TeachingEnglish
Teaching a mixed ability group
Submitted by Sarah Rossell on 1 April, 2009 - 08:56
What are the best ways of teaching a mixed ability group? I have a group which have just completed two 90 hour courses of upper intermediate and have been asked to use an advanced book with them for their next course. In reality, the group of 10 or 11 adult students range from intermediate to advanced. How can I structure the lessons in such a way that students of varying abilities get the most possible benefit from the lessons?
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Going by my experience the best way to tackle this group is to understand the strength and weakness of each student with respect to the modules. Once you do this, divide the class into 3 groups. You need to ensure that each group member in one group is complemented by another. To give you an example, let us assume that out of 3 members, one of them is good at A, the second is good at B and the third is good at C. Have a contest every week, where each group has to do an activity. The activity that you give to each group should cover the strengths and weakness of individual members. You will find the respective students taking the lead in areas where they are sound and also get to learn from the group member in the area where he is weak. Since this is a group effort the bonding will be strong. At the end of one contest you could give them a feedback which can be an add on to what they have already learnt from their group member.
The classes I teach also always include a range of abilities, and we have up to 40 students! My trick is usually to formulate activities so that everyone can complete them to their own level. For example, discussion or writing a paragraph; the stronger students get a chance to shine, can contribute all that they are able, but equally the weaker students are also able to contribute, but I expect slightly less complex language from them. of course, making these distinctions known to students can be demotivating, so you need to just retain the information on individual students in your head.
On another note, is it necessary for them to continue as one group? Actually, in an idea world (and I'm aware we don't actually work in one!) I'd divide the group in two, so that each 5/6 students can continue learning English at the level most appropriate, since that's obviously most effective. Perhaps your institution could make two smaller groups according to the test results or teacher evaluations from the course they have just completed?
CMF