Mixed Ability : Part 1 Noreen Caplen-Spence
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Transcript of Mixed Ability : Part 1 Noreen Caplen-Spence
Mixed Ability : Part 1Noreen Caplen-Spence
• Mixed ability
• What does it mean in your context?
• Listening and speaking activity: A & B
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• What strategies did you use to remember?
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Is this a mixed ability gathering?
• Name 3 advantages of being here together.
• In groups
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• What is a mixed ability class?
• In groups of 5- 8 write a definition.
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What can be observed and experienced in a class where mixed ability teaching takes place?
• 3 minutes to think
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What can be observed and experienced in a class where mixed ability teaching takes place?
• In groups 10 minutes to write as much as you can
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• Feedback; whole group
• When you hear something you have written tick it so that it is not repeated.
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• 5 principles and ideas for practical application
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• Principle• Set the context
• Practice
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• Principle• Set the context
• Practice• Practical• Visual clues• Scaffold structures• AFL
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• Principle• Interaction
• Practice
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• Principle• Interaction
• Practice• Discussion• Q & A• Graphic organisers• Collaborative groups• AFL
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• Principle • Signpost concept/
structure
• Practice
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• Principle • Signpost concept/
structure
• Practice• Headings• Graphic organisers• Restructure• AFL
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• Principle • Previous knowledge and
experience
• Practice
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• Principle • Previous knowledge and
experience
• Practice• From known to unknown• Quiz• Group activities• Brainstorm – Mind map• Restructure info from words to
graphic and vice versa• Personalise• Cross curricular links• AFL
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• Principle • Language Modelling
• Practice
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• Principle • Language Modelling
• Practice• Stem sentences• Writing frames• Lists• Tables• Questionnaires• Presentations• AFL
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• What can be seen and felt
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Students Teachers•Aware of goals for the lesson
•Allowed thinking time
•Set goals for the lesson
•Give time to work things out
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Students Teachers•Aware of how to get help
•Learn a variety of strategies
•Reinforce resourcefulness
•Use a variety of strategies
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Students Teachers•Identify when the pace is suitable for them
•Aware of their preferred learning style and working at developing others
•Use a variety of pace
•Use a number of learning styles
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Students Teachers•Can make appropriate choices
•Aware of strengths and the next step
•Offer some choice
•Provide higher order thinking skills activities
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Students Teachers•Awareness of weakness •Offer extension and
reinforcement activities e.g.Multi choice, cloze texts, create graphic organiser, word searches
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Students Teachers•Aware of the need to work in different ways
• Provide individual, pair and group work
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Students Teachers• Feel significant •Call the students by their
names
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Students Teachers• Look, listen and engage Provide stimulus
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Students Become Teachers• Altruistic
•Creative
Help them to think of others
Provide imaginative & innovative opportunities
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Students Become Teachers• Resourceful
•Resilient
Provide opportunities to demonstrate strengths
Develop tasks which require determination to complete.
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Students Become Teachers •Independent
•Collaborative
Use opportunities: to work alone without support
to work as part of a team
Do
Feel
Think
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Experience
Know
Understand
Do RememberMixed Ability
Class
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Do &
experience
Know & Remember
Analyse &Evaluate
Understand &
Apply
Think & FeelQuestions?
Matching materials with learners
10.25
CommunicationConnectionCognition
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What we call the beginning is often the end. And to make an end is to make a beginning. The end is where we start from.
T. S. Eliot Four Quartets, Little Gidding
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Where will you start?
Time to reflect and consolidate3…2..1.
3 things I remember
2 ideas I could adapt
1 question I have
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Mixed Ability : Part 2Noreen Caplen-Spence
Mixed Ability Part 2
• Living/ tourist • Offer multi-perspectives• Assessment for Learning
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That is the big question.
What are the small questions?
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• Some answers through doing.• 3 activities; Poem, Building, and Growth of cities• Analysis, evaluation, reflection and finally create a
model using the check list.
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• Remember the bridge?
• Autobiography in 5 Chapters
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• Chapter 1 • Chapter 2• Chapter 3• Chapter 4• Chapter 5
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• How did you remember?
• In groups write chapter 5
Create
Know & Remember
Analyse &Evaluate
Understand &
Apply
Think & Feel
Do &ExperienceQuestions?
Mixed Ability/AFL
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• The power of the group in discussion, memory, experience
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Find the person who has a key to what you need.
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Scaffolding;
How?
What?
Who?
Why?
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• In groups of no more than 8• Build the tallest, free-standing structure.• Each group has 20 straws• You cannot add anything to the straws.• 5 minutes
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• What was the purpose of that activity?
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• Strengths • Observations
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• Reflection3…2..1. Ideas for classesIdeas to adapt for my classesquestion
Self then Groups of 5/6
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• AFL becomes a bridge in the learning process.
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The big question
• The little questions
• Reframe the question
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What makes a good question?
Mixed Ability/AFL Tools
• Offer other perspectives by adding “ might or could” to a question
Mixed Ability/AFL •Waiting time after asking questions; traffic lights.
•Thinking time> consulting time > talk time
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• The power of the group
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• Group discussion before speaking
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• Self & peer marking. By marking an assessment students become aware of some aspects of the learning process.
AFL
Oral group answers
AFL Tools
• Traffic lights to show understanding.• Fist or palm• 2 stars and a promise
AFL Tools
• All you know about X or Y• Links in learning and assessing• The feedback burger• What is good about..
AFL Tools
• Students review lesson and give a plenary
AFL Tools
• What was the best 5 minutes for me?• Journalist in the room.
AFL
• Thinking time
AFL
• Stop, Look, Listen……….
AFL Tools: me, myself, I
• Who do I need to help me?• What did I find difficult?• What I really don’t understand• Can I organise this information in a different way.
Graphically?• What might the test be about?• What else would I like to know about X?
AFL Tools
It’s all about me!• How I learn> evaluation• What I learn>assessment• What made me think?• What do I need help with?• What am I pleased about?• How would I change this
activity?
Time to reflect and consolidate3…2..1.
3 things I remember
2 ideas I could adapt
1 question I have
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When will you start bridge building?