I teach two classes during the same period this year: Heritage Speakers (13 students) and regular 8th grade Spanish (19 students). On rare occasions, we can all work together, but most of the time I have to group students by proficiency levels. It’s the only way I know how to teach two curricula in at the same time. This means one group is always working in the hall, and I run back and forth. It’s really not ideal and there have been behavior problems. Today, however, I tried something new that was really successful.
I spent a lot of time thinking about the actual management, rather than just the content of the lesson.
Normally, when I would come to work with the hallway group, I would find them laying all over the place. They would be sitting too close to their friends and not actually working.
To fix this problem, I put post-it notes on the walls in the hall indicating where I wanted each group of students to sit. This sounds super micro-managey, but it really worked!
Somehow, this visual of their name on the wall made a difference.
Before I sent them into the hall, I told them where their groups were located so they didn’t waste time trying to find it. (Group 1 is along the lockers, Group 2 is along the wall by the bathroom, etc.) I told them to remember their locations so they could return to them without post-its next time. It worked beautifully!
I also set up a desk in the hall with directions and materials.
As I have mentioned before, having clear procedures and expectations makes all the difference in the world!
Building trust with students
This comes down to building trust with your class. Students appreciate honesty. Assure them that you understand two classes in one is not ideal, but you will work as hard as you can to make sure everyone learns at their own appropriate level. In order for that to work, you will need everyone to work together. Tell students:
“There are times when I will work with half the class and expect the other half to work independently, but I will divide my time between both groups. If I’m working with the other group, I expect you to try to help each other before you come ask me. But I also expect that if everyone is confused, you will come ask for help rather than waste 20 minutes waiting for your turn.”
It’s also helpful to ask students if they want to add any other expectations for each other. Write these someplace where you can post them on the wall and refer back to them from time to time.
What to teach when you have multiple ability levels in one class
Once you have figured out a management system to keep students on task, the next step is to figure out what you will teach each group. Heritage speakers need a completely different curriculum than students learning Spanish as a second language. Don’t try to provide different amounts of work while following the same plans. It’s not fair to either group, and the heritage students will know they are an afterthought. However, there will be times when you want the whole class to work together and you can do this through differentiation.
Here are some strategies that were successful in my mixed-level class.
Strategy # 1: Same theme, different input
Spanish 1 students studied body parts. Heritage students studied organs and where they are located in the body. Each group had a vocabulary test at the end of the unit, but with their own words and diagrams.
What does this look like in practice?
When introducing a new unit or providing direct instruction, Spanish 1 students start in the hall with a pre-made Quizlet or video for their vocabulary. They fill in their notes and study the words with the Quizlet games. Meanwhile, you introduce the vocabulary to your heritage students. After 10-15 minutes, the groups flip. Heritage students have time on Quizlet and Spanish 1 is with the teacher for their own activity.
After you’ve introduced a new unit, it’s ok to have both groups in the same room, working in their small groups while you as the teacher float around helping everyone. Maybe each group is working on a reading activity, but they have different articles or the same article at different levels. Again, you are varying the input while still focusing on a similar theme.
Strategy # 2: Same activity, different output
Have you ever listened to Duolingo Podcasts? They are incredible! When my Spanish 1 students were doing a unit on travel, the whole class listened to this podcast. The Spanish 1 students treated it like a standard listening comprehension activity, answering questions as they went.
My heritage speakers listened for the structural elements of telling a story. They had just completed a writing assignment and needed to go back and revise. Listening to the podcast gave them ideas for how to write a narrative with a beginning, middle, and end.
Can we still play games if I have to divide the class in half?
Yes! You just need to modify them a little bit. For example, let’s say you are playing table-top matamoscas. Create two boards and partner students with someone from their group. Explain to students that you will first call for group A and then for group B. This allows everyone to play together.
Running dictation? Sure! Either have 2 stories, or combine proficiency levels. Both sets of students will have different skills to contribute to the group.
Kahoot / Quizlet live / Blooket? This is slightly harder to do as a full class, but it can be done in rotations when you split up.
There’s no denying that combining heritage speakers and Spanish 1 students in the same class is really challenging and a ton of extra work. It’s not ideal for anyone. But, when you have no other choice, it can be done.
