teaching mixed-ability classes

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powerpoint presentation teaching mixed-ability classes penny ur teal 2017 vancouver 1 this workshop some basic definitions teaching ideas for heterogeneous classes: - questioning procedures - activity design - adapting textbook exercises 2 2 the heterogeneous class 3 what is a heterogeneous class? ability level of english gender learning style cultural background language background expectations motivation computer skills personality physical abilities trauma? educational goals age availability family situation stress immigrant status intelligence socio-economic background a class which is varied in: 4 4 some problems providing for learning for all speed level personality and cultural conflicts catering to different needs providing for learning for all materials assessment 5 5 some advantages educational aspects: - tolerance and respect for the ‘other’ - cooperation - mutual help richer personal resources challenge, teacher development 6 6 lectura mode teaching ideas 7 ‘differentiated instruction’? a lot of slogans: ‘allow for different reading speeds’ ‘cater to different …

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garian and finnish ‘not’ or ‘the opposite of’ a leaf on a tree, and a page of a book (or the verb, to turn over pages as in the expression ‘to leaf through a book’) germanic tribes that invaded britain in the 5th century and ousted the local (celtic) population and language. a word that looks / sounds the same as one in the mother tongue, but actually means something different e.g. sympathique ≠ sympathetic, actuel ≠ actual. 13 the modes: teacher-dominated ‘ping-pong’, only oral teacher-dominated ‘ping-pong’, with written questions as well as spoken individual preparation; choice of which to do (not expected to do all); student choice of item during checking individual or pair preparation; choice of which to do (not expected to do all); self-check of answers 14 non-heterogeneous teaching strategies no pre-reading questions done in order decided by teacher questions done at speed dictated by teacher individual …

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ination interest in a task implies the following: attention is voluntary the learner is involved in doing the task there is enjoyment 22 note: in the context of language learning activities my own definition 23 voluntary attention enjoyment active task involvement interest 23 active task involvement, no voluntary attention or enjoyment: e.g. doing grammar homework because you have to voluntary attention, no active task involvement or enjoyment e.g. listening to an explanation enjoyment, no active task involvement or voluntary attention – enjoying the music but not paying attention to the words active task involvement + voluntary attention, no enjoyment: grammar exercise for homework because you want to voluntary attention + enjoyment, no active task involvement: enjoying pictures, music, entertainment. 24 vocabulary (1) afraid of touch competition muscles dolphin wind snow international disabled twice swim freezing therapy connection lie down 24 25 ideas task score out of 5 sentence from a …

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the picture as you can. one member of the group writes a  for each sentence said. after one minute, count how many ticks you have. 30 31 31 first time: say some sentences with ‘there is’ or ‘there are’ second picture: get up to 10 sentences back to this picture – you have one minute to say as many as you can. 32 32 why was it interesting? no higher order thinking skills but: open-ended collaboration game-like 33 a game: a simple and clearly achievable goal + a set of artificial constraints (‘rules’) that add challenge. 34 individualization 35 allowing for individual variation in speed and level. for example: learners choose where to start giving a time limit rather than a quantity-of-work limit. learners choose which items they want to do. 36 36 example: vocabulary fill in any four of the opposites to the words on the page. then …

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a menu consulting the doctor eating a meal doing the shopping a football game a symphony a wedding climbing a mountain 44 44 collaboration 45 learners work together in order to get better joint results than they could on their own. enables more interaction between students and (potentially) more engagement with the task. enables peer-teaching. 46 46 two types of collaborative activities full-class sharing through: class brainstorm ‘pass it round’ online forums / wikis / other types of sharing pair or group work in-class outside class 47 example 1: another ‘pass it round’ choose any number from between one and ten. 48 write at the top of your page the sentence whose number you chose if i won a million dollars if i were not here if everyone knew english if i lived in china if i were telepathic if i were a champion tennis player if i knew japanese …

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О "teaching mixed-ability classes"

powerpoint presentation teaching mixed-ability classes penny ur teal 2017 vancouver 1 this workshop some basic definitions teaching ideas for heterogeneous classes: - questioning procedures - activity design - adapting textbook exercises 2 2 the heterogeneous class 3 what is a heterogeneous class? ability level of english gender learning style cultural background language background expectations motivation computer skills personality physical abilities trauma? educational goals age availability family situation stress immigrant status intelligence socio-economic background a class which is varied in: 4 4 some problems providing for learning for all speed level personality and cultural conflicts catering to different needs providing for learning for all materials assessment 5 5 some advanta...

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