View Content #1738
| Contentid | 1738 |
|---|---|
| Content Type | 1 |
| Title | Teaching in a multilevel class |
| Body | I have taught a number of different multilevel classes; both credit and non- credit. The one thing I've learned is that every multilevel is different and requires great flexibility and ongoing informal assessment. First of all, I second Jill Bell's book on Multilevel classes. Another good article can be found at Connections: A Journal of Adult Literacy (a special issue on multilevel teaching) Available at: http://hub1.worlded.org/docs/connections/tableofcontents.htm In addition, here are some general approaches to try: 1. Lessons that have an added feature for higher level students. Begin easy and get harder. Lower level students review. Higher level students expand. Lower level students get easier questions, higher level harder ones, etc. 2. View the class as individual lessons. This works best with small classes. 3. Separate the class. Work with one part of the class while the other part does something else like goes to the library, to the computer lab, works independently, etc. 4. Divide the class into groups so each group can work on what they need to, want to, etc. 5. Focus on the same topic but have students complete different exercises, activities, etc. 6. Individualize work outside of class so higher level students can do extra work, and/or lower level students can catch up, review, etc. These approaches are not mutually exclusive and often blend into each other and even mutate as the term proceeds. Pruett-Said, T. (21 Jun. 2004). multilevel classes. Teachers of English to speakers of other languages electronic list. TESL-L@CUNYVM.CUNY.EDU (24 Jun. 2004). |
| Source | TESL-L listserv |
| Inputdate | 2004-06-24 18:30:00 |
| Lastmodifieddate | 2004-06-24 18:30:00 |
| Expdate | Not set |
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| Active | 1 |
| Emailed | 1 |
| Isarchived | 1 |
