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Adapting online materials for mixed ability classes

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Listening activity by
Fernanda Báez
Camila Meza
Camila Pérez

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During this lesson, I never thought about mixed- level classes. When I heard about it in class I realized that the reality in Chile is more like few of them have a high level of proficiency while the rest is in a very low level and I probably will have to adapt either my classes or the activities proposed by the textbook because I don't think that those kind of tasks will be easy to do for Ss, regardless the knowledge that they are supposed to have according planes y programas.

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When we did this activity, I tended to think as if I were one of those students, and I realized that when you have activities according to your interests or things that you are familiar with, it becomes easier to do the task thanks to the prior knowledge you have about a certain topic. And that is something that MINEDUC doesn't take much into consideration, because the topics and units are kind of disconnected from the students' contexts.

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Doing this activity I came up with the conclusion that instructions are essential for tasks. How so?, because when you don't know what to do and how to do it, the task becomes a headache. Giving a step by step sequence allows students and teachers to follow a structure, and that also helps to development.

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I really enjoyed this trip because I love Valparaíso and with this I found out that I can actually use places, the real world as a classroom. Ss like road trips as they can find a purpose on it, and with the necessary tools and aims, a trip would be really enriching for the class.

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Vocabulary development through reading – with or without the help of the mother tongue?

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by Fernanda Báez, Camila Meza, Alejandra Toledo

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Working with mixed-levels and large classes – taking into account special educational needs

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by Fernanda Báez, Camila Meza and Alejandra Toledo

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Mother tongue is always an issue, even here in Chile. Students tend to used too much their mother tongue because they feel they won't be able to formulate any word in the target language, and finally they don't give it a try. The challenge here is to show them that there is always a possibility. That it is not necessary to learn the whole dictionary to be an expert of the language, but they can know the words that have the central idea of a sentece for example, and that would help them to go one by one acquiring new vocabulary to decode the full message

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Personally, I already knew that students have different learning strategies and outcomes thanks to my initial practicum. Now that I learned some adjustments that I can make to certain type of activities proposed by MINEDUC, I feel more confident about how to present the information in a way that is available for each type of student present in the classroom

I hope that in the future, I would be able to perform different tasks with my students, trying a varied set of tools, primarily games because regardless the level in which they are, a game that is done according their cognitive level is fully entertaining and possible to do .