Grab a sticky note, and write your answers to

the following questions:

•What is your name?

•What do you teach?

•Why did you choose this session?

Welcome!!!

OK Works Conference: May 2018

Adult ESL Strategies that Create

Engaging Lessons for a Multilevel

Classroom

Facilitators: Claudia Patrick & Tara Schiffelbein

Email: patrick.claudia@unionps.org;

schiffelbein.tara@unionps.org

Today we will learn about the following:

• Research related to multilevel/mixed ability classrooms

• Andragogy vs Pedagogy

• Jigsaw Activity

• ESL Strategies

• Think, Pair, Share

• Engaging lessons for the multilevel ESL classroom

• Multilevel/mixed ability

• Applying strategies to contextualized/thematic learning

• Time to practice!

Graphic Organizer: KWL

• Complete the chart:

• What do you Know about Multileveled Adult ESL?

• Accesses prior knowledge

• What do you Want to know about Multileveled Adult ESL?

• Individualizes learning

• Throughout the presentation, write what you Learn?

• Cements learning through self reflection

Definition of a Multileveled Classroom

• students who communicate in English at a variety of different levels

• they include students with different types of learning backgrounds, such as those who have learned orally and those who have learned mainly from a textbook

• they include students with different levels of literacy in their own native language

• they include some students who are familiar with the Roman alphabet and some students who are not

Multilevel/Mixed Ability Classrooms: Research

and Statistics

Classroom Learner Benefits

“multi-level classrooms are built on the premise that diversity is

not a challenge to be overcome, but an asset and a resource that

promotes learning.”

Chapter 1: Learning and Teaching in the Multilevel Classroom

Research shows that there are many benefits to having

students learn in multileveled groups

• In reviewing 57 Canadian and American studies, Pavan found that in 91 percent of the studies, students in multi-grade classrooms performed as well as or better than students in single-grade classrooms academically (22-25).

• Their greatest gains tended to be in language and reading.

• Pavan, B. N. (1992).

• In affective and social indicators, students in multi-age

classrooms strongly outperform students in single-grade

classrooms (Miller, “Multiage Grouping”; Pratt; Connell). They

score higher in study habits, social interaction, self-motivation,

cooperation, and attitudes to school (Gayfer).

Additional research related to multileveled

classrooms:

Andragogy vs Pedagogy

• Andragogy = an adult-focused teaching approach

• Pedagogy = a child-focused teaching approach

1. Form a group of four.

2. Each group member reads 1 section from “The Adult

Learning Theory – Andragogy” document.

3. Jigsaw the information you read to your group.

o Have the group member who read the 1st section go first,

the member who read the 2nd section go second, etc.

4. Have one group member share what was learned.

Andragogy vs Pedagogy

Jigsaw additional notes:

• Grouping

• Homogenous reading/writing ability

• Heterogeneous speaking/listening ability

• Lower S/L levels – same first language for scaffolding support

• Higher S/L Levels – different first language

• Great resource for jigsaw

• Newsela.com – same theme different reading levels

Classroom Elements

• Content - includes curriculum topics, concepts, or themes; reflects state or national standards; presents essential facts and skills.

• Process - refers to how students make sense or understand the information, ideas and skills being studied; reflects student learning styles and preferences.

• Product - Tends to be tangible, for example reports, tests, brochures, speeches or performances; Reflects student understanding.

• Environment - is the ‘climate’ of a classroom; includes the operation and tone of the classroom - class rules, furniture arrangement, lighting, procedures and processes.

Differentiation and Scaffolding

• Differentiate learning tasks and materials

• Support from teacher and proficient peers

• Continuity in classroom – repeated tasks

• Support from context

• Create learning contexts where learners increase autonomy to become

independent learners

Differentiate Instruction in the Classroom

• Different learning styles – different modalities examples: visual, aural,

read/write, kinesthetic

• Vigor of content – different performance or readiness levels

• Engagement variables

• Students learn at different rates

• Disabilities – modification/accommodations

Student Centered Learning Experiences

• Whole group instruction

• Buddy or partner pairings

• Heterogeneous or homogenous small group cooperative work

• Team work in competition with each other

• Individual instruction

Strategy:

Think, Pair, Share

This strategy is best

used with homogenous

or same ability pairs.

1. Read “ESL Strategies” silently to yourself. (Think)

2. Give your partner time to read silently to themselves. (Pair)

3. Share your thoughts or what you learned from reading. (Share)

4. Share with the facilitator what your partner said. (Share)

Engaging Lessons for the Multilevel

Classroom

Lesson Plan: At School

• Whole class warm-up – Big Picture

• Collaborative Activities:

• Literacy level – Picture cards/Word cards

• Beginning level – Find the Differences

• Intermediate level – Student Interview

• Advanced level – Role Play

• Whole class activity or game – Word Search

Literacy Level – Picture cards/Word cards

Beginning Level – Find the Differences

Intermediate Level – Student Interview

Advanced level – Role Play

Lesson Planning for Multileveled

Contextualized Learning

1. Find the document entitled “Lesson

Scenarios” in your packet.

2. Using the ESL strategies or information

you learned about multilevel classrooms,

plan a lesson based on one of the

scenarios.

3. Present your lesson to the class.

Revisit your KWL Chart

• What did you learn?

• What questions do you still have?

Conclusion: Questions, Comments, and Next

Steps….

If you would like a copy of today’s presentation,

please send an e-mail and 2 pieces of chocolate to:

patrick.claudia@unionps.org

schiffelbein.tara@unionps.org