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| WHAT
IS A MULTI-LEVEL CLASSROOM? |
| 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. |
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Combined
classes of different year levels |
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Classes
of mixed proficiency levels |
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Classes
with some students who have studied Japanese and some
who have not |
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Native-speakers
or learners with an extensive background in the target
language, including learners of an immersion program |
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Classes
of mixed motivation levels |
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| ADVANTAGES
OF THE MULTI-LEVEL CLASSROOM |
| For teachers
faced with teaching a multi-level class, it is important to
look at its advantages. The multi-level classroom can: |
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Enable students to develop the ability to work independently
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Increase students' self confidence and motivation |
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Encourage a cooperative attitude |
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Help students develop organisational skills and manage
their learning |
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Allow students to work at their own pace |
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| 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 centred,
collaborative approach is recommended. |
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| 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. (eg. Year 11 and 12). 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.
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| 2.
Differentiating tasks |
| All
students are given the same basic task, but at different levels
according to their abilities. Teachers can differentiate tasks
by : |
| - |
language
levels |
| - |
complexity
of tasks |
| - |
amount
of support provided |
|
| |
| 3.
Focusing on abilities/skills other than language |
| Tasks
and activities incorporating other abilities such as maths,
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. |
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| 4.
Using group/pair work |
| - |
groups
of mixed proficiency |
| - |
groups
of similar proficiency |
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5. Peer tutoring |
| When
students have mixed proficiency level in a pair/group work
situation, students are encouraged to learn and help each
other. |
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| 6.
Utilising teaching assistants/native speakers in the community
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| 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. Skits (see Activity
Resources Special Editions 1 & 5 - Skits) allow students to
take on roles according to their ability. Board games such
as がっこうすごろく(see
Activity Resources
7) can be played cooperatively, with students choosing
to answer questions of varying levels of difficulty. |
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| Card
games |
Games
and activities using cards offer a good opportunity for differentiation.
In groups with students of mixed ability, more advanced students
can perform the harder tasks, eg. reading from the cards while
the others listen and comprehend, as in 3 hint games and karuta.
Alternatively, students can form groups of similar levels
of ability, and the same or different games can be played,
with card sets of different language levels appropriate to
the group's needs.
The Definitions Game cards (see
Activity Resource
8) can be used in this way. The easier task is to read
the definition and students listen and comprehend. In the
more difficult version, students pick up a word or picture
card and make up a definition for others to guess.
Students of mixed ability can participate in the same activity
when the focus is on skills other than language. Examples
given in this resource focus on mathematics. Other focuses
can be memorization, general knowledge, dramatic ability etc.
The year levels given for each activity are only suggestions,
and teachers may decide which activities are applicable to
their classes |
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