MANAGING MIXED-ABILITY

CLASSES
Muhammad Najmuddin bin
Sharifudin
Afiqah binti Mohd Tarmizi

DEFINITION OF MIXEDABILITY
(Collins English Dictionary)
adjective
(of a class or school) having pupils of different levels

of intellectual ability.
(Cambridge Dictionaries)
adjective
involving students of different levels of ability.

MIXED-ABILITY CLASSES
Terms used to describe classes made up of students
of different levels of proficiency.

MIXED ABILITY FACTORS

Age or maturity
Intelligence and multiple intelligences
Learning style
Language levels
Mother tongue
Motivation or attitude towards the subject
Cultural background

SOME PROBLEMS IN THE MIXED

ABILITY CLASSES
Effective Learning
As a teacher, our aim is to reach all of our students. However, it is well

known that every student has a different way of learning and progresses
at different speeds.
Moreover, although it is quite difficult for the teacher to know about each
student, it is important for teachers to monitor each and every student
and to reach their needs in a variety of ways to achieve effective teaching.
Materials
Teachers always have to deal with the problem that students react to the

textbook differently due their individual differences. First of all, some

students may find the textbook boring and very hard, whereas some find it
interesting or very easy.
Therefore, it is usually necessary for the teacher to evaluate and adapt the
materials according to his/her class.

Participation
Since the classroom is the first and only environment for

many foreign language learners, they should use this

chance as much as possible.
However, some of the students find it difficult to speak in
the target language for many reasons interest,
confidence, age, knowledge.
As a result, some students may take many turns, while
others do not speak for the entire lesson.
Interests
Interest problems may arise due to the differences among

students in terms of their attitude towards the subject

matter and/or the teacher; their knowledge of language.
Hence, teachers should be aware of the different interests
of the students to organize and to arrange activities
accordingly.

STRATEGIES FOR TEACHING

MIXED ABILITY CLASSES
Some useful strategies for managing mixed ability classes (imanov,
2010, Bremner, 2008) are listed below:
Supportive learning environment It is important to create a

supportive learning environment in the classroom, where learners feel

confident and able to perform to the best of their ability.
Variety Vary topics, methods of teaching, focus, materials and

activities. Variety will generate learners interest and motivation; and

lessons will accommodate different learners levels, abilities and
learning styles.
Grouping Use a range of interaction patterns in class. Learners

should work in groups, pairs and individually. Groupings should be

changed often, thereby giving learners an opportunity to work with
different learners.

Pace
Teachers must be mindful of the pace of their lessons.
Teaching a class too slowly or too quickly may lead to

boredom or frustration.
Interest
Teachers need to make the lessons interesting in

terms of content, topic and activities.

To find out what interests the learners, teachers could
find out what interests the learners outside the
classroom, allow learners to share their interests with
the class through project work and personalization
activities, such as show and tell.

INCLUSIVE EDUCATION
Inclusive educationhappens when children with

and without disabilities participate and learn together

in the same classes.
Inclusion is an educational approach and philosophy

that provides all students with community

membership and greater opportunities for academic
and social achievement.
Inclusion is about making sure that each and every

student feels welcome and that their unique needs

and learning styles are attended to and valued.

PRINCIPLES THAT GUIDE

QUALITY INCLUSIVE EDUCATION
All children deserve equal opportunities
Inclusive education is based on the simple idea

that every child and family is valued equally and

deserves the same opportunities and
experiences.
Inclusive education is about children with
disabilities whether the disability is mild or
severe, hidden or obvious participating in
everyday activities.
Its about building friendships, membership and
having opportunities just like everyone else.

All children learn in different ways.

Inclusion is about providing the help children need to

learn and participate in meaningful ways.

Sometimes, help from friends or teachers works best.
Other times, specially designed materials or
technology can help.
The key is to give only as much help as needed.
It is every childs right to be included.
Inclusive education is a childs right, not a privilege.
The Individuals with Disabilities Education Act clearly

states that all children with disabilities should be

educated with non-disabled children their own age and
have access to the general education curriculum.

THE BENEFITS OF INCLUSIVE

EDUCATION
Families visions of a normal life for their children can

come true.
All parents want their children to be accepted by their peers,
have friends and lead regular lives.
Inclusive settings can make this vision a reality for many
children with disabilities.
Children develop a positive understanding of

themselves and others.

When children attend classes that reflect the similarities and
differences of people in the real world, they learn to
appreciate diversity.
Respect and understanding grow when children of differing
abilities and cultures play and learn together.

Friendships develop.
Schools are important places for children to

develop friendships and learn social skills.

Children with and without disabilities learn
with and from each other in inclusive classes.
Children learn important academic skills.
In inclusive classrooms, children with and

without disabilities are expected to learn to

read, write and do math.
With higher expectations and good instruction
children with disabilities learn academic skills.

Definition of Heterogeneous and

Homogeneous in mixed ability
classrooms
a teacher organize the groups so that

students of all levels are represented in each

group
(heterogeneous grouping of students)
a teacher organize the students by ability

levels
(homogeneous grouping of students)

Identifying purposes for the

implementation of the
If the purpose of the group learning activity is
strategies
to help struggling students, then
heterogeneous groups may help most.

On the other hand, if the purpose of the group

learning activity is to encourage medium

ability groups to learn at high levels then
homogeneous grouping would be better.

Advantages of
Heterogeneous and
HETEROGENOUS
Homogeneous in mixed
Lead to skill building and improved reading levels thanks to
ability
classrooms
teamwork practices
as students
try to regulate mutually
Student with higher learning capabilities in group could

guide and motivate the struggling students.

Students are able to share and teach each other

HOMOGENOUS
A practice that stimulates academic achievement by

allowing teachers to focus instruction on like-ability

students thus adjusting the pace of instruction to students
needs.

Elements that makes

learning in a group effective
They must include every member of the

group
Each person has a valid job to perform
with a known standard of completion
Each member is invested in completing
the task or learning goal
Each member is accountable individually
and collectively

THANK YOU