MIXED ABILITY LEARNERS

1. CLASSROOM IMPLICATIONS

1.1. Techiniques

1.1.1. Group work

1.1.2. Same material with a range of tasks

1.1.3. Extra activities

1.1.4. Remedial work

1.1.5. Self-access

1.1.6. Open-ended activity types

1.1.7. Non-linguistic and linguistic knowledge

1.2. Types

1.2.1. Brain storm

1.2.2. Recall and share

1.2.3. Passing it round

1.2.4. Fluid pairs

1.2.5. Doing your own thing

1.3. Factors

1.3.1. Grouping and focus

1.3.2. Personal body language

1.3.3. Use of voice

2. RELATED ISSUES

2.1. Private schools are supposed to assure social and academic homogeneity

2.2. Tracking may be low with immigrant contexts

2.3. In some cases, the mixed ability is associated with underprivileged set

2.4. It can be seen as a sort of segregation

3. INTRODUCTION

3.1. Began in the late 80´s

3.2. Linguistic and cognitive diversity in the classrooms

3.3. Multilingual and multi-ethic situations

3.4. Factors

3.4.1. Different opportunities for learning

3.4.2. Previous teaching

3.4.3. Motivation

3.4.4. Different learners

4. WHY?

4.1. Benefits for weak and strong students

4.2. Students practice negotiation of meaning during task

5. ADVANTAGES

5.1. A much richer pool of human resourses

5.2. Co-students get to know each other better

5.3. Students help each other

5.4. Challenging clases

6. MULTIPLE INTELLIGENCES

6.1. Linguistic Intelligence

6.2. Logical-Mathematical Intelligence

6.3. Spatial Intelligence

6.4. Bodily-Kinesthetic Intelligence

6.5. Musical Intelligence

6.6. Interpersonal Intelligence

6.7. Intrapersonal Intelligence

6.8. Naturalist intelligence