Multi-level classroom

SESSION #2

April 24th, 2025.

Multi- level classroom

What is a Multi- level classroom?

A multi-level classroom is one where students of varying abilities, skill levels, ages, and/or academic backgrounds are taught together in the same classroom. These classes require differentiated teaching strategies to meet the individual learning needs of students.

Vygotsky (1978) introduces the concept of the "zone of proximal development" (ZPD), which is often applied in multi-level classrooms. The ZPD is the gap between what a learner can do independently and what they can achieve with guidance. In multi-level classrooms, teachers must assess the ZPD for different students and scaffold their learning accordingly.

- Teaching multi-level groups can be challenging because students may have varying degrees of profiency, but it can also be rewarding.

Challenges of Multi-level classrooms * Finding appropriate teaching resources and material * Organizing appropriate groupings within the class * Building an effective self-access centre in the classroom * Determining the individual needs of each student * Ensuring that all students are challenged and interested * Enforcing English only policies when teacher is busy and students are working in small groups or pairs.

Advantages of Multi-level classrooms: * Students are able to learn at their own pace * Students learn to work well in a group * Students become independent learners * Students develop strong relationships with their peers * Students become partners in learning

Strategies to Teach MULTI-LEVEL GRUOPS:

Differentiated Instruction Adapt activities to suit different skill levels. For example, provide more complex tasks to advanced learners, while offering simpler alternatives to those at a lower level. Use staggered assignments, where all students work on the same core task but with varying levels of difficulty.

The boy is playing in the park. He is wearing a green T-shirt. He is not with his friends.

In this photograph, a young boy playfully leans against a massive tree trunk in what appears to be a serene, wooded park. His posture is one of curiosity and secrecy, as he places a finger to his lips in a shushing gesture, suggesting either a playful game of hide-and-seek or the quietude of a moment lost in nature. The boy is dressed casually in a green shirt and athletic shorts.

Group Work Group students of different levels together so they can learn from each other. Advanced students can help beginners, reinforcing their own knowledge while giving lower-level students extra support. Alternatively, sometimes grouping by level can allow you to target specific skills or provide more personalized instruction.

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Use Open-Ended Tasks Incorporate activities that allow students to respond at their own level, such as discussions, writing prompts, or projects where everyone can contribute based on their ability.

Provide Scaffolding Offer extra support to lower-level students through sentence starters, graphic organizers, or vocabulary lists, while letting higher-level students work more independently.

“The town park is being turned into a shopping mall".

Beginners: Assign simpler roles, such as citizens or children who want to save the park. Provide them with pre-made sentences or picture cards. Intermediate Students: Assign roles such as business owners or local parents. They should be able to express opinions and defend their ideas with more independence. Advanced Students: Assign roles like the mayor, environmentalists, or the town planner, who need to lead the debate, negotiate, or solve the problem using complex language

Flexible Pacing Allow students to work at their own pace when possible. Self-paced online activities, independent reading, or individualized projects can help accommodate different levels.

Use Technology Utilize apps or online platforms that offer personalized learning experiences, like quizzes or games that adapt to each student’s level. Tools like Kahoot, Quizlet, or language learning apps can be great for this.

Monitor Progress Keep track of each student's progress individually so that you can adapt your teaching methods as needed. Regular check-ins or formative assessments can help you identify who needs more help.

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Peer Teaching Encourage higher-level students to teach or mentor lower-level students. This helps them consolidate their learning and provides beginners with more guidance.

It is your cousin´s b-day and you are planning to buy a present for her. DIscuss and decide together which present would be the best.

Exit Cards At the end of the lesson, use exit cards or quick assessments to measure what students at different levels understood. This can help you adjust your instruction for the next class.

Classroom Management Set clear expectations for behavior and tasks so that students know what to do when they finish their work. Advanced learners can be given extension tasks to keep them engaged, while lower-level students may need more time to complete the basics.

Monitor Progress Keep track of each student's progress individually so that you can adapt your teaching methods as needed. Regular check-ins or formative assessments can help you identify who needs more help.

r E F E R E N C E S

- Bruner, J. S. (1960). The Process of Education. Harvard University Press. - Dewey, J. (1938). Experience and Education. Kappa Delta Pi. -Goodlad, J.I., & Anderson, R.H. (1987). The Nongraded Elementary School. Teachers College Press. - Erikson, E. H. (1950). Childhood and Society. W.W. Norton & Company. - Vygotsky, L. S. (1986). Thought and Language. MIT Press. -Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

https://api.macmillanenglish.com/fileadmin/user_upload/Mixed-ability_classes.pdf https://www.teachingenglish.org.uk/professional-development/teachers/planning-lessons-and-courses/articles/teaching-mixed-ability https://youtu.be/WqufbQ4Orsg?si=IHuvNF-ambPzg4-k https://es.scribd.com/document/358971710/Lev-S-Vygotsky-Mind-in-Society-the-Development-of-Higher-Psychological-Processes-Harvard-University-Press-1978-1

This activity encourages students to engage in discussion and collaboration to decide which present would be best for the cousin's birthday. Peer-teaching occurs when students explain their reasoning, listen to others' opinions, and negotiate a final decision together.

Create or print a set of emojis representing different emotions (e.g., happy, confused, excited, tired, anxious). Display the emoji options on the board or share them virtually.

Ask each student to choose an emoji that best represents how they’re feeling at the start of the class.

Invite a few students to share why they picked their emoji. Encourage responses like: "I chose the happy face because I’m ready for today’s class." "I picked the confused face because I had trouble with the homework."

This step helps you quickly assess students’ emotional readiness and whether they have any concerns or challenges.