Teach English in HAdayang Zhen - Hulunbei'er Shi — Hulunbuir

You may have seen the comic strip where a monkey, penguin, elephant, fish, seal, and dog are told by an instructor, “For a fair selection, everybody has to take the same exam: please climb that tree.” The idea being of course, that no two individuals are the same or have the same abilities. Each individual has different strengths, styles or learning, abilities, and difficulties. Teachers may encounter a class where they have students with dyslexia, ADHD, or other learning challenges. They may also have classes with students of mixed abilities – meaning that the students are at varying levels in their English skills. It is even very possible that a teacher may be teaching a class of students with mixed English abilities, where one or more students also have a learning disability. It may seem impossible to create lessons plans that would be effective and beneficial all of the students. However, there are specific teaching techniques that teachers should learn that will help them to teach students with varying abilities. The best techniques to use are tiered learning, differentiation, and student-driven learning. In tiered learning, the teacher may have one objective for the whole class but can tailor the lesson to students of varying abilities. For example, if giving a writing prompt that focuses on practicing past-tense, the teacher may ask the stronger students to write a poem or create a brochure, while other students may be instructed to write two sentences. Each group is practicing the same skill or objective at their own level of ability. Another aspect of tiered learning is where the teacher can give assignment choices for students. Since each individual may be stronger at visual, auditory, or kinesthetic learning, the teacher might offer options to complete one objective such as filling out a worksheet or creating a video instead. That way the student can self-assess their strengths and abilities and choose which option will help them learn best. Teachers should not be afraid to challenge students above their level even when determining if a students is at a beginning, intermediate, or advanced level. Differentiation, though similar to tiered learning, is slightly more complex. It is also a strategy for students with mixed abilities. With differentiation the teacher may give completely different reading material or books to groups of students based on their level and/or preference. Then teachers scaffold each step of the learning process to support students in learning the skill that they need. For example, if one group of students needs to practice grammar, the teacher may allow the students to choose from various authentic materials to produce a final project that demonstrates their understanding of grammar concepts. At the same time, another group may need to practice vocabulary so the teacher also gives options of authentic or text materials for students to learn grammar on a specific topic. Although it may seem challenging and difficult to use tiered learning or differentiation in the classroom, there is an element of autonomy given to the students which allows them to take charge of their own learning. To take it a step further, teachers might allow self-directed or student-driven learning in the classroom. This is where teachers become facilitators and guide students to evaluate their own needs, objectives, and learning goals. The teacher guides the students on their own chosen path towards reaching their objective. For example, after employing some of the diagnostic tests or needs and assessment techniques for business English, a teacher may find the needs of the students and adapt the lessons to meet student needs. To accomplish this, the teacher may group together students with similar needs/interests and facilitate a discussion where the students decide what project they will create. The teacher helps students scaffold the process and guides students along the way to completing their project. Students may even choose to work as groups or individuals. Teaching is very challenging and using traditional methods to teach classes of mixed abilities can be even more difficult because it is often ineffective. For that reason, the teacher should take on new challenges by employing new teaching methods that will be effective in meeting the needs of the students with learning difficulties and/or mixed abilities. Tiered learning, differentiation, and self-directed learning are all methods that can help assist in this challenge. It is important to remember that the teacher can employ all of these methods at different times during a course. If a teacher is new they may feel more comfortable maintaining a traditional style of teaching, and then incorporating tiered learning into one lesson and building upon their teaching skills and techniques throughout the course. Toward the end of the course they may try student-directed learning for a final project. It is important for teachers to assess if the methods were effective for the class and learn how to improve these teaching methods each time they are attempted. Flexibility and adaptability to meet the needs of various types of students is key to effectively using these methods.