How to Handle Mixed-Ability Classes in Task-Based Lessons

However, handling mixed-ability classes within this framework requires careful planning, differentiation, and classroom management strategies. 

• Varying language proficiency. Some students may struggle with basic vocabulary while others are near-fluent. Or when speaking students tend to use almost the same set of words without trying to implement something new.
• Different learning speeds. Faster learners may become disengaged, while slower learners may feel overwhelmed. It is important to constantly gather feedback from your students whether the course is meeting their expectations or not.
• Diverse learning styles. Some students prefer visual input, others need hands-on activities, and some benefit most from listening and speaking.
• Confidence gaps. More proficient students may dominate discussions, while less confident ones may hesitate to participate. This aspect is harder to control when students are paired up. Although you can manage this in open class discussions.
• Classroom management. Keeping all students engaged and challenged can be difficult when their needs are so diverse. Make sure you include every student throughout the lesson, giving them not only challenging tasks but also the ones they can confidently deal with.

• Tiered tasks. Provide different levels of difficulty within the same activity. For example, in a storytelling task, beginners can describe a picture in simple sentences, while advanced learners can create a complex narrative. Simply assign these tasks individually to each student before pairing them up (if you are planning to do so).
• Choice-based tasks. Allow students to choose from different levels of difficulty. For instance, when writing a restaurant review, some students can write a simple paragraph, while others compose a detailed critique. If you are providing separate handouts to your students it is easy to implement by individually designing each task.
• Scaffolding. Provide structured support, such as sentence starters, vocabulary banks, or guiding questions, which weaker students can use while stronger ones work more independently.

• Mixed-ability groups. Pairing or grouping students with different proficiency levels encourages peer learning. Higher-level students can act as facilitators, while lower-level students gain confidence through interaction. However, it is important not to overdo it.
• Similar-ability groups. When needed, grouping students with similar proficiency levels allows for targeted instruction. For instance, one group may focus on basic sentence construction while another works on idiomatic expressions. Or if the task is the same for all of the groups that will encourage stronger students and challenge weaker ones.
• Flexible pairing. Rotate partners frequently so that students experience different levels of challenge and support. As I mentioned earlier, it is a good idea to sometimes allow stronger students to interact with each other, not only helping and facilitating weaker peers.

• Leader — guides the discussion or organizes the task.
• Recorder — takes notes or writes the final response.
• Speaker — presents the group’s findings.
• Researcher — looks up vocabulary or grammar structures as needed. 

• Process-focused feedback. Instead of only evaluating the final product, provide feedback on students' participation and effort.
• Personalized feedback. Offer individualized suggestions based on each student's level. Can be done in the lesson itself or individually in the text form.
• Alternative assessments. Use peer evaluations, self-assessment checklists, and oral reflections to measure progress beyond traditional tests. Works like a charm on writing and speaking lessons.

• Learning journals. Have students track their progress, reflect on their strengths and weaknesses, and set personal goals. They can either share it with you or not.
• Self-paced activities. Provide optional challenge tasks for faster learners while others complete the core task.
• Online resources. Recommend different tools like vocabulary apps, grammar websites, and podcasts tailored to individual levels.
• Student-led learning. Encourage students to take ownership of their learning by setting their own targets, working at their own pace, and choosing resources that suit their needs. When students feel a sense of responsibility for their progress, they become more engaged and motivated. This approach allows them to focus on areas where they need improvement while also challenging themselves at a comfortable pace.
• Metacognitive strategies. Teach students how to assess their own learning and adapt their study habits accordingly. Activities such as goal-setting, self-reflection, and peer feedback can enhance their ability to take control of their learning journey.

• Clear instructions. Use visual aids, gestures, and step-by-step explanations to ensure comprehension. Don’t forget about ICQs.
• Time management. Set realistic time limits for each task stage to keep students on track. Make sure you don’t give too much extra time, since some of the students may be faster and will end up doing nothing, unless you have an extra task for them.
• Positive reinforcement. Celebrate small successes and progress to build confidence in all learners.

Ultimately, the goal is to help every learner progress at their own pace while actively participating in communicative tasks that enhance their English proficiency.