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Multileveling in the Multi-Level Class

Multileveling in the Multi-Level Class. Feng-ming Chi Department of Foreign Language and literature National Chung Cheng University. What constitutes a multilevel class?. Students not only differ in language ability, but also in age, motivation, intelligence, self-

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Multileveling in the Multi-Level Class

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  1. Multileveling in the Multi-Level Class Feng-ming Chi Department of Foreign Language and literature National Chung Cheng University

  2. What constitutes a multilevel class? Students not only differ in language ability, but also in age, motivation, intelligence, self- discipline, literacy skills, attitude and interest. Most of language classes are multilevel in nature.

  3. Multileveling • Ability grouping • Labeling effects • Harm students • Widen the gap between the basic learners and the advanced learners

  4. Flexible grouping Rearrange the class in a multilevel setting in order to meet students’ individual needs • concentrate on their individual task or work with their partners at a similar level or the same interest • the low achievers can have an opportunity to learn from the high achievers; whereas the high achievers can appreciate low achievers’ performance and their growth in learning English

  5. Principle 1: Collaboration Collaboration means to have students work together toward a common goal. • jigsaw reading ☆◎⊕ • jigsaw picture

  6. Principle 2: Individualization In the multilevel class it is particularly important to provide opportunities for students to work at their own pace, in their own style and on topics of their own choosing. Individualizing keeps students challenged, interested, and occupied with tasks that are neither too difficult or too easy. ☆

  7. Principle 3: Personalization It is important to arrange activities that will allow students to share their personal opinions, relate to their own future plans, explore their ideas on important issues, etc. When we personalize a task, we allow students to make it very much their own by giving them opportunities to express their own individual opinions, experiences and feelings as well as working on it on a level appropriate to them. ☆

  8. Principle 4: Enlarging the learning circle • Principle 5: Take-it-easy

  9. The text-set approach • Step 1:The entire class shares one text-set. • Step 2:Every group shares one text-set. ☆

  10. Activities after reading • Group summary writing • Group generating reading comprehension questions • My favorite quotations (characters) ☆

  11. Thank you for your listening!!

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