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Planning for and Instructing Multilevel Classes Using the Canadian Language Benchmarks. The Purposes of this Module are to …. identify four frameworks for selecting and adapting tasks, based on the Canadian Language Benchmarks;
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Planning for and Instructing Multilevel Classes Using the Canadian Language Benchmarks
The Purposes of this Module are to … • identify four frameworks for selecting and adapting tasks, based on the Canadian Language Benchmarks; • provide examples of multilevel tasks that correspond to the four frameworks; • offer practical suggestions for grouping learners; and • provide a sample multilevel lesson for learners at CLB levels 1, 3, and 5.
Rationale for Multilevel Classes • Administrators are often balancing the complex needs of teachers and learners and trying to accommodate both. • Multilevel classes may be necessary due to a high demand for and shortage of ESL instructors. • Limited funding of some ESL programs often restricts the number of classes that can be provided in a community at a given time. • Although multilevel instruction can present challenges for instructors, it is a reality for most programs, as no two learners have identical listening, speaking, reading, and writing skills, nor do any two learners progress at the same rate.
Four Frameworks for Selecting and Adapting Tasks • Willis & Willis (2007): Task Types • Skehan (1998): 2.1. Code Complexity 2.2. Cognitive Complexity 2.3. Communicative Stress • Bowler and Parminter (2002): 3.1. Bias Tasks 3.2. Tiered Tasks • Lynch (1996): Grading Texts and Tasks
Framework 1. Task Types (Willis & Willis, 2007) • In order to plan interesting and stimulating tasks for any topic, Willis and Willis (2007) have created the task generator. • Once a topic has been chosen, the task generator can be used to identify seven different task types. • Instructors select tasks according to the topic and task types: listing, ordering, matching, comparing, sharing personal experience, projects and creative tasks, and problem solving. • Some tasks naturally lend themselves better to certain topics. • Instructors do not need to use each of the seven task types during a lesson. • Depending on the theme, any number of task types may be used in one lesson. • The following slides demonstrate how the task generator may be used to teach a lesson within a thematic unit on food.
Task Generator Example TasksTopic: Food • Listing: brainstorming, fact-finding • Make a list of food you like to eat. • List all the fruit and vegetables that you can think of. • Comparing: finding differences or similarities • Classify a given list of foods into groups based on Canada’s Food Guide. • Sort a given list of fruits and vegetables into three groups: a) available in my home country, b) available in Canada, c) available in both Canada and my home country.
Task Generator Example Tasks (cont’d.) • Matching: words and phrases to pictures, directions to a street map • Given a map of a supermarket, locate where the following food is found (list). • Match pictures with food found in given recipes (e.g., noodles, chicken, broth = chicken noodle soup). • Comparing: finding differences or similarities • Compare the cost of items in two different supermarket flyers. • Compare the nutrition facts on two different brands of the same food item.
Task Generator Example Tasks (cont’d.) • Sharing personal experience: story-telling, anecdotes, reminiscences • Tell your partner about the best meal you have ever eaten. • Tell your partner about a cooking disaster that you have had. • Projects and creative tasks: class newspaper, poster, survey, fantasy • Create a class cookbook. • Design a restaurant: menu, decor, theme and advertising.
Task Generator Example Tasks (cont’d.) • Problem-solving: puzzles, logic problems, prediction • With a supermarket flyer and a limit of 25 dollars, plan a dinner for four. • What are the advantages and disadvantages of ‘fast food’?
Framework 2. Skehan’s (1998) Theoretical Framework for Differentiated Instruction • Task difficulty is influenced by three main factors: 2.1 Code (Linguistic) Complexity - the language required to complete the task 2.2 Cognitive Complexity - the thinking skills required to complete the task 2.2.a. Cognitive Familiarity 2.2.b. Cognitive Processing 2.3 Communicative Stress - the conditions under which the task is to be completed
2.1. Code (Linguistic) Complexity • Linguistic complexity and variety Ideas can be explained in simple or complex language. • Vocabulary load and variety The words chosen for any activity can also be simplified using frequently occurring vocabulary or complex structures. • To assess word frequency, simply paste a text into VocabProfile on the LexTutor website http://www.lextutor.ca/ • Redundancy and lexical density Paraphrase, synonyms, and examples provide elaboration and make texts more comprehensible to learners.
2.1. Multilevel Examples of Modifying Code (Linguistic) Complexity Topic: Health
2.2.a. Cognitive Familiarity • Familiarity of topic and its predictability Certain topics are more familiar, depending on learners’ backgrounds. Complexity can be added by changing the topic, predicted language patterns, or the order in which certain elements occur in a conversation or text. • Familiarity of discourse genre Certain text types (e.g., letters) are more familiar than others (e.g., technical reports). • Familiarity of task The more familiar learners are with a certain type of task, the easier it becomes. Task repetition promotes fluency.
2.2.b. Cognitive Processing • Information organization Tasks can be made easier or more challenging by delivering them in sequence versus in a scrambled presentation. An example might be sequenced versus scrambled picture story frames or sequenced paragraphs versus out-of-order paragraphs. • Amount of computation The instructor can make the task more or less challenging by altering the amount of computation required. For example, a less proficient learner might be required to give directions on a map with the route already marked, and the more proficient learner might be required to give directions using an unmarked map.
2.2.b. Cognitive Processing (cont’d.) • Clarity and sufficiency of information given Clear, explicit description is easier for learners to process than implicit information that requires them to make inferences. • Information type Concrete concepts are easier for learners to process than abstract ideas.
2.3 Communicative Stress • Time limits and time pressure The instructor can differentiate the task by allowing groups of lower proficiency learners to spend a greater amount of time completing the work. • Speed of presentation At times the instructor can vary the difficulty of the task by asking the learners to present their work in differing timed allotments. An example would be having learners leave detailed messages on an answering machine in 30 seconds whereas other learners have only 15 seconds. • Number of participants Tasks with fewer participants are easier to accomplish than tasks with many participants. For example, it is easier for groups to reach consensus with a smaller number of participants.
2.3 Communicative Stress (cont’d.) • Length of text used A reading or listening passage can be modified for low proficiency learners by reducing the amount of text that learners are required to process. • Type of response Some tasks are more challenging than others. For example, copying, locating, and underlining are simpler than critiquing, judging, and prioritizing. • Opportunities to control interaction Tasks can be made easier for low proficiency learners if they have the opportunity to ask for clarification or repetition and to receive assistance from a higher proficiency partner.
Framework 3. Bias and Tiered Tasks (Bowler & Parminter, 2002) • Bias and tiered tasks are two ways of adapting reading or listening activities for multilevel classes: 3.1. bias tasks require responses of varying difficulty, 3.2. tiered tasks provide varying levels of support for learner responses.
3.1. Bias Task 1 Example • In Task A, learners with lower proficiency answer questions about the reading passage (see example on next slide). • In Task B, learners with higher proficiency formulate questions for answers provided in the text (see example on next slide). • The tasks are complementary, so when they have finished, learners can pair up (AB) with a learner from the other group for peer feedback. This type of feedback is very motivating for less proficient learners.
3.1. Bias Task 1 (cont’d.) • Task A. Low proficiency: Q: What are the four food groups? A: • Task B. High proficiency: Q: ? A: vegetables and fruit, grain products, milk and alternatives, meat and alternatives
3.1. Bias Task 2: Jigsawed Gapfill Example (based on Bowler & Parminter, 2002, p. 63) • To prepare this activity, make 2 copies of a reading or listening text. Label them A and B. • On copy A, blank out 3 basic words for low proficiency learners (see example on next slide). • On copy B, blank out 5 more difficult words for higher proficiency learners (see example on next slide). • Copy and distribute to the appropriate groups. When learners have completed the listening activity, have them pair up (AB) to provide feedback to each other. Note: This can also be done with 3 groups, varying demands. Because the gaps are in different places, differentiation is not necessarily obvious to the learners.
3.1. Bias Task 2: Jigsawed Gapfill (cont’d.) (based on Bowler & Parminter, 2002, p. 63) Example • Copy A – Low proficiency: Have breakfast every _____. It may help control your hunger later ___ the day. To be active every day is a step towards better health and a healthy _____ weight. • Copy B – Higher proficiency: Have _____ every day. It may help _____ your hunger later in the day. To be _____ every day is a step _____ better health and a healthy body _____.
3.2. Tiered Task 1 Example • For the following task, all of the learners will be provided with the same reading passage about nutrition. All learners will also be required to answer the same questions about the text, with varying degrees of support. • Less proficient learners are required to match the answers to the questions. • Midlevellearners are required to answer multiple-choice questions. • High proficiency learners are required to answer open-ended questions. • After each group has completed the activity, the class can reassemble and check their answers.
3.2. Tiered Task 1 (cont’d.) • Sample text: “Stress is a normal part of life and often cannot be avoided. In fact, some stress keeps people motivated and makes life interesting. Stress becomes unhealthy when its causes are unpredictable, uncontrollable and unpleasant. How people deal with stress is often related to experience and personality. For example, by the time people reach middle-age they tend to experience less stress and also have better ways to deal with it when they are confronted with it. And, as is well known, “Type A” personalities tend to attract stress. They are highly competitive, impatient and always in a hurry. “Type B” personalities, however, are relatively easygoing, are less hurried and less hostile – all characteristics that avoid stress.” Retrieved February 12, 2009, from http://www.healthlinkalberta.ca/nr/rdonlyres/eoaible6ot7fngz75zalccjy7plqiansyx5holslzkuhwvcpeqbhokvtwigw57jss5firahwluiuvjcmbmdwgtj6wwe/StressManagement.pdf
3.2. Tiered Task 1: Top Tier Example • For less proficient learners Questions • Which age group is less stressed? • Describe a “Type A” personality. • Why do “Type B” personalities avoid stress? Answers • They are highly competitive, impatient, and always in a hurry. • They are middle-aged. • They are easy-going, less hurried, and less hostile.
3.2. Tiered Task 1: Middle Tier Example • For midlevel learners: Questions • Which age group is less stressed? a. seniors b. middle aged c. youth • Describe a “Type A” personality. a. easygoing b. uncontrollable c. impatient • Why do “Type B” personalities avoid stress? a. They are less hostile. b. They are competitive. c. They are unpleasant.
3.2. Tiered Task 1: Bottom Tier Example • For high proficiency learners: • Which age group is less stressed? • Describe a “Type A” personality. • Why do “Type B” personalities avoid stress?
3.2. Tiered Task 2: Dual Choice Gapfill Example • For this task, learners are assigned to two groups. The more proficient learners are given a reading or listening passage in which they are required to fill in a number of blanks. The less proficient learners are given the same passage and are required to choose between two possible answers for each gap. • Like the previous tiered task, all learners are working on the same activity; therefore, it is possible for the answers to be corrected as a class. • The song The Newcomers Song by Maria Dunn was chosen for this activity: http://www.youtube.com/watch?v=LGs5fo9-DOk
3.2. Tiered Task 2: Dual Choice Gapfill (cont’d.) • Give missing words only to the less proficient learners • What are the missing words? (Choose from the missing word list below). You bring the _(a)_ that helped you to survive. You bring the _(b)_ you'll see your children thrive. You bring the _(c)_ inside your bones. The will to _(d)_ a home. • Missing word list: • skills / will • wish / hope • ancestors / relations • build / make
Framework 4. Grading (Adapting) Listening Tasks (Lynch, 1996, pp. 93-97) • Conventional options for grading listening tasks for learners of different proficiency levels: (Lynch, 1996, p. 94)
4. Adapting Listening Texts • Input • pre-modified (e.g., restrict the number of unfamiliar items) • post-modified (e.g., select easier listening extracts for learners) • Support Provide any form of materials (e.g., an outline, a list of vocabulary) to assist the learners in understanding the text prior to hearing the passage.
4. Adapting Listening Tasks • Process This relates to the listening purpose (e.g., listening for the main idea versus listening for specific details). • Output This relates to increasing or reducing the response demands from learners (e.g., a non-verbal response, such as a completing a checklist versus a verbal response). • Slides 39-43 give some examples about how the same text and task can be graded to allow learners of different linguistic abilities to use them.
4. Adapting Listening Tasks: Sample Passage • Sample listening passage • Transcript: “Hi! I'm Tony Clement, Canada's Minister of Health, and today I'd like to share with you some "Food for Thought," information available to everyone on Health Canada's web site. We're very fortunate in Canada to have not only a very productive agricultural sector, but also a wide variety of foods imported from around the world. When you set out to "eat healthy," be sure to try Italian, Chinese, Middle Eastern or any of the other great ethnic foods Canada has to offer. Pay attention to portion sizes - by reading the new nutrition labels now required on food products you will see how many portions the package contains, and many people are surprised to discover they are actually eating two or more portions when they thought they were eating only one! Remember: Healthy eating and great taste go hand in hand; There are no "good" or "bad" foods - moderation is the key; And everything tastes better when you enjoy it with family and friends! I'm Tony Clement. You, stay healthy.”
Grading the Text: Input (Lynch, 1996, p. 96) • Possible modifications (from least to most difficult): • record a modified version replacing less familiar expressions with simpler ones, or taking out names and references that the learners may not know; • reduce the length of the listening passage; and • use the original text, but pause frequently to check for comprehension.
Grading the Text: Support(Lynch, 1996, p. 96) • Possible modifications: • provide key visuals to help learners follow the conversation (e.g., an outline, a map, etc.); • give learners a list of key vocabulary to be found in the passage, to aid comprehension; and • give learners a full transcript with some of the words blanked out.
Grading the Task: Process(Lynch, 1996, p. 96) • Possible modifications (from least to most difficult): • have learners listen for very general understanding (e.g., It’s about healthy eating); • have learners identify as many of the forms of ethnic food mentioned as possible; and • require the learners to make decisions based on information in the text while listening (e.g., Are you a healthy eater? Explain).
Grading the Task: Output(Lynch, 1996, p. 96) • Provide a range of response types: • Completing checklists (e.g., Which of the following foods are mentioned?) • Ordering (e.g., In which order are these ideas mentioned?) • Matching (e.g., foods to pictures, words to definitions) • Filling-in-the-blanks • Answering comprehension questions in the first language versus answering in English
Grouping Learners • Valuable grouping strategies include: a) whole group, b) small group, c) pair work, and d) individual work. • Whole group activities are often used at the beginning and at the end of a lesson.
Grouping Learners (cont’d.) • When carefully designed, small groups and pair work may create: a) greater opportunities for interaction and feedback (e.g., learners can practise speaking to a variety of people and learn how to adjust their speech according to their audience). b) less intimidating environments (e.g., shy, less confident learners may feel more comfortable speaking). c) more effective use of resources (i.e., where resources are limited, they can be shared) • Working individually allows learners to meet specific needs and interests, to build autonomy, and to develop strengths. It also accommodates learners who prefer to work alone.
Other Grouping Strategies • Other grouping strategies include: • mixed-ability, • same-ability, • same-language, and • shared-interest groups. • These strategies can be used to meet specific learning needs and objectives.
Mixed Ability Groups • Mixed-ability groups can complete the same activity, but at different levels. This allows all learners to start with the same listening or reading text and to complete activities that are modified to accommodate the varying proficiency levels of the learners (see examples on previous slides) • Mixed-ability groups can also complete class projects in which every learner is responsible for part of the project (e.g., creating a class newspaper or photo-story [see Bell, pp. 120-121]).
Same-Ability Groups • Same-ability groups allow learners to focus on grammar, vocabulary, or other language skills that are particular to their proficiency level.
Same-Language/Interest Groups • Same-language groups allow learners to focus on English language difficulties that are related to their first language (e.g., pronunciation or grammatical difficulties) • Same-language groups may also use their first language to share understandings (e.g., cultural, pragmatic, conceptual knowledge). • Groups can also be created based on learner interests, expertise, and personal characteristics, such as age, marital status, learning style, recreation, hobbies, likes and dislikes, etc.
Guidelines for Multilevel Lesson Planning • Select learning objectives - see http://www.language.ca/display_page.asp?page_id=206 • Design the learning task - see previous slides • Activate prior knowledge (e.g., brainstorming, reading captions/headings, viewing pictures, relating topic to learners' background) • Organize groups/tasks - see previous slides • Assign roles to learners (e.g., timekeeper, recorder, presenter, moderator) • Provide task extensions (e.g., if one group finishes early) - see previous slides • Evaluate learning – see Holmes (2005), Integrating CLB Assessment into your ESL classroom
