THE THREE-TASK APPROACH

The Three-Task Approach

By Alicia Artusi and Gregory J Manin

Mixed-level classes are an everyday reality for teachers of all subjects. In the language learning classroom, we have the opportunity to keep all levels of students engaged by providing a choice of tasks which suit different types of students. These tasks can be designed to challenge the most advanced, stimulate and satisfy the median level, and support and encourage the least secure students. This provides an opportunity for everyone in the classroom to remain interested and to succeed no matter what their level of English is. While this approach is not possible for every classroom activity students have to deal with, extended or especially challenging tasks can be made more useful to everyone in the classroom by using this approach. 

A mixed-level class. Teaching situation

There are 42 students in the class. About 20 are at the expected, basic-intermediate level of English proficiency. 15 do private English lessons outside the school and are at a more advanced level. The others are either fairly new to English or have come from other schools where the level was less advanced. The concern is that both the more advanced and less advanced students are disengaging from the class. Disruptions are occurring.

How can I cater for each language level using the same material?

To cater for the different language levels in the classroom, we grade the instructions of the students' class material in three main levels of difficulty. The idea here is to provide enough support and challenge to students for each task included in their textbooks. The three tasks are displayed on the board or any other focal point.

Instructions visible for the whole class

The instructions are left on the board/screen, and shared with the whole class for the following reasons:

As a visual aid for the students who need to re-read the instructions.
To encourage students to perform a higher level task.
For students to read the other groups’ tasks when they are cross checking.
To make clear that the class is a whole, and not separate ‘islands’.

Sample of graded tasks on the board

Level: elementary

Language item practiced: Present progressive: affirmative and negative sentences.

Material: the class’ course book. The unit selected practices the present progressive by showing a picture of people doing activities in a park.

Aim: 1-To provide students with the support and challenge to carry out the task according to their level. 2-To promote interaction among the groups.

The chart below shows the graded instructions the teacher shared on the BOARD/SCREEN

Task 1 ( for weaker students - Group 1)	Task 2 ( for mid-level students - Group 2)	Task 3 (for stronger students - Group 3)
Instructions: Look at the picture. Write four sentences in the present progressive. E.g: Pete is skating. Timing: 15 minutes Feedback: Write and read two sentences to Groups 2 and 3. They vote for the activity they like the most.	Instructions: Write three true sentences and two false sentences about the picture. E.g: Pete is skating (T)        Pete is reading. (F) Timing: 15 minutes Feedback: Read your sentences. Groups 1 and 3 should spot the false sentences.	Instructions: Write four sentences about people doing activities not usually done in a park. Eg: A boy is playing the piano. Timing: 15 minutes Feedback: Dictate two sentences to Groups 1 and 2. They should draw what you dictate.

Task
In the sample above, the first instruction (task) is provided by the textbook/learning material. The other two tasks should be created by the teacher in order to offer more challenge.

Sometimes the task provided by the course material is too difficult for the weaker students. In that case, the teacher grades for the weaker and stronger groups.

Any reading, listening or speaking task can be graded. Teachers decide what to grade according to the group’s needs, time availability, classroom layout and resources. Not all tasks need specific grading done by the teacher.

Teachers should also decide if the tasks will be performed in level groups, pairs or individually.

Group composition may also vary:

• same language level groups (all weaker/mid-level/stronger) students) 
• mixed-level groups (weaker, mid level and stronger students working together) 
• random grouping. 
• The tasks can also be done individually. 

Timing
The time frame for activities should be the same so most students finish at the same time. Grading activities allows the class to perform at their own language level within the same time frame and with the support of peers.


Feedback

Feedback should be carried out with the whole class, so students report to their peers as well as the teacher. Feedback provided by each group should be of interest to the other groups, or even better, groups should need what the other groups have worked on to complete the task.

The advantages of sharing the three tasks with the whole class

• The three group levels know what tasks their classmates are performing, so students can have a shot at a higher-level task if they feel confident enough.

• All students do the same activity, but with the support and challenge needed to carry out the task according to their level or ability.

• The three group levels finish at almost the same time.

• It's easy to share the results among the groups since all have been working on the same text or listening.

 Suggested graded instructions menu for Reading Comprehension

The chart below has been provided to teachers as an aid when preparing their lessons.

Guided, controlled  Activities (Weaker students)	Less controlled activities (Mid-level students)	Freer activities (Stronger students)
Predicting from pictures Draw the main ideas Associate some ideas with colours Reading aloud (already drilled information) Number (ordering) the ideas. Underline key words Match title with paragraph/ key sentence with paragraph Write True /False Do Multiple choice Read and copy key sentences Remove unimportant words    Classify the info in (good/bad, happy/unhappy, etc)  Read and add visuals Make questions (with clues) Complete a diagram Find similarities with sth personal Read and memorize the characters. Tell the class	Predicting from title Invent a title and mime it/draw it  Associate some ideas with a tone of voice and read aloud. Reading aloud adding sound effects  Order, re-order jumbled sentences Underlining key sentences Complete stem sentences Write true/ false comprehension sentences Explain (three) choices Read and jumble key sentences Take irrelevant information away. Simplify. Underlinewords of emotions/attitude Read and write subtitles/introduction Make questions Mind map main ideas from text Find similarities with other places/people Read and memorize two key ideas. Tell the class	Predicting from comprehension activity (questions, T/F) Insert two mistakes in the drawing Associate some ideas with sth personal. Tell the class. Reading aloud using different voices. Write (three) unfinished sentences. Write a subtitle for each paragraph Write (two) true and (two) false sentences Write (three) comprehension questions Provide one more example for each correct choice. Add two more choices Write (three) sentences that summarize the text Insert three lines in keeping with the text attitude/mood Read and write conclusion Personalize three questions Mind map all the info Find similarities and differences Read and memorize the end Tell the class

Read Complete approach and menu for 4 skills in Academia.Edu available at:  https://www.academia.edu/34042164/THE_3-TASK_APPROACH_TO_TEACHING_MIXED-LEVEL_CLASSES