Training Multilevel English Language Centre

8/7/2019 Training Multilevel English Language Centre

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The Multilevel Classroom:

An Introduction

English Language CentreTraining Session


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Aims of this session

To provide an introduction to the concept of themultilevel classroom

To identify strategies for working in a multilevel

classroom To generate innovative ideas and practices for

teachers to implement in the classroom


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Introduction Multilevel Classroom: A definition

learners have different educational backgrounds

learners display different levels of language acquisitioncapabilities

teacher identifies there is a range of developmental needs

the pace of language acquisition or individuals learning style is

varied

personality differences

age

culture/general background


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Identifying a Multilevel Class

When planning instruction for a multilevel class, teachers

must first consider the varied proficiency levels of theirstudents.

Roberts, M., (2007)


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N

eeds Analysis

Formal document (given in L1 or L2) Interview Early classroom observations (activities, discussions)


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Grading

In general, many students perform at the same or

similar level; however, there are always students

who perform below level and others who

perform above level.

Roberts, M. (2007)


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Below Level

not keeping up with the task

often needs extra time to complete

activities

shows instances of low self-esteem

when chosen to answer questions

constantly talks in L1

shows frustration when tasks are

being presented


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At Level

keeping up with the task

doesnt need extra time to

complete activities

engages in activities and generally

comes forward to answer questions

makes attempts to communicate

with the teacher using the target

language or recently taught

lexical/grammar items

generally progressing as they should


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Above Level

shows signs of higher language

proficiency

may be able to get it more quickly

than their peers

engages in activities and always comes

forward to answer questions

becomes easily frustrated when the

teacher doesnt provide more

challenging tasks

is bored or disruptive while waiting for

other students to catch up


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How do we meet the needs of amultilevel classroom as teachers?


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To meet the needs of a wide range of learners, a multilevelclassroom needs:

an observant teacher

assessment of prior knowledge

developmental continua an inclusive learning environment

student choice

authentic materials and resources


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In groups think about ways to create aninclusive learning environment.

Choose 3 of the most important things youwould consider as creating an inclusive

learning environment and write them on the

board.n

You have 3 minutes to complete the task, sothink fast!


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An inclusive learning environment:

keeping note of the below level/above level learners presenting the lesson to ALL the learners whilst

grading language to meet the needs of the class re-presenting the lesson to weaker learners during

activity stages providing extra handouts supplementary to the course

book grouping students appropriately


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GroupingLike-ability versus Cross-ability


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Like-ability

pairing or grouping students of the

same or similar language

proficiency or ability

teacher can focus clearly on weaker

students and provide additional

challenging tasks for stronger

students not in her presence


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Like-ability

similar needs of students can be

addressed

the pace of learning can be

controlled better by the teachers so

that all individual needs are met

detrimental effects: can work

against the ethos of an inclusive

environment (i.e. the classroom

community is now sectarian)


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Cross-ability

pairing or grouping students of different

language proficiency or ability

teacher orchestrates how stronger

students can help weaker students

detrimental effects: stronger students

dont want to be seen as teachers

weaker students are labelled as lower

level; teachers must be tactful in

orchestration


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In Practice

In groups look at the following classroom

layout.

Look at Touchstone 2:Unit 4 Lesson C (listening focus) or

Unit 4 Lesson D (reading focus).

Think of how to present the lesson to amultilevel class. What difficulties do you think

you will face?


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In practice we need to think about theoverall quality of the lesson we provide:

time restrictions

curriculum deadlines

inclusivity

successful task completion

student feedback/self-evaluation


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Reflections

Training Multilevel English Language Centre

Documents

Transcript of Training Multilevel English Language Centre