in group or pair in which we have two kinds of group work:

a.         groups of mixed proficiency

b.         groups of similar proficiency

5.     Peer tutoring

When students have mixed proficiency level in a pair/group work situation, students are encouraged to learn and help each other.

6.     Utilizing teaching assistants/native speakers in the community

In the following pages, we have provided example tasks and activities catering for the multi-level class. Some are tasks which differentiate by language levels and other means, others focus on abilities other than language, and several are open-ended to allow students to use language at their ability level. Teachers need not use the tasks and activities as they are, but can change them to suit their needs, and can apply the ideas in them to other language items. Previous Activity Resources also contain activities which can be applied to multi-level classes.