Effective strategies for teaching mixed-ability learners with differentiated instruction

Résumé

Teachers face difficulties while teaching mixed-ability classes because students vary greatly in their learning styles, rates of acquisition, prior knowledge, and capacity to evaluate and build on new knowledge. Slow learners will feel ignored and lose enthusiasm if the teacher concentrates on the more advanced students. Conversely, advanced students will become disinterested and may start making noise in the classroom if the emphasis is on slow learners. Therefore, educators should adapt their teaching methods to accommodate students' different demands. However, it takes a lot of time and effort from the teachers to prepare a lesson plan that addresses each student's level, meets the standards, and tries to deal with the anticipated noise. Aligned with several educational theories, this study recommends utilizing a flipped classroom model with technology integration to accommodate students' varying requirements and allow them to complete the lesson goals at their own speed. The study suggested useful strategies while creating group work. Students review the new materials before class at their own pace and then perform certain tasks inside the classroom following the teacher’s instructions. By fulfilling certain tasks, students demonstrate their professional understanding of the objectives while working in groups with mixed-ability learners in the classroom.