TEACHING TEENAGERS

Working with
mixed-ability groups
Edmund Dudley has some ideas for helping with this frequent scenario.

T he prospect of teaching a mixed-

ability class makes many teachers
feel anxious. Handling a room full of
Once we have acknowledged this fact,
we can set about the business of making
the learning experience rewarding for
As Prodromou (1992: 1–5) has noted, the
‘myth of the bad learner’ is a pervasive
one, and one that can be exacerbated by
students with different needs, strengths, all. To do this, we first need to adopt a grouping students according to ability.
personalities and language levels can positive and constructive attitude towards The labelling of students as ‘stronger’ or
be extremely challenging. At times, the situation ourselves. This means ‘weaker’ is a direct result of comparing
we might catch ourselves thinking, ‘If embracing the diversity rather than trying their learning outcomes to one another,
only the students were more alike! The to fight it. It also means moving away from and can lead to entrenched views about
lessons would be so much easier ...’ Of the unhealthy tendency to label students the capabilities of individual students,
course, this presumes that it is possible based on ability criteria. which can then be hard to shake.
to find groups of students who have Teachers are not the only ones who are
similar levels of proficiency, identical prone to pigeon-holing students in this
learning needs, and shared interests way, either: students themselves often
and strengths. have a clear sense of where they feel
“It takes time they stand in the class ‘pecking order’.
Anyone who has ever taught a group
of streamed students will have come
to establish Measuring one student’s progress and
achievements against another’s is,
to a very different conclusion. Even if
a pre-course placement test indicates
co-operative however, ultimately counterproductive.
Boaler et al (2000: 645) point out that
that ‘this is a solid B1 group’ or ‘they working methods, ability grouping ‘creates… academic
are all complete beginners’, as soon as success and failure through a system
teaching begins, we come to realise that and not all whereby students “have to be that good”
the differences between students are
as great and diverse as their supposed
students are or they “have to be that bad”.’

similarities in language level. initially happy A far more sensible alternative is to

encourage students to set personal goals
Placement tests can provide us with about it. Not for their own learning, based on their
valuable information, but they cannot own needs and strengths, and bearing in
create homogeneous classes. For one surprisingly, the mind their current level of proficiency.
thing, even two learners who – on
paper at least – are ‘at the same level’
students who Rather than always viewing their own
progress in comparison to others in the
will inevitably have different learning
strengths and noticeable preferences for
usually put up group, students should be encouraged
to focus instead on their own progress,
certain aspects of learning the language. most resistance noticing ways that they have improved
Does the perennially silent student who and identifying areas they still need
excels in writing really have the same to co-operative to work on. Getting students to frame
language-learning needs as a brilliantly
communicative speaker whose written
learning are individual learning goals for the term
ahead, and then sitting down with
assignments are full of inaccuracies? Of
course not. The fact of the matter is, as
the so-called them to review these individual goals
is the best way to achieve such an
Scrivener (2005: 69) points out: ‘Every ‘stronger’ objective. There is also no reason why
learner has an individual range of levels. students cannot be given extra credits
Every class is a mixed-level class.’ learners.” for achieving their own individual

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 TEACHING TEENAGERS

And the ‘knowledge’ in question does

not always have to relate to the target
language. Typically, different students
will have different strengths: some will
know more language, others will have
original ideas, others might have relevant
background knowledge at their disposal,
others may well be great artists. An
effective mixed-ability task is one that
incorporates and rewards a wide variety
of different skills and abilities, both
linguistic and non-linguistic. Consider,
for example, a small group of mixed-level
learners working on the open-ended task
of designing a presentation to promote a
new healthy soft drink. The task involves
a whole range of activities: discussion,
decision-making, research, writing,
designing simple graphics, perhaps
goals when it comes to end-of-term have the time or energy to prepare multi- even shooting a video using a mobile
assessment. If, for example, an end-of- level worksheets for every activity, but phone. The broadness of the task allows
term test is administered to students as as long as a degree of open-endedness each learner to make a valid individual
standard, then a proportion of the final is incorporated into a task, students can contribution, but it also requires them
grade can be calculated on the basis of be given opportunities to respond to to combine their talents: only by co-
personal goal achievement. prompts using language appropriate to operating – by working together and
their level. Secondly, research indicates helping each other – can they complete
Students are unlikely to fulfil their goals, that students really enjoy opportunities the task the way they wish. Rather than
however, if they are unable or unwilling to think creatively and express their own combining so-called ‘stronger’ and
to take part in the activities of the lesson. ideas in the context of open-ended tasks ‘weaker’ learners, what we are actually
Designing tasks and activities in order to (Boaler et al, 2000). doing is providing ways for all learners
make them as appealing and accessible as to reveal their strengths – and have them
possible is a must. Differentiated learning If our aim is to motivate all students in validated.
can be an effective principle on which a mixed-ability setting, then providing
to base materials design for mixed-ability students with open-ended tasks is only It takes time to establish co-operative
groups. The key to effective differentiated one part of the equation. We also need to working methods, and not all students
learning is ensuring that the students make sure that we really pay attention to are initially happy about it. Not
are allowed to tackle language learning the ideas and opinions that are expressed surprisingly, the students who usually
tasks in a variety of ways. Traditionally, by the students, not just the language put up most resistance to co-operative
this might involve asking learners to that is used to express them. A thoughtful learning are the so-called ‘stronger’
respond to the same prompt in different response to a student’s comment is one learners. Old habits are hard to shake,
ways (e.g. by providing each student of the clearest ways to demonstrate and for competitive students, giving help
with the same input text, but assigning respect, which in turn can boost self- and sharing information can, at first, feel
a range of tasks that involve responding esteem and enhance motivation. like cheating. The biggest problem with
to the text in different ways – by writing, the traditional ‘pecking order’, ultimately,
answering questions, underlining key So what happens if students do not is that by promoting self-centred instincts
words, drawing, etc.); alternatively, all have the language at their disposal to it makes everyone feel insecure. Once
the students in the class might be asked express their ideas in English? Is it the students see that co-operation is neither
to produce similar outcomes but in teacher’s job to provide the language a threat to their status nor a drag on their
response to differentiated input material that is needed? Not necessarily. Precisely learning, however, their opinion about it
(e.g. to solve the same ‘whodunnit’ one of the strengths of working in mixed tends to change.
murder mystery based on identical – but groups is that it creates opportunities
linguistically differentiated – information). for peer-teaching and peer-learning. The benefits of co-operation are
Getting students to work together can be substantial and well documented. A
There are a couple of key points to hugely beneficial – and not only from spirit of co-operation promotes learning,
emphasise when it comes to tasks such a language-learning perspective. Co- and can also reinforce the self-esteem
as these. Firstly, ‘differentiated learning’ operation between students essentially of all learners in the group, as well as
does not necessarily require masses of involves seeking help from your peers strengthen the cohesion of the group as
preparation on the part of the teacher. when you need it, and sharing useful a whole. Hadfield (1992: 10) states that
Instead, think ‘open-ended’. Few teachers knowledge with others when you have it. a spirit of cooperation and harmony

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 TEACHING TEENAGERS

between group members is ‘fundamental’ effort involved in thinking about the References
to the success of pair-work and group- needs of the class, planning appropriate Boaler J, Wiliam D & Brown M (2000)
work activities, while Dörnyei (2001: 43) open-ended activities, producing suitable Students’ Experiences of Ability Grouping –
points out that creating a strong sense of materials and managing group-work disaffection, polarisation and the construction
group cohesion can lead to higher levels skilfully. Inevitably, our students will of failure. British Educational Research Journal
26 (5) 631–648.
of motivation, an increased sense of experience doubts and frustration along
shared responsibility, and can transform the way. That’s when we need to flex Dörnyei Z (2001) Motivational Strategies in
the Language Classroom. Cambridge: CUP.
the learning process into something that what Smith and Lambert (2008) refer to
Hadfield J (1992) Classroom Dynamics.
is more enjoyable for all. as ‘the muscle of positivity’, providing
Oxford: OUP.
encouragement and empathy in equal
Prodromou L (1992) Mixed Ability Classes.
And what is being learnt in such measure. Open-ended prompts, a whole- London: Macmillan.
activities goes beyond mere language. person approach and an emphasis on
Scrivener J (2005) Learning Teaching (Second
The classroom is as much a social co-operation have real and tangible edition). Oxford: Macmillan Education.
arena as it is an academic one. Students benefits when it comes to working with Smith R & Lambert M (2008) Assuming the
not only need to be able to work with mixed-ability groups. The self-esteem Best. Educational Leadership 66 (1) 16–21.
the language; they need to be able to that comes from being a valued member
interact effectively with the others in the of a group, the satisfaction that comes
room. That includes learning how to from learning based on co-operation,
find common ground with others and to and the success that comes from meeting
tolerate differences of opinion – exactly one’s own personalised goals can all
the kinds of skills that are needed in the combine to give students the motivation
workplace and in life in general. they often lack, and the sense of
validation that they all need.
Teaching a mixed-ability group is never
going to be a straightforward process, Who knows? Maybe one day a common Edmund Dudley is a teacher trainer,
of course. Catering to the needs and complaint from teachers will be, ‘If only materials writer and teacher of English
based in Budapest. He is the co-author
preferences of different students requires the students were more different. The (with Erika Osváth) of OUP’s Mixed-Ability
hard work, and there is considerable lessons would be so much easier …’ Teaching (2016).

modernenglishteacher
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