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Adapting Lesson Plans To Student Ages
One of the biggest problems with most lesson planning materials is adapting them to specific classroom needs. Several articles list typical problems that usually make activities unusable for a particular teacher, and how you can work around the problem by adjusting how the activity is presented. We identify the principles for adapting the activities so that almost all lesson plans are usable regardless of your student profile.
Part II. The problem of students’ age.
Here are solutions and principles for adapting activities to different student age problems:
1) Mixed-age youth student and youth groups.
The problem is that older children complete the task faster and feel uncomfortable if they are paired with a younger student.
Solution: Put the younger students in pairs to do the task, while the more capable older students work alone. This will reduce the impact of younger students on slowing down and increase their performance because two heads are better than one. It also increases the safety of the younger learner and can actually increase individual student output because they are both asking questions and responding to answers. This is especially true for information exchange activities such as surveys, role plays and problem solving.
Principle: Empower younger students by connecting them and improving their online skills.
2) The material corresponds to the target language, but is not suitable for the age group.
Imagine you are teaching prepositions to adults, but you have a picture of a bedroom with toys everywhere and a few kids playing. It’s presented in an infantile style – not what adults usually warm up a classroom to for material!
Solution: Present the material so that it is relevant to the world of adults. In this case, tell them that they are the parents of the children in the picture. This automatically makes the material acceptable because it is a realistic adult situation.
Principle: Make the material relevant to students by giving them an age-appropriate perspective.
3) Young learners who lose their attention easily and cannot concentrate on an activity.
“I can’t make them sit for more than five minutes” is a quote I’ve heard from many of the teachers I’ve trained, usually referring to students as young as 10 years old. This is really problematic if the activity requires students to be confined to a specific classroom for 10-20 minutes! An example of this would be a knowledge gap exercise (where both students or groups of students are separated and have to ask questions to get information from each other).
Solution: I have found that I can keep even 5 year olds in one place if I use a “nest” made of tables and chairs. You don’t even need an excuse for why you’re setting up the class this way. They stay happily in their territory and go about their business respecting the fact that “they” are there and “we” are here!
Principle: Use unconventional classroom management techniques to make the physical environment stimulating enough to make the student want to stay where they are.
4) The function is too complex in its implementation to be explained to students because they are too young.
I had a group of 10-year-old students who needed to practice a simple presentation of likes, dislikes, and everyday activities in a “free” environment (with minimal teacher intervention). I found some material for adults where they had to share information on role playing cards and then use a sort of preference scale to find their ideal romantic partner. Explaining it was time-consuming and complicated, and the group was multilingual, so there was no opportunity for the mother tongue. So how to explain?
Solution: Area! They say a simple picture can save a thousand words, so don’t get bogged down in explanations. First I asked them how old they were and then told them to imagine they were 20 years older. They liked this. It helped them identify with the role playing cards. Then I did the action as if I were a student. I took 2 students in front of the class as an example, got their information by asking questions and then compared them on the board on a preference scale. I chose my favorite of the two and said I would be her boyfriend. The penny dropped.
Principle: Don’t explain complex operations to young learners. Do them as if you were a student and let the students “see” what you expect from them.
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