GSE Teacher Toolkit: Teaching mixed ability classes

Sara Davila
A teacher sat at a table with students helping them work
Reading time: 4 minutes

One of the biggest challenges for language teachers is teaching a mixed ability class. Students with different levels and abilities will always be present in our classrooms. So, how can we use the to improve mixed ability teaching? Let’s find out.

How to teach mixed-ability classes

Differentiated instruction is the best way to address the challenges of mixed ability classrooms. This is a method that helps teachers adjust aspects of the curriculum to match the different levels ofstudents.*This practice ensures that all learners are meeting course outcomes, even though their learning experience may be varied anddifferent.

In order to differentiate instruction and support students with different needs, teachers can change:

  • the content being taught
  • the process used to teach
  • the product students create
  • the environment where learning takes place

Adjusting the content tends to be the most obvious way to support learners. So, teachers who want to engage with differentiated instruction in mixed ability classrooms often find themselves producing a lot of content. This is greatas a way tosupport learners. However, creating new content or leveling existing content is time-consuming, and it can become a real challenge for teachers.

Content vs process

Instead of adjusting your content, you can use the GSE Teacher Toolkit to adjust your process. When you’re not creating lots of new content, you’ve got more time to consider how to teach new language to your students and how they can show what they’ve learned.The GSE Teacher Toolkit helps teachers to focus on the process and language production of learners, rather than the content you are teaching.

This means less work for you, and more engagement from your students, no matter what their level is. And the GSE Teacher Toolkit can help you understand the skills we can expect students to demonstrate. So how does this work in practice? Let’stake a look.

Differentiated instruction in practice

Let's apply differentiated instruction, using the , to a complicated grammar lesson for a mixed classroom where some students are still A2, most are A2+ and a few are emerging B1.

Once you have the content for your students, it’s time to think about how to differentiate the lesson.

One option would be to create two new worksheets, at an A2 level and an A2+ level - but as noted above, it’s a lot of work. Additionally, creating leveled worksheets means that you mayactually bepreventing your students from making progress by not adding enough challenge.

To differentiate appropriately, it’s best to focus on the process that students will use, in this case, editing. In the GSE Teacher Toolkit, this kind of editing is an A2+ level skill. So, the A2+ and B1 students should be able to complete this worksheet.

However, it might be a bit challenging for the A2 students. Therefore, you can look in the GSE Teacher Toolkit to find what writing skills you can expect from your A2 students. There are two skills that can be used to process this grammar point:

A snippet of the gse toolkits writing points

Now that you understand the difference in process for students at different levels, it’s time to plan your lesson.

How to differentiate process

By the end of the lesson all students will be able to identify and correct errors in simple sentences to demonstrate the ability to use 'all of', 'none of', 'most of', 'a lot of', and 'a little of' correctly in writing.

You can adjust the process to support students at all levels of ability.

Lesson procedure for the worksheet  How the process is differentiated to support all learners 
 1. Ask all students to read the crossed-out errors in the worksheet and underline specific mistakes.   This supports A2 students the most. However, it's useful for all students.  
 2. Ask students in groups to discuss the mistakes. A2+ and B1 students will guide a discussion to create a series of "rules" to correct the mistakes in highlights.   This will be the most useful to A2+/B1 students while challenging your A2 students. Using groupwork allows more skilled students to support their peers.  
 3. All students will submit their grammar rules as group work.   This allows A2+/B1 students to help A2 students express grammar rules in their own words, to help improve understanding and use.  
 4. When finished all students complete the worksheet.    All students from A2/B1 can now complete the worksheet.  
 5. After completing the worksheet, all students will be asked to highlight the correction in the new sentences.   Completing the worksheet may have been easier for your A2+/B1 students.  
6. Finally, all students will write a new sentence using the target language. Each student chooses one student to collaborate with.   Adding this extra step ensures that all students make progress by asking them to transfer their knowledge and demonstrate learning by creating something new.  
7. Partners review each other’s sentences and underline any errors in the use of quantifiers. Partners can point out the rules that need to be applied and do a final review once changes have been made.   Applying the grammar rules that learners created to the new sentences helps to fully internalize the language of the lesson for all of your students at every level.  
8. Students review peer corrections and create final sentences to submit to the teacher. Students submit all work, including original worksheet, sentences submitted to peers, peer-reviewed sentences with underlines and rule guidance and final correct sentences.   Now, all students from A2/B1 have had an opportunity to understand the rules, clarify and demonstrate knowledge of the grammar point.   

This differentiated process primarily supports the students whose level is slightly lower. However, all students will benefit from the change in process, which gives them a chance to deepen their understanding of the grammar rules.

And, as you can see, students write rules, create new sentences, and conduct a peer review.All ofthis work is created and completed by the students.

As the teacher, you don’t need to create a new worksheet to teach a differentiated class. The GSE Teacher Toolkit can help you to find a solution that creates more work for students and less work for the teacher.

Learn more

If you are interested in differentiated instruction,tI recommend is thoroughly researched and detailed by.

For more uses of the , there is a wholesectiondedicated to GSEon ourblog where you’ll find articles on how to use the toolkit. If you need to teachgrammarandvocabulary, the GSE Teacher Toolkit is there to support you.

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    11 ways you can avoid English jargon at work

    By Steffanie Zazulak

    From “blue-sky thinking” to “lots of moving parts”, there are many phrases used in the office that sometimes seem to make little sense in a work environment. These phrases are known as ‘work jargon’ – or you might hear it referred to as ‘corporate jargon’, ‘business jargon’ or ‘management speak’. It’s a type of language generally used by a profession or group in the workplace, and has been created and evolved over time. And whether people use this work jargon to sound impressive or to disguise the fact that they are unsure about the subject they are talking about, it’s much simpler and clearer to use plain English. This will mean that more people understand what they are saying –both fluent and second-language English speakers.

    The preference for plain English stems from the desire for communication to be clear and concise. This not only helps fluent English speakers to understand things better, but it also means that those learning English pick up a clearer vocabulary. This is particularly important in business, where it’s important that all colleagues feel included as part of the team and can understand what is being said. This, in turn, helps every colleague feel equipped with the information they need to do their jobs better, in the language they choose to use.

    Here, we explore some of the most common examples of English jargon at work that you might hear and suggest alternatives you can use…

    Blue-sky thinking

    This refers to ideas that are not limited by current thinking or beliefs. It’s used to encourage people to be more creative with their thinking. The phrase could be confusing as co-workers may wonder why you’re discussing the sky in a business environment.

    Instead of: “This is a new client, so we want to see some blue-sky thinking.”

    Try saying: “This is a new client, so don’t limit your creativity.”

    Helicopter view

    This phrase is often used to mean a broad overview of the business. It comes from the idea of being a passenger in a helicopter and being able to see a bigger view of a city or landscape than if you were simply viewing it from the ground.Second-language English speakers might take the phrase literally, and be puzzled as to why someone in the office is talking about taking a helicopter ride.

    Instead of: “Here’s a helicopter view of the business.”

    Try saying: “This is a broad view of the business.”

    Get all your ducks in a row

    This is nothing to do with actual ducks; it simply means to be organized. While we don’t exactly know the origin of this phrase, it probably stems from actual ducklings that walk in a neat row behind their parents.

    Instead of: “This is a busy time for the company, so make sure you get all your ducks in a row.”

    Try saying: “This is a busy time for the company, so make sure you’re as organized as possible.”

    Thinking outside the box

    Often used to encourage people to use novel or creative thinking. The phrase is commonly used when solving problems or thinking of a new concept. The idea is that, if you’re inside a box, you can only see those walls and that might block you from coming up with the best solution.

    Instead of: “The client is looking for something extra special, so try thinking outside the box.”

    Try saying: “The client is looking for something extra special, so try thinking of something a bit different to the usual work we do for them.”

    IGUs (Income Generating Units)

    A college principal alerted us to this one – it refers to his students. This is a classic example of jargon when many more words are used than necessary.

    Instead of: “This year, we have 300 new IGUs.”

    Try saying: “This year, we have 300 new students.”

    Run it up the flagpole

    Often followed by “…and see if it flies” or “…and see if anyone salutes it”, this phrase is a way of asking someone to suggest an idea and see what the reaction is.

    Instead of: “I love your idea, run it up the flagpole and see if it flies.”

    Try saying: “I love your idea, see what the others think about it.”

    Swim lane

    A visual element – a bit like a flow chart –  that distinguishes a specific responsibility in a business organization. The name for a swim lane diagram comes from the fact that the information is broken up into different sections – or “lanes” – a bit like in our picture above.

    Instead of: “Refer to the swim lanes to find out what your responsibilities are.”

    Try saying: “Refer to the diagram/chart to find out what your responsibilities are.”

    Bleeding edge

    A way to describe something that is innovative or cutting edge. It tends to imply an even greater advancement of technology that is almost so clever that it is unbelievable in its current state.

    Instead of: “The new technology we have purchased is bleeding edge.”

    Try saying: “The new technology we have purchased is innovative.”

    Tiger team

    A tiger team is a group of experts brought together for a single project or event. They’re often assembled to assure management that everything is under control, and the term suggests strength.

    Instead of: “The tiger team will solve the problem.” 

    Try saying: “The experts will solve the problem.” 

    Lots of moving parts

    When a project is complicated, this phrase is sometimes used to indicate lots is going on.

    Instead of: “This project will run for several months and there are lots of moving parts to it.”

    Try saying: “This project will run for several months and it will be complicated.”

    A paradigm shift

    Technically, this is a valid way to describe changing how you do something and the model you use. The word “paradigm” (pronounced “para-dime”) is an accepted way or pattern of doing something. So the “shift” part means that a possible new way has been discovered. Second-language English speakers however, might not be familiar with the meaning and might be confused about what it actually means.

    Instead of: “To solve this problem, we need a paradigm shift.”

    Try saying: To solve this problem; we need to think differently.”