Multi-level classes work when everyone pursues one shared goal and the teacher differentiates the depth of response, not the lesson. Flexible grouping and scaffolded choice let each level reach the same content.
Three strategies
- One core goal, three outputs: describing people → newcomers match adjectives to pictures with a frame (She has long hair); intermediate write sentences; advanced compare two people in a paragraph.
- Flexible grouping: mixed-level for speaking (peers model language); similar-level for writing (targeted feedback).
- Scaffolded choice: story summary → First…, then…, finally… frame / paragraph / compare-and-contrast essay.
Companion idea: plan from language purpose
EP 181: replace “What do I need to teach today?” with “What language do my students need to use today?”, pick one purpose, then choose the activity that serves it.
Limits
US K-12 newcomer context; no research, no way of tracking progress across levels.
Apply in my context (Claude)
- Tashkent groups often mix two CEFR levels. Same text, tiered tasks: A2 learners answer KET-style questions, B1 learners write the PET-style email response to it.
- This is Tomlinson’s “differentiate by outcome/process”, the most workable kind in large classes.
Connections
One-to-one-in-a-group - stop rubberstamping answers · Pitch tasks inside the ZPD and hand over support · Doable demand at the learner’s next step