Mixed Ability Class - Case Study Example

Mixed Ability Titus Rock Manickam Order No. 202498 31 January 2008 Contents Index Page No. Introduction ………………………………………………….3 Case Scenario ..………………………………………………. 4 The NWS Policy/Practice Divide ……………………………. 4 The Four Important Skills ……………………………………. 6 Developing and implementing learning experiences ………… 8 Grouping ……………………………………………………… 10 Developing Appropriate Practice …………………………….. 11 An all-inclusive curriculum …………………………………… 11 Difficulties of differentiating the curriculum …………………. 12 Differentiation ………………………………………………….. 13 Giving instructions ……………………………………………... 13 Error corrections .……………………………………………….. 14 Setting goals …………………………………………………….. 14 Standardized work / homework ………………………………. 15 Proper teaching materials and tools …………………………… 15 Conclusion ..……………………………………………………. 16 Reference ……………………………………………………… 17 Mixed Ability Class Introduction      There is nothing new or strange about mixed ability classrooms in schools. Every generation has had children whose intelligence and abilities have differed. Hence, it is quite natural that the scenario is same in schools today. However, teaching techniques have changed over the past few decades. For instance, in the bygone era pedagogy used to be the main and only medium of instruction. Now the concept of andragogy where one can learn by oneself is gaining ground. Then there is the pandragogy form of learning blending pedagogy and andragogy. Nonetheless, classrooms continue to cater to the clever, the average, and below average students. It is neither possible nor desirable to discriminate students on the basis of their intellectual levels. There are ways to stimulate the poor performer to do better and level up to the requirements of the average student. This diversity in classrooms has brought about challenges as well as opportunities. Good teachers should be able to consider the individual requirements or needs of their students, formulate the necessary alternatives, and tackle those needs. This is not easy to achieve and many teachers realize that meeting the needs of students with mixed abilities in the classroom sounds easy on paper, but practically it is otherwise. Teachers need help and support from parents, administrators, colleagues and the community as a whole in order to create an environment in the classroom that is conducive to the diverse needs of the students in these mixed ability classrooms. (Cherednichenko, 2003). Case scenario Of the outlined scenario of teaching a mixed ability class of 28 students, six have been identified as gifted and talented, four students have learning difficulties, two students who have recently arrived from overseas, have limited knowledge of written and spoken English. Normally, in such situations, experience goes a long way in helping ease problems that arise in reaching students of every level of intelligence and ability to grasp. Nonetheless, it is necessary to keep the teachers motivated and efficient through regular training and updates on the latest techniques in dealing with students of every type. All classes have students with various levels of abilities. Problems arise for certain students for whom the medium of instruction may be second language. In such situation, it is not possible to expect top rank level performance from the concerned students. With proper guidance and support from the faculty, their performance could be propped somewhere close to average. For it is not possible that such students are completely alien to the medium of instruction. (Bauer & Shea 1999, pp 78-85) The NWS Policy/Practice Divide Meeting a variety of requirements in the mixed ability classroom could pose some challenge. The technique of teaching in mixed ability classroom must be such that it accommodates every individual student, irrespective of his/her intelligence level. One must go into the students backgrounds in order to understand their proclivities and domestic condition, as these shape their minds and attitudes. This way it makes it easy for the teacher to keep track of the students in general and use medium and method of instruction that reach every student in the class. In NSW, the curriculum structure as the directed by NSW Board of Studies, is established on a set of principles and beliefs, which reflect the ideals of an inclusive curriculum that is instrumental in meeting the needs of all learners as follows: (a) All students should be able to take part, take accountability for and be able to carry on their learning. (b). All students are at liberty to gain admission in a learning centre where they can increase knowledge, understanding, skills and values. (c). Educational syllabus have got to be inclusive of all students in attendance at schools in NSW. (d). All school authorities, teachers and other relevant authorities will make decisions that help maximize students’ learning. (NSW Board of Studies: Curriculum Framework, 2002). In order to make teaching and learning manageable for the teacher as well as students in a mixed classroom the syllabus and guidelines for evaluation must be such that they are easy to understood and grasp. The NSW Board of Studies: Curriculum Framework (2002) is sufficiently accommodating and has encouraging guidelines on how a teacher could support weaker students and simultaneously provide learning activities to the more gifted and talented students in the class. Learning is becoming complex with changes in technologies and increase in number of educational streams. Easy to understand formats are necessary to make learning manageable. The Four Important Skills The table below outlines the various methods used in teaching the four important skills in a mixed ability class according to NSW curriculum framework. (NSW Board of Studies: Curriculum Framework, 2002).   Extension activities for gifted and talented students Support for weaker students Reading Instruct early finishers to write down new vocabularies on the board with definitions. Rewrite a part of the earlier text in a different tense or person. Write their own personal opinion or a short summary of the text Write questions concerning the text. Pre-teach hard vocabulary and leave it written down on the board for students to refer. Use visuals aids if possible. If there are doubts, offer students the answers disorderly arranged with a few extras. Make titles interesting using pictures to help students focus on the topic. Break the text into portions and offer the option of reading only some of the text portions. Listening Give out the tape script and appoint a “vocabulary master” to look up difficult words or expressions in a dictionary and then explain to the rest of the group. Focus on the diction or accents of the speakers and get students to copy portions. For true or false class activity, follow up by asking “why/why not?” Pre-teach vocabulary, employ visual prompts where or when appropriate. Allow students time to discuss their answers before giving a feed back to the class Offer students the tape script on second listening. If it’s a gap fill, provide the words with a few additional. Speaking Provide creative assignments that students can perform at their own level. Use correction codes to enable students get chance to self-correct. (Gr = grammar, Sp = spelling etc.) Increase the specified word limit. Point out areas where they could say something in more exciting ways. Correct the draft copy before students deliver the speech. Reduce the amount of word limit. Encourage use of dictionaries or vocabulary books. Give examples of writing as a model, before they start writing. Group or pair weaker students with clever students Writing Ask students to justify or defend their own opinions. Discourage use of overused words and expressions such as “nice” to push their vocabulary to a higher level. Let students record themselves and self-correct. Pair students according to their matching interests and generate competition. Offer students time to practice and collect their ideas before discussion or role play. Pair weak and clever students together. Allow students to create notes before the speaking activity begins. Allow for “thinking time”. Rank students on their efforts rather than their ability. Grant weaker students extra listening and thinking time before calling on them to answer particular questions. Developing and implementing learning experiences to cater to the range of abilities in this classroom Creating a mixed ability class that will cater to the diverse requirements of the students, is particularly challenging for teachers who are new and who are yet to learn the art of handling students of all kinds in one classroom. This is not possible in a short time. It takes time and understanding of childrens learning skills in the mixed class. A teacher has to focus on every group to be able to benefit all the students. Experts in education agree that the teacher must try to understand the learning abilities of students at every level and this helps in carrying out adjustments particularly where weaker students are concerned. It is important to bear in mind that each student learns in his and her own way. Some students, particularly the weaker ones, may require extra assistance some time or the other. The seating arrangement of the students must be such that the weaker students have easy and ready access to one of the clever ones for learning advantages. However, the teacher must take care that no copying takes place. (Salend, 1998, pp128-132, and Mendieta, 2004, pp 56-60). In order to meet the challenges of teaching effectively in a mixed ability class, teachers need to embrace a curriculum and instruction methods that connect with and stimulate every student. Didactic research reveal that students who are gifted , students from families who do not speak English as their first language, and students with learning difficulties respond positively to different teaching strategies. These strategies include, but are not limited to: Heterogeneous grouping of students Developing appropriate practice An all inclusive curriculum Giving Instructions Error correction Setting goals Extra work / homework Proper teaching materials and environment (Mendieta, 2004, pp 56-60) Grouping It may appear contradictory to propose that a teacher should group gifted students together, and, whenever necessary, group weak students with the gifted students. Depending on the task and the class dynamics, there are generally opportunities for both types of suggested grouping. For all practical purposes, both groupings are necessary and ideal. Mixing up the gifted students and weak students helps the latter, and allowing for the group of gifted students to be able to work together enables them exploit their potential to the full. The advantages of cooperative group learning to the second language minority students are: 1. There is good understanding among the students as they share the same problem. This makes learning easier. 2. The comfort and confidence level is high as there is no fear or anxiety of ridicule. 3. Students get plenty of opportunities to practice the language of instruction even if it is second language. 4. There is the opportunity to include the language of instruction as a second language subject. 5. Students also have the option to have their native language included as a subject, raising their pride in their cultural values. 6. The second language group faces the challenge of creating a curriculum based on their own language, culture and academic standards where they could excel. (Mendieta, 2004, pp 56-60) Developing appropriate practice Practice maketh perfect! This adage is perfectly suitable to the mixed ability classroom. The mixed environment is not only academically beneficial but also culturally both to the students as also the teacher. The students get the benefit of exposure to the second language medium of instruction due to their proximity to first language students and textbooks, the teacher benefits by getting to learn a new culture from the minority second language students. (Mercer & Mercer 1998). Further, apart from the opportunity to enrich their experience the language minority students are in a position to learn and understand what is required of them to settle down in the new environment with confidence and courage. The process invigorates their learning abilities kindling their insights that help them improve their grasping power and parameters of goal setting. It is necessary for the teacher to be sensitive to the cultural and lingual challenges faced by the minority second language students. These students need the time and space to acclimatize with the new environment. (Mercer & Mercer, 1998). An all-inclusive curriculum An all-inclusive curriculum stirs the hidden talents and abilities of all the students irrespective of their group. Besides education, it relates to the needs and aspiration of the students, making learning an exciting and interesting affair. An all-inclusive curriculum should be based on the following characteristics; Should be based on good theoretical philosophies of how children develop and learn Should be formulated to attain lasting emotional, cognitive social and physical goals It must include achievable and realistic targets that allow students from diverse backgrounds and capabilities to work with confidence and positive state of mind. . Build on what the students ready know Should support individual, linguistic and cultural diversity, offering a balance between the majority culture and the minority culture  Be flexible and adaptable to individual student or groups. (Bauer & Shea 1999). Difficulties of differentiating the curriculum In a mixed ability classroom scenario, it is easy to be tempted to separate the students groups according to their ability and ethnicity. However, practically such arrangement is neither good for the students or the teacher. Irrespective of their ability and background, the presence of the students in the mixed abilities classroom makes it obvious that they are in the class because of their own merit, and they deserve the chance to study and face the tests. It is also not feasible for the teachers to separate the groups and address them according to their abilities. This exercise is time consuming and untenable according to the principles of organization and management. In the current situation, there are 30 students in the mixed ability class and a trained teacher is capable of handling all the students without any chance or scope for discrimination on account of difference in ethnicity or ability. Differentiation However, gifted students qualify for additional exercises and tests that examine and exploit their extraordinary abilities and skills. Being above average, they become eligible for tougher training and tests. The curriculum must be sufficiently flexible so that hard working, intelligent students get access to additional syllabus and tests that justifiably address their level of performance. The NSW curriculum sufficiently addresses the following important issues in connection with these students: 1. Learning and grasping speed. 2. Cognitive processes. 3. Enrichment / extension. 4. Personal experience / independence. 5. Multiple intelligences. 6. Deductive thinking. 7. Social change (NSW Board of Studies: Curriculum Framework, 2002). Thus, while gifted students get the benefit of additional exercises, the minority language and the weaker students too get concessions by way of strategies and didactic methodologies favorable to them. (Salend 1998, pp128-132).  Giving Instructions Clear instructions make tasks easy to accomplish for students at all levels. Instructions can be verbal, in writing and through third party. Verbal instructions must be clear, using simple words and expressions, with appropriate hands and body gestures and eye contact. Written instructions such as on black or white boards, notice boards, memos, must be brief, precise and legible. When a third party conveys instructions, he or she does so on behalf of someone else as ambassador or representative. Instructions must have answers to the complete question set such as what, where, why, when, which, and how. (McDonnell, et al 1997, pp109-112). Error correction Learning from mistakes is an important lesson not only in classroom but also during the entire lifetime. It is also an important and integral part of the teachers functions. An early understanding of correction as a means to true wisdom and knowledge set students at all levels on the right path of success and understanding. Handling of mistakes and corrections leverages the teachers abilities to harness the best potential even in the weakest student. (McDonnell, et al 1997, pp109-112). Setting goals Setting goals is an important component for achieving good results. It may not be realistic to expect every student to achieve the same degree of success. Gifted students naturally achieve high target levels. Average students, minority language students and weaker students have their own perceptions about achievements and the teacher must set targets that purposefully meet these students capacity and capability in achieving these targets. The teacher has to show due consideration so that there is no scope for undue comparisons between the gifted and weaker students. It could greatly damage the weaker students fragile self-confidence. (McDonnell, et al 1997, pp109-112). Standardized work / homework Within the homework package, students at different level of intelligence need certain assignment which the students are capable of handling, and which simultaneously upgrades their knowledge and skills. These assignments are necessary to help the minority language students get over the language barrier, the weak students raise their self-confidence and improve performance, and the gifted students achieve higher degrees of excellence. (Tomlinson, 1995, pp 7-10). Proper teaching material and tools Proper teaching material and tools specially crafted to suit mixed ability classes makes learning easier for students as well as the teacher. Students look forward to studies when the material used is student-friendly and easy to grasp. The teacher must be equally student-friendly. A dictatorial teacher earns the dubious distinction of an unrelenting taskmaster who can do no good. Such impression is not conducive to a teachers career and reputation. The seating arrangement in the classroom must be such that every student is involved in his or her groups activities and gain maximum benefit from the syllabus crafted to serve the groups purpose and interest. (Mercer & Mercer, 1998, pp 89-98). Every child is also entitled to equal benefits of the classrooms environment, viz. furniture, which should be proper in size and comfortable, and easily accessible bathrooms and sinks. Teachers need to make sure that their classrooms provide these facilities in equal measure so that no student feels discriminated or deprived. (Bauer & Shea 1999, pp 78-85). Conclusion Teaching and molding young lives can be a rewarding experience. Teaching is a noble and challenging career. Teaching in a multi ability environment is fast becoming a norm rather than the exception, thanks to globalization and blurring of political and geographical boundaries. The mixed ability class brings to fore the teachers latent skills that help to address the individual student in the classroom. A student is inspired to learn and understand in the presence of good teachers. Parental and community support is also mandatory in shaping students lives. But it is the teachers professional and personal expertise that transcend cross-cultural and lingual boundaries who becomes largely responsible for the successful metamorphosis of a student to an active, useful citizen of society. Reference: Bauer, A. M & Shea, T. M (1999): Inclusion 101 – How to Teach All Learners. Baltimore; MD: Paul H; Brookes Publishing Co. pp 78-85 Carter, M. (1999): Mentoring and teacher professional learning: a review of the literature. Department of Education and Training, Ryde NSW, pp 60-68 Cherednichenko B. (2003). The Principles and Practices of Effective Induction of Beginning Teachers: Researching teacher learning with the Victorian Institute of Teaching; Paper presented to the Australian Teacher Education Association Conference, Melbourne; July, 2003 Mercer, C. D & Mercer, A. R (1998): Teaching Students with Learning Problems. 5th Edition; Upper Saddle River, NJ: Prentice-Hall, Inc, pp 89-98 McLaren, P. (2003): Life in schools: An introduction of critical pedagogy in the foundations of education. Boston: Allyn and Bacon. Mendieta, J. (2004): Connecting students and parents through literacy practices. Unpublished B.A. monograph, pp 56-60 Salend, S. J. (1998): Effective Mainstreaming – Creating Inclusive Classrooms (3rd Ed.); Upper Saddle River, NJ: Prentice-Hall, pp128-132 Pineda, C. (2002): Knowledge base for ESL/EFL educators: What does it mean? PROFILE Journal, 3, pp 9-14. Norwich, B. and Weddell, K. (1994): Working Together: Inter-School Collaboration for Special Needs. London, David Fulton Publishers NSW Board of Studies: Curriculum Framework (2002) NSW Board of Studies. URL: www.boardofstudies.nsw.edu.au Krueger, R. (1994): Focus groups; A practical guide for applied research (2nd Ed.). Thousand Oaks, CA: Sage Publications. McDonnell, L. M, et al (1997): Educating one and all: Students with disabilities and standards-based reform. National Research Council, Washington, DC: National Academy Press. pp 109-112 Thompson, S., & Thurlow, M. (2001): State special education outcomes: A report on state activities at the beginning of a new decade. Minneapolis, MN: University of Minnesota, National Centre on Educational Outcomes. Tomlinson, C.A. (1995): How to Differentiate Instruction in Mixed Ability Classrooms. Alexandria; VA Association for Supervision and Curriculum Development, pp 7-10 Read More