# Differentiation Strategies for Mixed-Level Language Classes

Every class is mixed: levels differ by skill (a strong reader may be a weak speaker), by speed, confidence,
literacy, age and needs. Differentiate a few stages well rather than every stage badly.

## Six levers

| Lever | Same for all | Varied | Example |
|-------|--------------|--------|---------|
| Task | Same text | Tiered tasks on the same text | All read the article; group A answers gist + detail, group B also writes inference questions |
| Outcome | Same task | Different expected output | All write about a holiday: 50 words with a frame / 120 words with three past tenses |
| Support | Same task | Scaffolds for some | Sentence starters, word bank, L1 glossary, model answer, first item done |
| Grouping | Whole class | Same-level for accuracy, mixed-level for fluency and peer teaching | Same-level pairs for controlled practice; mixed groups for the discussion |
| Time | Fixed | Extra time, or extension for fast finishers | Fast finishers write two more questions; slower pairs do items 1-6 only |
| Role | Same role | Roles matched to strengths | Stronger learner: reporter or "expert"; weaker learner: note-taker with a frame |

## Tiered task patterns

| Pattern | How |
|---------|-----|
| Must / should / could | Exercise in three parts; everyone does "must", most do "should", some do "could" |
| Same text, different questions | Literal questions (tier 1), inferential (tier 2), evaluative or creative (tier 3) |
| Graded texts | Same content at two levels (adapt with the reading-comprehension-text-adapter skill) |
| Open-ended tasks | Tasks with no ceiling: "write as many questions as you can", "add details" |
| Choice board | Learners choose 2 of 6 tasks of different difficulty |
| Jigsaw by level | Easier and harder sections of a text go to different expert groups |

## Scaffolds that do not stigmatise

- Put support on the board for everyone ("use it if you want").
- Hand out envelopes with "hint cards" anyone may open.
- Make the extension attractive (a game, a challenge), not "more of the same".
- Avoid naming groups by level; use colours or topics.

## Grouping decisions

| Stage | Grouping | Why |
|-------|----------|-----|
| Controlled practice | Same level | Right challenge; faster pairs go on to extension |
| Freer speaking | Mixed level | Stronger learners model; weaker learners get input |
| Peer correction | Mixed level, with a clear checker role | Real explanation practice |
| Exam preparation | Same level | Target band descriptors |

Change groups often so no learner is fixed as "the weak one".

## Teacher talk and questioning

- Direct questions: easy (yes/no, either/or) to less confident learners; open "why" questions to stronger ones.
- Wait time: 3-5 seconds before nominating.
- Pair check before whole-class answers so everyone has something to say.

## Specific needs

| Need | Adjustments |
|------|-------------|
| Dyslexia / SpLD | Sans-serif font, 12-14 pt, cream paper, short lines, no full capitals, audio of texts, extra time, coloured overlays if helpful |
| Low L1 literacy | Pictures, oral work first, copying tasks with models, see adult-literacy-esl-lesson-builder |
| Very high level | Authentic texts, nuance and register tasks, peer teaching, extension projects |
| Anxiety | Rehearsal in pairs before speaking publicly; never cold-call first |
| Hearing or vision impairment | Seating, captions, large print, check audio volume and lighting |

## Checklist for the plan

1. Where are the biggest gaps in this class (which skills, which learners)?
2. Which one or two stages will be differentiated, and how (task, outcome, support, grouping, time, role)?
3. What do fast finishers do? What is the minimum for slower learners?
4. How will you check every learner reached the main aim?