Abstract
This study is based on the '2014 the Schweitzer Program' in Taiwan which spanned for four weeks from the 2nd to 29th of August. The lessons included four classes of multimedia picture books and eight game-based lessons. The aim of this research is to describe how to integrate the theory of 'Multiple Intelligence (MI)' by Howard Gardner as well as the theories of 'Cooperative Learning', and 'Game-Based Teaching' into summer intensive English classes among mixed-level and mixed-age students. There were 20 participants composed of 13 fifth graders and seven sixth graders with equal members of each gender. The study followed a qualitative action research methodology with the use of interviews, documents and observations. The students had two 60-minute English lessons and one 60-minute multimedia picture book session per week for four weeks with the researcher. This study provided a prototype of lesson plan designs for a group of mixed-level and mixed-age students. Results show that merging games into the teaching content and using 'Game-based Teaching' is significantly suitable for the mixed group. Based on the results, recommendations were provided for both EFL teachers and EFL schools. During lesson plan design, teachers could merge various games into their lessons especially when intended for students of mixed levels. For the schools, it is best to choose teaching materials that combine text with plenty of activities and classroom games.
Highlights
In Taiwan, it is common practice for public elementary schools to group numerous students into the same class and encompassing a wide range of proficiency levels
[5] The action research of this study was to find out whether teachers merged the concepts of Multiple Intelligence (MI), Game-Based and Cooperative Learning into their teaching and it was hypothesized that this may be considered as best practice for a group of mixed-level and mixed-age students
It was compulsory to combine students of different ages in a single classroom because the district could not afford to hire additional teachers, or because of the declining enrollment rate that often occurred in rural districts. This situation gives rise to negative attitudes as a result of not being prepared and not having the proper academic materials to meet the needs of all students
Summary
In Taiwan, it is common practice for public elementary schools to group numerous students into the same class and encompassing a wide range of proficiency levels. This increased the severity of the current learning situation as teachers have to manage the huge gap among its students. This phenomenon has persisted for years and has seemingly gotten worse [3]. Chang [3] discussed the main reasons that cause this big-gap phenomenon and among them are: (1). Teachers are constantly confronted with the challenge of how to teach a class with mixed-level students and manage the differences in proficiency level
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