What if students are all at different levels?

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Use different materials/technology

When teachers know who the good and less good students are, they can form different groups. While one group is working on a piece of language study (e.g. the past continuous) the other group might be reading a story or doing Internet-based research. Later, while the better group or groups are discussing a topic, the weaker group or groups might be doing a parallel writing exercise, or sitting round a CD player listening to an audio track. This is an example of differentiation - in other words, treating some students differently from others.

In schools where there are self-study facilities (a study centre or separate rooms), the teacher can send one group of students off to work there in order to concentrate on another. Provided the self-study task is purposeful, the students who go out of the classroom will not feel cheated.

If the self-study area is big enough, of course, it is an ideal place for different-level learning. While one group is working on a grammar activity in one corner, two other students can be watching a DVD; another group again can be consulting an encyclopedia while a different set of students is working at a computer screen.

Do different tasks with the same material/technology

Where teachers use the same material with the whole class, differentiation can still take place. We can encourage students to do different tasks depending on their abilities. A reading text can have sets of questions at three different levels, for example. The teacher tells the students to see how far they can get: the better ones will quickly finish the first two sets and have to work hard on the third. The weakest students may not get past the first set.

In a language study exercise, the teacher can ask for simple repetition from some students, but ask others to use the new language in more complex sentences. If the teacher is getting students to give answers or opinions, she can make it clear that one word will do for some students whereas longer and more complex contributions are expected from others. In role-plays and other speaking or group activities, she can ensure that students have roles or functions which are appropriate to their level.