Teaching Mixed-Level Classes
Mixed-Level Teaching and Learning Strategies
Effective teaching thoughtfully acknowledges and addresses these differences. Differentiated instruction involves intentionally structuring courses to accommodate the diverse readiness levels, interests, and engagement methods that students bring to the learning environment.
The following strategies offer practical guidance on how you can meaningfully differentiate your course design and classroom facilitation to support diverse learners, enhance student motivation, and optimize learning:
Administer brief diagnostic surveys or quizzes early in the course. For example, a concept inventory or reflective questionnaire can quickly identify gaps in understanding or prior knowledge. Analyze results to adjust pacing or provide targeted instructional resources.
Design assignments with tiered complexity levels. For instance, an essay could have clear criteria at basic, intermediate, and advanced proficiency levels. Alternatively, offer multiple formats to present learning, like written reports, multimedia presentations, or oral discussions, which allows students to demonstrate their understanding in ways best suited to their skill sets.
Regularly alternate group compositions. Begin with homogeneous groups for targeted skill reinforcement, then shift to heterogeneous groups for broader collaborative learning. Evidence shows that peer instruction is more effective for learning. Consider providing opportunities for students to instruct each other.
Integrate multimedia/multimodal content and resources like short videos, concept mapping, interactive simulations, or hands-on activities alongside presentations.
Create structured supports, such as guided outlines for complex readings or problem-solving templates. For challenging topics, offer supplementary instructional videos or optional tutorials that students can asynchronously access in myCourses as needed.
Use frequent, low-stakes formative assessments, such as quizzes, short writing assignments, or group activities, to monitor student progress. Provide detailed, timely feedback highlighting strengths and areas for improvement, helping students refine their understanding and skills.
Allow students to select topics, project formats, or assessment methods aligned with their interests and strengths. For example, students might choose to present their learning through podcasts, videos, or written papers, enhancing motivation and ownership of their learning.
Collectively establish norms and practices that welcome diverse perspectives and experiences. Incorporate diverse voices and materials in course content, actively promote inclusive dialogue, and ensure that everyone feels valued and respected.
Avoid relying on the "learning styles" myth, which limits teaching to presumed fixed visual, auditory, or kinesthetic learning preferences. Instead, employ diverse ways for all students to engage deeply with content, and emphasize strategies supported by evidence-based practices, such as varied instructional methods and targeted scaffolding.