Hello colleagues, One of the most common questions that comes up for teachers is how to effectively differentiate for learners at different levels. In fact, two teachers just asked me this question this week. I always say that there is no such thing as an ESL class that is not multilevel. Some are just a lot more multilevel than others. What advice can you offer on ways to effectively differentiate for learners at various levels? Can you offer a concrete example for a speaking and listening task? How about for a reading and writing task?
Thanks for contributing your good practices here!
Cheers, Susan Finn Miller
Moderator, English Language Acquisition CoP
Comments
Susan and group, I think that, in order to answer the issue of multi-level classes, it is important to find out what materials are available to the students. Do they all have a textbook and a bilingual dictionary? Are computers used in the classroom? Smart phones? What languages do the students speak? How many students are there per class? How old are the students and do they also work at jobs?
To use my class as an example: I teach a multi-level class of about 30 Spanish speaking adults, usually women, between the ages of 30 and 65. Almost all of them work and have families. My class is informal in that there are no “requirements” such as attendance. It is also bilingual so that the students have no problem understanding me.
I give out my textbooks to all the students along with CDs and DVDs. The class is in a room with computers where everyone studies Pumarosa.com and other websites.
In this way I can introduce computer basics and now everyone owns a computer for home use. I encourage people to buy used computers at second-hand stores, which are usually in good working condition and also are guaranteed.
Everyone has a smart phone, so I can send them lessons from other websites and my videos.
In this way, the students are able to study lessons at their own level at any time.
During the “live” part of the class, I concentrate on pronunciation and fluency, which all students need. Using my Graded Readers, the students take turns reading out loud.
Using a lot of humor, I primarily “teach” the difficult sounds of G/J, short I, short U, V and Th…
Gradually their pronunciation improves and they all become more fluent – and confident.
At the same time, I introduce short grammar lessons, especially on verb tenses, which are included in my workbooks. I encourage all my students to ask questions, which sooner or later become an important part of the class.
I have just begun to teach these students in small groups at people’s homes. In this way I can give more attention to the use of the computer. It is also a good method to invite new students who are usually friends of the members of the group.
Teaching at home is important for Family Literacy, especially for mothers, who feel a sense of pride in learning how to study with computers, just like their kids!
I have found that in a multi-level class those students who are more “advanced’ tend to help those who are at a lower level. We use the slogan: “Each one teach one.”
I also feel that it is a great way to create a learning atmosphere among the students.