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Adapting materials for mixed ability classes

Adapting materials for mixed ability classes
In these cases it’s important to remember that all students will get something out of the class, but not necessarily the same things, and not necessarily what you aim to teach them! For example, the beginners may begin to get a grasp of your classroom language whilst the stronger students may begin to be able to put a new tense into use. Adapting materials for mixed ability classes can take different forms. One way to adapt materials is to rewrite reading texts and grade the language accordingly for different levels. In an ideal world where a teacher has all the time in the world to prepare their classes this may be the perfect solution. However, the reality is that this sort of adaptation is extremely time consuming and not many teachers can actually go to this length to adapt materials for mixed level groups. These ideas are taken from a workshop I attended last year on mixed ability classes. Tips for good classroom management with mixed ability groups Further Reading:

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Energy and Calm: Brain Breaks and Focused-Attention Practices When presented with new material, standards, and complicated topics, we need to be focused and calm as we approach our assignments. We can use brain breaks and focused-attention practices to positively impact our emotional states and learning. They refocus our neural circuitry with either stimulating or quieting practices that generate increased activity in the prefrontal cortex, where problem solving and emotional regulation occur. Self-access course for professionals Improve your ability to find and apply for the right jobs, develop your interview skills and learn how to perform in the workplace with confidence. At each level, tutor videos and workplace scenarios guide you through the materials, explain key language and grammar points and give you vocabulary that you can use in everyday business life. Subscription overview Subscription cost: Monthly subscription plan - only £5.99 per month Payment method: Online using Mastercard or Visa (credit or debit card) Duration: Each level is made up of eight modules with a total of 48 self-study and review lessons and requires 20-25 hours of study.

Engaging with SEN – inclusive assessment approaches - TeachingEnglish Training This site uses cookies to help make it more useful to you. By continuing to use the site you agree to our use of cookies. Use the ‘More info’ button to read more about our cookies. More info Log in Search

TPR TPR means Total Physical Response. It is an approach to teaching language based on the idea that if you have to do something physical in response to language, then learning is more meaningful, and you learn faster. ExampleThe learners are looking at action verbs. The teacher says 'Jump!' and they jump; the teacher says 'March!' 10 Ways to Incorporate Student Choice in Your Classroom My kids participate in an amazing hands-on learning experience every summer. It’s called home. It’s where they write stories, paint pictures, go on expeditions, visit parks, read books, and build things with duct tape and cardboard. For the entire summer, they own the learning process. There are no tests, no benchmarks, no curriculum maps, and no bell schedules. It is an educational anarchy, where they tear down the walls between ideas and subject areas as they make and tinker and explore and curate the learning on their own terms.

The Best Fun Videos For English Language Learners In 2017 – Part Two I use short, funny video clips a lot when I’m teaching ELLs, and you can read in detail about how I use them in The Best Popular Movies/TV Shows For ESL/EFL (& How To Use Them). In short, there are many ways to use them that promote speaking, listening, writing and reading (including having students describe – in writing and verbally – a chronological description of what they saw). I’m adding this post to All 2017 “Best” Lists – In One Place! I’ve also published quite a few “fun videos” lists during the previous ten years of this blog. You can find those in these lists:

Who needs resources? What type of lessons would this include The following types of lessons would use minimal or no resources, and the students would have to produce most of it using their creative minds and using the teacher as a go-between. The only problem is whether or not you can maximise their potential. • Role plays – you can set the topic and area, but they write and perform them. You can use a model, or just provide a few boundaries. • Stories – written and read out. • CLL (Community Language Learning) – Students record a conversation between themselves, using you as a translator. • Interviews – can be about them, or pretending they are celebrities or characters. • Ranking activities – students are given a list and asked to rank them in a specific order. For example, a list of jobs and ordered in which they would hate to do most. • Specific information gap activities – students prepare questionnaires to ask each other based on grammar or vocabulary you want to practise.

Differentiated Instruction: Resource Roundup Understanding Differentiated Instruction Summer DI Readings List: 150+ Seedlings for Growing Stronger Learners: Browse a bountiful reading list as you plan your garden of differentiated-instruction methods and strategies for the year. (Edutopia, 2015) Myth-Busting Differentiated Instruction: 3 Myths and 3 Truths: Get to the bottom of common misconceptions about differentiated instruction. For a quick reference on what differentiated is -- and what it isn't -- Differentiation Is / Differentiation Is Not, a set of infographics from ASCD, is also worth checking out.

Reflective teaching: Exploring our own classroom practice By collecting information about what goes on in our classroom, and by analysing and evaluating this information, we identify and explore our own practices and underlying beliefs. This may then lead to changes and improvements in our teaching. Reflective teaching is therefore a means of professional development which begins in our classroom. Why it is importantBeginning the process of reflection Teacher diary Peer observation Recording lessons Student feedback What to do next Think Talk Read Ask Conclusion Why it is important Many teachers already think about their teaching and talk to colleagues about it too. You might think or tell someone that "My lesson went well" or "My students didn't seem to understand" or "My students were so badly behaved today."

We're the superhumans: Rio Paralympics 2016 Lyrics to Yes I Can. Original song by Sammy Davis Jr. Yes, I can, suddenly, yes, I can 'Gee, I'm afraid to go on' has turned into, 'Yes, I can' Take a look, what do you see? 133 (lbs) pounds of confidence, me Got the feeling I can do anything, yes, I can Something that sings in my blood is telling me, 'Yes, I can' I was just born today I can go all the way Ye-e-es, I-I-I-I can!

How to use songs in the English language classroom What makes for a successful song-based lesson? Adam Simpson, second-time winner of the British Council’s Teaching English blog award for his post on conditionals (written with Paul Mains), explains. One of the big problems we all face, whether teaching English to children or adults, is maintaining learners’ interest throughout our lessons. Consequently, we often have to be very creative in the techniques we use.

Total physical response - TPR Where is it from? How can I use it in class? When should I use it? What is retrieval practice? — Retrieval Practice When we think about learning, we typically focus on getting information into students’ heads. Teachers might lecture, show videos, encourage note taking, and/or provide review sheets. Students often study by re-reading their textbooks, highlighting information, and/or reviewing their notes. In both of these situations, the focus is on getting information “in,” with the hope that it sticks.