Steps toward Differantiated Learning in the ASK: Unterschied zwischen den Versionen

Version vom 7. Januar 2014, 10:39 Uhr

English teachers from schools with an intake of fifteen-year-olds with various educational backgrounds are all acquainted with a particular scenario: however slowly and carefully one explains, some learners cannot follow, while others are bored to tears. The problem is most extreme on evening courses. In these classes, learners with a number of years of grammar-school English and experience in English-speaking countries sit alongside learners who never knew much English and have not given the subject a thought for years - maybe even for decades. The gap in knowledge of English grammar, ability in application and interest is therefore far widerthan in classes of fifteen year olds.

In the past the situation in the ASB (Abendschule für Bautechnik) was aggravated by the fact that in the past during the last three years of the course there was only one forty-five minute English lesson a week. The majority of the students on such courses are under a lot of pressure: they work full-time during the day and many have families. Over the years I have taught various evening classes, but although teaching adults was generally most enjoyable, I never felt that I was approaching a solution to the general dilemma: To whom should I address the lesson? Can all learners follow? Are some learners bored by the simplicity?

Autor/in: Christine Lechner
Durchführende Institution/en: HTBLVA Innsbruck (T) (701477)
Fach/Fächer: Englisch

Dateien: Langfassung