Optimizing mixed ability teaching with the GSE Teacher Toolkit

GSE Teacher Toolkit: Teaching mixed ability classes

Sara Davila Nisan 15, 2025

A teacher sat at a table with students helping them work

Okuma zaman谋: 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鈥檚 find out.听

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 of听students.*听This practice ensures that all learners are meeting course outcomes, even though their learning experience may be varied and听different.

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

the content being taught听听
the process used to teach听听
the product students create听听
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 great听as a way to听support learners. However, creating new content or leveling existing content is time-consuming, and it can become a real challenge for teachers.听听

Content vs process

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

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鈥檚听take a look.听

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鈥檚 time to think about how to differentiate the lesson.听

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

To differentiate appropriately, it鈥檚 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.听

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:听

A snippet of the gse toolkits writing points

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

How to differentiate process听

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.听

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

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鈥檚 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.听

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

As the teacher, you don鈥檛 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.听

Learn more听

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

For more uses of the , there is a whole听section听dedicated to GSE听on our听blog where you鈥檒l find articles on how to use the toolkit. If you need to teach听grammar听and听vocabulary, the GSE Teacher Toolkit is there to support you.听

Read our posts 'Grammar lesson planning with the GSE Teacher Toolkit' and 'Assessing listening skills with the GSE'.

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陌ngilizce枚臒renmenin en etkili yolu nedir?
By Mike Mayor

" 陌ngilizce枚臒renmenin en etkili yolu nedir?" Bu, dilbilimcilerin y谋llard谋r kafas谋n谋 kar谋艧t谋ran bir sorudur. Her 艧eyin ba艧lad谋臒谋 yerde pek 莽ok yenilik i莽in yer g枚r眉yorum - 'Ed'.

Edtech'in evrimi

Yetmi艧li y谋llarda, makaradan makaraya kay谋t cihazlar谋 en son teknolojiydi. 陌ngiltere'nin kuzeyindeki okul 莽ocuklar谋n谋n, bir 陌ngilizce 枚臒retmeni taraf谋ndan de臒il, ana dili konu艧an bir ki艧i taraf谋ndan konu艧ulan Frans谋zca c眉mleleri duymam谋z谋 sa臒lad谋lar.

Duvara yans谋t谋lan resimlere bakt谋k, c眉mleleri dinledik ve defalarca tekrarlad谋k.听陌艧itsel-dil metodolojisi sadece en son teknolojiyi kullanmakla kalmad谋, ayn谋 zamanda pedagoji de davran谋艧莽谋l谋臒谋n 'sa臒lam' 枚臒renme bilimine dayan谋yordu. 脰zetle: Bir 艧eyi yeterince s谋k tekrarlarsan谋z, otomatik hale gelir.

Dil 枚臒renimine y枚nelik bu 'tatbikat ve 枚ld眉r' yakla艧谋m谋 o zamandan beri g枚zden d眉艧m眉艧 ve yerini ileti艧imsel yakla艧谋ma b谋rakm谋艧t谋r. Yine de, t眉m ortaokul Frans谋zca e臒itimimi bilgilendirecek kadar uzun s眉rd眉.

Dilbilimci ve A s谋n谋f谋枚臒rencisi olarak kabul edildim. Frans谋zca e臒itimi almaya devam ettim. Ama sonunda Fransa'ya indi臒imde, en temel 办辞苍耻艧尘补lara bile kat谋lamad谋m. Dil 枚臒renimim ne kadar etkili oldu?

Sonu莽lara odaklanmak gerekiyor

Peki paket servis nedir? Yay谋nc谋lar, giri艧imciler ve e臒itim teknolojisi 艧irketleri, 眉r眉nleri ve kurslar谋 hakk谋nda dikkatlice d眉艧眉nmelidir. Hangi sorunlar谋莽枚zmeye 莽al谋艧谋yorlar? Hangi sonu莽lar谋 hedeflemeye 莽al谋艧谋yorlar?

Yenilik莽i ya da 枚zg眉n olmak yeterli de臒ildir. Parlak yeni oyuncak, ilerleme kaydettiklerini hissetmeyen 枚臒rencilerin ilgisini yaln谋zca k谋sa bir s眉re i莽in 莽ekecektir. Ger莽ek 枚臒renme 眉zerindeki etkiyi 枚l莽memiz gerekiyor.

Ancak, edtech d眉nyas谋nda bu kadar 莽ok heyecan verici 艧eyin ger莽ekle艧ti臒ini g枚rmek harika. 陌lk kez, sadece bireysel e臒itimi kar艧谋layabilenlere de臒il, t眉m 枚臒rencilere ger莽ekten ki艧iselle艧tirilmi艧枚臒renme yolculuklar谋 sunman谋n zirvesinde oldu臒umuza inan谋yorum.

Bir莽o臒umuz, 枚臒renme yolculu臒unu uyarlanabilir hale getiren, 枚臒rencinin ilerlemesini izleyen ve 枚臒renciye ilerleyen y眉zeyleri ortaya 莽谋karan, telaffuz, dilbilgisi, kelime bilgisi, 办辞苍耻艧尘补 ve yazma hakk谋nda geri bildirim sunan yapay zeka geli艧tiriyoruz.

Geri bildirimin 枚臒renme 眉zerinde 枚nemli bir etkisi oldu臒unu biliyoruz. Spontane dil hakk谋nda geri bildirim vermenin zor oldu臒unu da biliyoruz. Ancak yapay zekan谋n gitti臒i yer buras谋d谋r ve yak谋nda 莽e艧itli konularda sanal 枚臒retmenlerle etkile艧ime giren 枚臒rencilerin vizyonu ger莽ek olacakt谋r.

E臒itim teknolojisi ortam谋nda 枚臒retmenlerin rol眉

Teknoloji 枚臒retmenlerin yerini alacak m谋? Olas谋. Dil sosyal bir yap谋d谋r. Ba艧kalar谋yla ileti艧im kurmak i莽in dil 枚臒reniyoruz ve giderek artan say谋da dil uygulamas谋, bu insan etkile艧imi ihtiyac谋n谋 kar艧谋lamak i莽in 莽evrimi莽i 枚臒retmenlerle ortakl谋k kuruyor ve dil topluluklar谋 olu艧turuyor. Ancak teknoloji, 枚臒retmenin yapt谋klar谋n谋 tamamlayabilir ve yapay zeka sayesinde bunu daha anlaml谋 bir 艧ekilde yapabilir.

Dil 枚臒renimini s谋n谋f d谋艧谋na ta艧谋yarak daha h谋zl谋 ilerleme sa臒layabilir. 7/24 kullan谋labilir.脰臒rencilere pratik yapmak ve ba艧ar谋s谋z olmak i莽in g眉venli bir alan sa臒lar - g眉ven olu艧turman谋n bir yolu. 脰臒retmenin yerini almaz. Bunun yerine, uygulamalar i莽in hala bir zorluk olan dil 枚臒reniminin ileti艧imsel unsurlar谋na odaklanarak 枚臒retmenin s谋n谋fta de臒i艧tirilmesini sa臒lar.

Haziran 9, 2022
陌ngilizceak谋c谋 olmak ne anlama geliyor?
By Mike Mayor
陌ngilizce ak谋c谋l谋k ile neyi kastediyoruz ve d枚rt becerideki yetkinlikleri anlamak, ileti艧imsel 陌ngilizce yetene臒inin daha ger莽ek莽i bir resmini nas谋l sa臒layabilir?

Ak谋c谋l谋k nedir?

S枚zl眉klerde 莽al谋艧an biri olarak, kelimelerin anlam谋 her zaman ilgimi 莽ekmi艧tir - ve ak谋c谋l谋k bu noktada 枚zel bir 枚rnektir. Dil 枚臒renciler genellikle kendilerine bir dilde ak谋c谋 olma hedefi koyarlar. 陌艧 ilanlar谋 genellikle "ak谋c谋陌ngilizce veya 陌spanyolca" se莽ene臒ini bir gereklilik olarak belirtir. Ama bir dilde 'ak谋c谋' olmak asl谋nda ne anlama geliyor? Longman 脟a臒da艧陌ngilizceS枚zl眉臒眉'ne bakarsak, ak谋c谋n谋n "bir dili 莽ok iyi konu艧abilmek" anlam谋na geldi臒ini g枚r眉r眉z. Ak谋c谋办辞苍耻艧尘补 veya yazma, "hatas谋z, p眉r眉zs眉z ve kendinden emin" olarak tan谋mlan谋r. Genel olarak, ak谋c谋l谋k 莽o臒unlukla konu艧ulan dille ili艧kilendirilir - ancak t眉m dil 枚臒renenlerin amac谋 bu mudur? Ve ak谋c谋 bir 艧ekilde konu艧abilmek di臒er dil becerileri hakk谋nda ne g枚sterir?

陌ngilizce yeterlili臒ini tan谋mlama

S枚zl眉k d眉nyas谋na girmeden 枚nce Fransa'da yabanc谋 dil olarak 陌ngilizce 枚臒rettim. O zamanlar, Avrupa Ortak Dil Referans 脟er莽evesi (CEFR) hen眉z yay谋nlanmam谋艧t谋 ve 枚臒renciler 莽ok genel terimlerle tan谋mlan谋yordu - ba艧lang谋莽, orta, ileri - her seviyedeki 枚臒rencilerin bilmesi gerekenler konusunda 眉zerinde anla艧maya var谋lm谋艧 standartlar yoktu. CEFR , standartlar olu艧turman谋n yan谋 s谋ra, dil de臒erlendirmesinin oda臒谋n谋 dilbilgisi ve kelime bilgisinden i艧levsel yeterlili臒e, yani bir 枚臒rencinin d枚rt beceride 枚臒rendi臒i dille ger莽ekte ne yapabilece臒ine kayd谋rd谋:
- Dinleme
- okuma听
- 办辞苍耻艧尘补
- 测补锄谋
陌lgin莽 bir 艧ekilde, her beceri i莽in belirli hedefler ortaya koyarken, CEFR 'daki bilgilerin neredeyse 眉莽te ikisi 办辞苍耻艧尘补 dilini tan谋mlar. Bu, konu艧ulan ak谋c谋l谋臒谋n ger莽ekten de t眉m dil 枚臒renenler i莽in en 枚nemli hedef oldu臒u anlam谋na geliyor gibi g枚r眉n眉yor.

Yeterlili臒e giden ki艧iselle艧tirilmi艧 bir yolun haritas谋n谋莽谋karmak

K眉resel bir yay谋nc谋 olarak 蜜桃app 陌ngilizce , t眉m 枚臒rencilerin ge莽mi艧leri, 枚臒renme ortamlar谋 ve 枚臒renme hedefleri a莽谋s谋ndan farkl谋 oldu臒unun fark谋ndad谋r. Bu nedenle, CEFR 'de yer alan 枚臒renme hedefleri k眉mesini, yaln谋zca birinde de臒il, d枚rt becerinin t眉m眉nde (tipik olarak 办辞苍耻艧尘补 becerisinde) seviyeleri hakk谋nda ayr谋nt谋l谋 bilgiye ihtiya莽 duyan 枚臒rencileri hesaba katacak 艧ekilde geni艧letmek i莽in yeni ara艧t谋rmalar yapt谋k.

Hi莽bir 枚臒renci d枚rt dil becerisinin hepsinde e艧it derecede yetkin olmayacakt谋r - ayn谋艧ekilde anadili 陌ngilizce olan hi莽 kimse de ana dilindeki t眉m becerilerde e艧it derecede yetkin de臒ildir. Baz谋lar谋m谋z yazmakta 办辞苍耻艧尘补ktan daha iyidir ve 莽o臒umuz ana dillerinde okuma yazma bilmez. Ger莽ek bir dil yeterlili臒i 枚l莽眉s眉n眉n t眉m becerileri hesaba katmas谋 gerekir. Ayn谋艧ekilde, her 陌ngilizce 枚臒renenin s枚zl眉 ileti艧imde 'ak谋c谋' olmas谋 gerekmeyecektir.

Bir莽ok ara艧t谋rmac谋n谋n 陌ngilizce makaleler okumas谋 ve 陌ngilizce 'daki konferanslara kat谋lmas谋 gerekir - ancak yaln谋zca ana dillerinde sunum yapacak ve yazacakt谋r. 'Ak谋c谋l谋k' hedeflerini tan谋mlaman谋n iyi bir yolu mu? Ve e臒er de臒ilse, bu bir 艧ekilde dil ba艧ar谋lar谋n谋 azalt谋r m谋? Bireysel becerilerdeki yeterlili臒i kabul ederek - 'ak谋c谋' gibi her 艧eyi kapsayan terimler yerine - hedefler ve sonu莽lar hakk谋nda daha net bir anlay谋艧 kazan谋r谋z ve bu bilgiyle, 枚臒renmeyi bireye g枚re uyarlamak i莽in daha iyi bir konumday谋z.

陌ngilizce dili hakk谋nda daha fazla bilgi edinmek ister misiniz? 听Jargon, deyimler ve 办辞苍耻艧尘补 dili kullanmak 陌ngilizce 枚臒rencilerin kafas谋n谋 nas谋l kar谋艧t谋r谋r 测补锄谋m谋za ve garip 陌ngilizce ifadelerle ilgili 测补锄谋m谋za g枚z at谋n.

Kendi ak谋c谋l谋臒谋n谋z谋 (herhangi bir dilde) geli艧tirmek istiyorsan谋z, dil 枚臒renme uygulamam谋z Mondy'ye g枚z atmay谋 unutmay谋n.听
Mart 11, 2020

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