Teaching mixed ability groups
Wendy Cranston
4-Feb-03

Using the National Curriculum

The work of a Basic Skills tutor today is very different to that of tutors ten years ago. We have more resources available to us, although we still help students write postcards and use cheque-books. Our understanding of how we teach even these relatively simple tasks has greatly improved due to the introduction of the National Curriculum.

However, teaching mixed ability groups has always been problematic. Historically, we taught on an individual basis, with the tuition revolving largely around worksheets. Tutors today are encouraged to develop group lessons which are both creative and interactive. The Curriculum offers a wealth of practical ideas but this remains one of the most challenging aspects of the work.

For those of you who are feeling weighed down by the Curriculum with its references and burdened by the need for differentiation in very mixed classes, here are ten tips to help any tutors teaching mixed ability groups.

Use ideas from the Curriculum

Use ideas in the Curriculum to help you prepare activities on a theme or topic that can be used at a variety of levels. This should be something that is familiar to the whole group. For example, television soaps, advertisements or supermarket shopping are all good themes. Some themes can be used for literacy and numeracy students in the same group.

Curriculum references

Use just two or three curriculum references to summarise the aims for the group in the session. Take these from the middle level for the group. Stretch the less able learners. Provide opportunities for the more advanced learners to consolidate their knowledge and share it with the group. Refer to the Sample Activities listed on the right-hand pages of the Curriculum.

Discussion

Include all members of the group in a discussion on the theme early in the session. Explain what makes a good discussion and point out that listening to others is as important as contributing views. Suggest some of the characteristics of a good listener using the Standards outlined in the left-hand columns of the Speaking and Listening Section of the Literacy Curriculum.

Provide a variety of material

Provide students with a variety of material to read on the theme. Ensure that the material is at an appropriate level for each student. Simplify texts and questions if necessary. Encourage all students to highlight words or phrases they are unsure about. Use the material to accomplish your group aims, for example, to help the students find adjectives.

Extension activities

Develop extension activities for students who may complete their tasks quickly. Provide a more complex text or a practice worksheet. Offer the students a choice of activities if possible. Some tasks are cross-referenced in the Curriculum to a similar task at a different level. Compare these references to ensure that the work for each individual is pitched appropriately.

Individual goals

Keep individual goals in mind. Allow at least 30 minutes in the session for these. Where possible relate these goals to your theme. Try not to focus too heavily on work related to accreditation. Keep Individual Learning Plans for each student in addition to your session plan. These should be mapped to the Curriculum and are helpful in tracking each student's progress.

Teaching strategies

Try and incorporate a range of teaching strategies in order to accommodate all students' learning styles. For example you could include a tactile activity, an auditory exercise or a visual game. Through talking to your students find out about their learning preferences and gear their individual learning to that style of teaching. The Guidance notes on the right-hand pages of the Curriculum provide useful advice on techniques and approaches.

Mentoring

Link new or less confident students with a mentor or volunteer who can encourage and befriend them. If you have students with specific learning difficulties take a look at the 'Access for all' document. It is closely mapped to the Curriculums and is designed to be used alongside it. Make your mentors aware of equal opportunity issues within the class.

Make it fun!

Include a light hearted group activity during the coffee break. Use a quiz or brain teaser. Encourage the more able students to bring a puzzle or game but always have a back-up in case they forget. Remember, you should enjoy your session as much as your students!

And finally

Use the final 5 or 10 minutes of your session to consolidate the group learning. Re-cap your main aims with additional examples. Find an imaginative way to assess outcomes for individuals. Write out the question "what do you know/can you do that you didn't know/couldn't do before today?" and get members of the group to offer suggestions.

These tips are just a starting point for teaching mixed ability classes. I'm sure, like me, that as you continue to teach you will develop more strategies for teaching mixed ability classes.

Each day as a teacher can bring new challenges and I was recently asked to cover another tutor's class at short notice. I'd met most of the students as I'd carried out their Initial Assessments so was aware that the group was very diverse. With only my Curriculum and any resources I could find at home I planned the session. To see how I put these teaching tips into practice you can read my

Further information

For further information about the Basic Skills Curriculum and the Access for all document visit the Basic Skills Agency website at