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Mixed ability or different ways of understanding?

Mixed ability or different ways of understanding?. Wendy Arnold 20 th March-3 rd April, 2010. Overview of session. How does MIXED ABILITY happen? How do you learn ? How do you make meaning ? What’s one got to do with the other? Do you know your learning style ?

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Mixed ability or different ways of understanding?

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  1. Mixed abilityordifferent ways of understanding? Wendy Arnold 20thMarch-3rd April, 2010

  2. Overview of session • How does MIXED ABILITY happen? • How do you learn? • How do you make meaning? • What’s one got to do with the other? • Do you know your learning style? • What’s that got to do with teaching? • What do you need from ‘others’ in order to make meaning? • Putting it all together!

  3. TELL ME …. jump So the word ‘jump’ is a verb. You use it in a sentence to show what you do.. jump? verb? sentence?

  4. SHOW ME … Ahhhh OK! I jumping. So this is jump.. It is a verb. It is an action

  5. INVOLVE ME … Ahhh like this …. jump This is jump. Now you do it. Say the word ‘jump’ and jump.

  6. KNOW YOURSELF!

  7. How do you learn? THINK about (a similar type of experience eg. learning to do a sport or play a musical instrument) • a learning experience when you were a child • a recent learning experience Are there any: -similarities -differences

  8. How do you learn? THINK-PAIR-SHARE • SHARE with a partner • SHARE with another pair • Identify 2 things that are the same

  9. How do you make meaning? THINK about how you ‘make meaning’ or understand something, a similar type of experience e.g. understand text, art, music) • a meaning making experience when you were a child • a recent meaning making experience Are there any: -similarities -differences

  10. How do you make meaning? THINK-PAIR-SHARE • SHARE with a partner • SHARE with another pair • Identify 2 things that are the same

  11. What’s one got to do with the other? • Think about the differences and similarities between how you • Learnt to do something • Make sense of something Do you notice anything about these two experiences?

  12. What have learning and ‘making meaning’ got to do with each other? THINK-PAIR-SHARE • SHARE with a partner • SHARE with another pair • Identify 2 things that are the same

  13. Do you know your learning style? Consider what you have just discussed about yourself and your learning and meaning making experiences

  14. What’s knowing your learning style got to do with teaching? Are you teaching in the way that you learn or ‘make meaning’? Do you consider the needs of other learning styles? Are you sure?

  15. What do you think other learning styles need? THINK – what other learning styles are there? Can you identify them? What do you think their needs are? PAIR – share with a partner SHARE – two pairs share ideas

  16. Do your ideas include any of these?

  17. VISUAL LEARNERS NEED

  18. AUDITORY LEARNERS NEED • discuss topics with others • discuss topics with your teachers • explain new ideas to other people • use a tape recorder • remember the interesting examples, stories, jokes... • describe the overheads, pictures and other visuals to somebody who was not there • leave spaces in your notes for later recall and 'filling'

  19. KINESTHETIC LEARNERS NEED • all your senses - sight, touch, taste, smell, hearing • laboratories • field trips • teachers who give real-life examples • hands-on approaches (computing) • trial and error • collections of rock types, plants, shells, grasses... • exhibits, samples, photographs... • recipes - solutions to problems, previous exam papers

  20. What’s knowing your learning style got to do with teaching? THINK What materials do you use to teach with? What components? PAIR – share with your partner • Similarities • Differences SHARE – two pairs share together

  21. Did they include any of these? • A coursebook/materials. Why do you need this? • Flashcards. Why do you need these? • CD/tape. Why do you need these? • Any other? Which learning styles do you think your coursebook/materials helps?

  22. Effective teaching for mixed ability classes 1. Set the context 2. Interaction 3. Give signposts 4. From known to unknown 5. Model language

  23. Looking at the materials GROUPWORK • Is the context clear? • What helps you understand the context? • How else could you help learners understand this content?

  24. Looking at the materials GROUPWORK • What interaction is used in the materials? Identify the interaction eg. pairwork • What is the purpose of the interaction? • What do you think happens if the interaction is not done? • What other types of interaction could be added?

  25. Looking at the materials GROUPWORK • What signposts are given in the materials e.g. change of linguistic skills, learning styles etc. • Do the materials meet the needs of all learning styles? How? • What else could you do to make sure all learners needs are met?

  26. Looking at the materials GROUPWORK • Can see where the learners own background knowledge of the context is explored? • Can you see where the learners own background knowledge of the context is expanded? • What could you do to develop the learners knowledge?

  27. Looking at the materials GROUPWORK • Can you see where the language is modelled? • What are the different ways that the learner is helped to learn the language structures? • Can you think of any other ways to help learners understand better?

  28. A closer look at the materials

  29. Modifying materials Look at English for Qatar Grade 5 pages 30-31 Group A = modify for learners with low ability Group B= modify for learners with high ability Remember: learning styles, interaction and language support

  30. How this affects your lesson planning! INTERACTION INTERACTION INTERACTION MAKE MEANING INTERACTION INTERACTION MAKE MEANING If you lessons do not include interaction your learners are not achieving their full potential!

  31. CHECKLIST FOR PLANNING LESSONS FOR MIXED ABILITY CLASSES

  32. Mixed Ability Workshop:Primary • Did this workshop include something for: • Visual learners. WHAT? • Auditory learners. WHAT? • Kinesthetic learners. WHAT? • Individual work for those who like working alone • Pairwork/groupwork for those who like working with others • Enjoyment. WHAT?

  33. Mixed Ability Workshop: Primary Tell your partner: 1) 1 thing which is new information for you 2) 1 thing which surprises you 3) 1 thing you want to try in your class this week if you are a teacher.

  34. Mixed Ability Workshop: Primary REMEMBER ! INCLUSION IS THE KEY TO SUCCESS YOU CAN ONLY DO THIS IF YOU KNOW YOURSELF AND UNDERSTAND WHAT OTHERS NEED!

  35. THANK YOU! If you want a copy of the powerpoint, go to the British Council website!

  36. Useful websites For students: http://younglearners.eslreading.org/ http://www.britishcouncil.org/kids-games.htm For teachers: http://www.teachers.tv/stages/primary http://www.teachingenglish.org.uk/ For parents: http://www.britishcouncil.org/parents.htm

  37. Additional things you could SELF-CHECK

  38. Mixed Ability Workshop

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  47. Mixed Ability Workshop: Preparatory

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  50. Mixed Ability Workshop

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