UNIT 5 - MIXED-ABILITY AND DIFFERENTIATED LEARNING

1) Mixed-ability and differentiated learning

2) Strategies for differentiated learning

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TEACHING SPEAKING

SPEAKING is a productive skill that enables a person to produce oral output and put information out in the world. The style of speaking depends on the context (a casual conversation, a formal conversation, a speech, etc.) and it reflects the role/status the person has in that intervention. Speaking has three main functions depending on the aim: talk as interaction, talk as transaction, and talk as performance. INTERACTION : it is the most casual style, the one used to maintain social relationships (social function). The main example would be the casual conversation, the small talk. Teaching talk as interaction Native speakers have several fixed expressions that foreign speakers should learn and use in order to sound natural ( long time no see, as I was saying, what’s up, I don’t get the point… ).  Some skills that should be developed are opening/closing conversations, making small talks, joking, turn-taking, reacting,.. Activities could include: providing the groups with situations in
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MIXED-ABILITY AND DIFFERENTIATED LEARNING

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The term “mixed-ability classroom” refers to a group of students Who  are different in terms of levels of … Attention Interest Motivation Learning styles Types of intelligences  Physiological needs  Psychological needs  Speed Maturity - not every 8 year old is the same World knowledge Knowledge of and about English  Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning profile:  CONTENT  - what the student needs to learn or how the student will get access to the information. PROCESS  - activities in which the student engages in order to make sense of or master the content. PRODUCTS  - culminating projects that ask students to rehearse, apply and extend what they have learnt in a unit. LEARNING ENVIRONMENT  - the way the classroom works and feels. HOW CAN MIXED-ABILITY BE TACKLED? PROCESS Using tiered activities through which all learners work with the same important understandings and skills , but proceed with differe
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WHAT ARE THE INTEGRATED SKILLS?

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The language skills are LISTENING, SPEAKING, READING and WRITING. These four skills can be divided into two groups: - “RECEPTIVE” OR “PASSIVE” SKILLS: reading and listening, for the students are receiving the input. However, there is controversy regarding naming them “passive” since there needs to be an active reading or listening in order to fully understand the information. Humans are not passive subjects in the processes of acquiring information because they are not simply receiving it, they also process it.  - “PRODUCTIVE” OR “ACTIVE” SKILLS: writing and speaking, as the students create products through their imagination and creativity. Traditionally speaking, receptive skills support productive skills: the students first receive an input that helps them understand vocabulary or structures and this “inspires” them in their production. Usually, receptive skills are used so as to teach the new contents, and productive skills as a form of assessment to check if the contents have been
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