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TOO FAST – TOO SLOW (MIXED ABILITIES)

TOO FAST – TOO SLOW (MIXED ABILITIES). RATIONALE. Everyone faces this problem Believe that everyone is not the same – cater to different learning needs The problem faced How do we cater to the students on extreme ends: too fast vs too slow. SCHOOL BACKGROUND.

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TOO FAST – TOO SLOW (MIXED ABILITIES)

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  1. TOO FAST – TOO SLOW(MIXED ABILITIES)

  2. RATIONALE • Everyone faces this problem • Believe that everyone is not the same – cater to different learning needs The problem faced How do we cater to the students on extreme ends: too fast vstoo slow

  3. SCHOOL BACKGROUND • SK SRI DAMAI, PJ • POPULATION: 253 Students 20 Teachers • CLASS : Kindergarten– Year 6 even have class for the special needs students • 1 class for every level • Average students: 28 – 38 students • Include inclusive students (Autistic students) Every class have at least 2 – 3 students (a teacher aid is provided to them)

  4. MIXED ABILITIES? • Case study: Year 2A • Number of students: 35 + 3 (autism students) • 23 boys and 15 girls Language level • 10 (very good) They can do and finish their work without having much difficulty – early finishers • 14 (average) Can still do it with a little bit of help • 14 (very weak) Need extra help in understanding the task given – need more time to complete task

  5. WHY IS IT A PROBLEM • Couldn’t focus on all of them at one go • If we focus on one group (the weak ones), others would go haywire • If we try to cater to either one, the class would still go haywire • RESULT: CHAOTIC • E.g. spelling

  6. WHAT THE SCHOOL DOES • Remedial class for BahasaMelayu and mathematics • Focus on Year 2 & 3 • For slow learners who are slow in reading and counting • English, the English teachers have extra class with them (Yr 6)

  7. HOW WE SOLVE IT • Differentiation  different task sheets for different level • Early finishers  enrichment activities e.g. word puzzle, find-the-word etc • During practice stage  call the slow learner to teacher’s table for extra help • Cooperative learning  the good ones help the weak ones

  8. EFFECTIVENESS • Differentiation  Yes (pitched to right level) • Early finishers  Yes but they tend to finish their work even faster to do the extra task • During practice stage  Yes to a certain extent (must have good classroom control) • Cooperative learning  Yes to a certain extent (too many weak students to be handled noisy)

  9. CONCLUSION • As teachers we should be aware of our students’ background and abilities • Thus, we need to cater to their needs by pitching the lesson to the right level • As teachers we should be willing to do extra work; prepare different task sheets • We should always have extra enrichment activities ready in case of early finishers

  10. THANK YOU

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