ADAPTIVE TEACHING METHODS FOR MIXED-ABILITY ENGLISH CLASSES
Article Sidebar
Main Article Content
Аннотация:
This article examines adaptive teaching methods designed to support learners in mixed-ability English classrooms. It explores strategies that allow teachers to tailor instruction to diverse proficiency levels, including differentiated tasks, guided practice, peer support, visual aids, and formative feedback. The article highlights the teacher’s role in adjusting instruction to individual and group needs while promoting learner autonomy and engagement. Additionally, it evaluates the impact of adaptive methods on communicative competence, motivation, and confidence. By synthesizing theoretical perspectives and practical classroom applications, the article demonstrates how adaptive teaching creates inclusive, effective learning environments, enabling both struggling and advanced students to achieve language learning goals.
Article Details
Как цитировать:
Библиографические ссылки:
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Wakefield, MA: National Center on Accessing the General Curriculum.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Horn, C., & Kane, M. (2015). Adaptive teaching in diverse classrooms: Principles and practices. Journal of Educational Research, 108(4), 305–318. https://doi.org/10.1080/00220671.2014.961613
Levitt, K., & Garrison, P. (2017). Differentiation in practice: A guide for middle and high school teachers. ASCD.
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
Tomlinson, C. A., & Moon, T. R. (2013). Assessment and student success in a differentiated classroom. ASCD.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Willis, J., & Willis, D. (2007). Doing task-based teaching. Oxford University Press.
Zhao, Y., & Hoge, J. D. (2005). Can teacher support and scaffolding improve learning in heterogeneous classrooms? Educational Studies, 31(1), 1–18. https://doi.org/10.1080/03055690500040150