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
- Where are the biggest gaps in this class (which skills, which learners)?
- Which one or two stages will be differentiated, and how (task, outcome, support, grouping, time, role)?
- What do fast finishers do? What is the minimum for slower learners?
- How will you check every learner reached the main aim?
academic-english-eap-course-planner
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actfl-proficiency-curriculum-mapper
Map world language curricula to the ACTFL framework: proficiency levels (Novice, Intermediate, Advanced, Superior, Distinguished with sublevels), functions, contexts, text types and accuracy, proficiency vs performance, the three modes of communication (interpretive, interpersonal, presentational), the 5 Cs World-Readiness Standards, backward-designed thematic units with Integrated Performance Assessments, typical programme targets and FSI time estimates. Looks up approximate ACTFL-CEFR-ILR equivalences with what each level can do, and checks a unit map for missing modes, rehearsed skits mislabelled as interpersonal, translation or word lists as interpretive tasks, and units without an integrated performance assessment.
adult-literacy-esl-lesson-builder
Build lessons for adult ESL learners who are developing literacy (LESLLA learners: pre-literate, non-literate, semi-literate, literate in a non-Roman script): learner profiles and sensitive initial assessment, principles (oral language first, known to new, systematic phonics with adult-relevant text, repetition, classroom skills, respect for experience), a lesson routine (oral warm-up, review, new grapheme, blending, segmenting, decodable text, writing, functional literacy, Language Experience Approach), a phonics sequence for adults, sight words, functional literacy targets (forms, signs, medicine labels) and portfolio assessment. Checks whether a reading text is decodable with the letter-sound patterns and sight words taught so far, catching untaught digraphs, listing non-decodable words with the untaught part, and suggesting the most useful next patterns.
authentic-material-lesson-adapter
Turn authentic material (news articles, podcasts, videos, songs, menus, timetables, adverts, social media posts, forms, infographics) into language lessons by grading the task rather than the text. Selects texts for interest, relevance, exploitability, coverage, cultural load and rights; finds the 4-6 words to pre-teach, words to gloss on the page and words learners can ignore, plus names and cultural references to explain, with reading time by level; and builds a lesson shape (lead-in, pre-teach, gist or scanning, graded detail task, language focus on chunks and register, response) with task ideas per material type and level from A1 to C1. Covers copyright, fair dealing and fair use, Creative Commons and attribution.
can-do-statement-writer
Write and review can-do statements for language courses, units, lessons and learner self-assessment, CEFR or NCSSFL-ACTFL style: action (observable verb) + text or situation + level-specific conditions, learner ('I can') and descriptor ('Can') versions, progressions of one activity from A1 to C1, and coverage of reception, production, interaction and mediation. Includes a verb bank by mode and level and condition and text-type banks. Lints statements for teacher-centred phrasing, knowledge instead of use (learn, know, understand the passive), missing context, two skills in one statement, vague quality words, grammar items as outcomes, overlong statements and missing modes in a set.
cefr-aligned-syllabus-builder
Build language course syllabuses aligned to the CEFR (A1-C2, plus levels, Companion Volume 2020): entry and exit levels, guided learning hours and course length (with an L1-distance adjustment), syllabus type (topic, functional-notional, task-based, skills-based, multi-strand), unit-by-unit can-do outcomes, grammar from a core inventory by level, vocabulary, functions, pronunciation, balance of reception, production, interaction and mediation, recycling and assessment points. Checks a syllabus for units without can-do statements, core grammar for the level not covered, items above the course level, skills missing from most units and units with no vocabulary or functions.