At the ESLC, we believe that every class should be viewed as multilevel. While formal assessments can provide a good overview of a student's performance and growth, they don't always capture the full picture. There can be mismatches between learners' oral skills and literacy skills that aren't immediately evident when a new student joins the class.
Whole class instruction is effective for introducing new vocabulary or modeling new concepts or activities. However, after introductions, instructors should be intentional about how students will interact with the new material. Here are strategies teachers can use to set students up for success in groups or pairs:
Tips for Strategically Grouping Students in a Multilevel Class
Matching Ability Groups
Mixed Ability and Mixed Interest Groups
Tiered Groups
Mixed Experience Groups
Activity Centers
Matching Ability Groups
This strategy involves minimal preparation. Students may have similar reading or writing levels but different speaking skills. You can group or pair students by speaking proficiency, or vice versa. In classes where students have varied levels in the same skill area, common in community classes or conversation clubs, group or pair students based on these levels.
Mixed Ability Groups
Identify the varied levels and skills in your class and mix them strategically. In each group, one member can take on a leadership role. This method is useful if some students have more experience or interest in a topic. For example, if the class is working on a unit about food, students with experience in restaurants or agriculture can lead group activities. Advanced students can also provide feedback and support to beginners, fostering a strong classroom community.
Tiered Groups
This method combines matching ability and mixed ability approaches in three steps, ideal for lessons with multilevel worksheets or activities.
Self-Identification: Students choose the worksheet or task that suits them best.
Group Work: Group students by the level they selected, allowing them to work together.
Mixed Groups: Reorganize into groups with representatives from each level, who will check answers and provide feedback.
Class Debrief: The whole class comes together to review the activity with the teacher.
Though it requires planning, this student-directed method allows the teacher to observe and assist groups during class.
Check out this video demonstration of how tiered groups can work!
Mixed Experience Groups
Similar to the Mixed Ability approach, this method groups students based on their time in the class or formal classroom experience. Newer students may benefit from working with the instructor in smaller groups, familiarizing themselves with class routines and tasks typical in a U.S. classroom. Recognize that classroom expectations vary globally; mixed experience groups help newcomers adapt to your classroom environment in a supportive setting, gradually shifting their focus from understanding tasks to mastering content.
Activity Centers
Activity centers are a powerful strategy for supporting a multilevel classroom. These centers
allow for more personalized learning by offering a variety of tasks tailored to the individual needs of learners in the class. Teachers should allow for full autonomy as students select which center(s) they will engage with. This encourages learners to take ownership of their learning, which should be a key goal for all teachers.
Activity centers may focus on vocabulary building, reading comprehension, and more. Activity centers can also be versatile, allowing students to engage independently or collaboratively.
Another benefit to activity centers is that teachers are free to observe progress and provided targeted support as needed. As teachers observe students in their activity centers, they may develop a list of future activities and skills to support in the future. There are a lot of reasons we love activity centers at the ESLC, but one of the main reasons is the freedom it gives students to make decisions about their own learning and the freedom it allows teachers to be active observers during class time.
Conclusion
In a multilevel classroom, strategic grouping can transform the learning experience, making it more inclusive and effective for all students. By using approaches like Matching Ability Groups, Mixed Ability Groups, Tiered Groups, Mixed Experience Groups, and Activity Centers, teachers can create a dynamic and supportive learning environment.
These strategies not only address the diverse needs of students, but also foster a sense of community and collaboration. At the ESLC, we are committed to these practices, believing that every student, regardless of their starting point, can thrive.
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