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Magdalena Poland                                                                I'm differentating instructions  for my students. Sometimes there is assumption that my students will face difficulties and this make me think. I try ti overcome this and support my students. Many times they suprise me. When I plan my lesson I try to think of my students needs and possibilities. 

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Magdalena Poland                                                                I'm differentating instructions  for my students. Sometimes there is assumption that my students will face difficulties and this make me think. I try ti overcome this and support my students. Many times they suprise me. When I plan my lesson I try to think of my students needs and possibilities. 

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differentiate and personalize ...the only way to make students happy...It should be difficult for teachers at tha beginning but when it starts to be the only way of teaching it will result easier

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I think it is necessary to use different techniques and technological tools. I am sometimes challenged with digital tools. They are very interested. It's great to design with them. I am trying to create interdisciplinary course content for them. Therefore, I believe I am more effective.I love working and doing projects with them.

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I teach in urban and rural schools. There is a big difference in motivation, work habits and learning success among students from different backgrounds. At the same time, there are students with difficulties, students with dual needs and gifted/highly motivated students in the class. I try to prepare special materials for each of them and respect their needs. Each of them can contribute to the final construction of the concept in the class. Individualization of teaching is important for the success of every student, especially gifted ones.

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Although students are together in a classroom due to their age or year in which they were born, all of them are different.
Each student has her /his own iinterests, abilities, ideas, personality, different maturation, different background...
Heterogeneity? Of course, that is why it is so difficult for teachers to approach all of our students!

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The heterogeneity in the group always influences my strategy for approaching each lesson. I always do a different training, it can't be otherwise, I have to take each child into account. Yes, there are assumptions that prevent me from being as supportive as I should be, namely the parents, but I try to look elsewhere for help.

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I work in a group of children aged 2-4 years. It is very difficult to talk about heterogeneity, as some do not yet speak intelligibly, while others already speak two foreign languages. I try to adapt the activity so that we work in groups and all the children get involved. Working together is almost impossible, because the differences in the level of development are really big. I try to adapt to each child. Even in heterogeneous groups, there are differences in the level of development, and activities should be designed to offer children materials in their zone of proximal development that enable them to think at a higher level. Many accommodations are made for children with deficits, but not enough for gifted children.

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Always trying to approach each child as individually as I can. I m an art teacher and in our school system every class is having art lessons only one hour per week so it is very hard to get to know all the children individually. It takes time. I also admitt, I am not formaly educated enough to teach the gifted ones. In our school system the emphasis is on the children with dissabilities rather than gifted ones. It is a shame. I ve noticed throughout the years of teaching that the gifted ones are not getting enough challenges to prosper. On the staff meetings we only discuss about students with dissabilities and their progress and always forget about those who are talented. In my class I try to change this situation so hopefully the gifted ones would get as much as they deserve.

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My students are 6 years old and come from different social backgrounds.  I adapt learning strategies and sometimes work differently.

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Every child is different and has a different way of learning. I try to provide and prepare different teaching methods for my classes. I often prepare short videos, written materials and various games that help me bring the teaching closer to them and that each student can choose the method that suits them.

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Heterogeneity is a constant in my classroom. I usually have students with different backgrounds (different nationalites and languages), children with disabilities (autism, hearing problems,...) all together in the same classroom.
I usually try to differentiate my methods and supports but it's not always possible...
Usually I choose to give all of them different materials (in portuguese and in english) with different supports (video, text, simulators...) so they can choose the ones they are more confortable with.

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I teach three third classes, so I have 56 pupils aged 8. As you might imagine, these are three extremely heterogeneous classes. In theory I should try to plan lessons to meet the needs of each of them, but that is not always possible. I try to make them work in small groups but I don't do it every day and not for all activities. I try not to fixate on a judgement, not to pigeonhole any pupil into a type, to be open to surprise, because children are resourceful and often leave us speechless in a positive way. Certainly my pupils are growing and learning many things and I am also on the way with them.

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My preschoolers, 31 children are between 4-6 years old. They are a heterogeneous group, each with different capabilities and needs, coming from different backgrounds. I try, as much as possible, to cover these needs and work differently.

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My class is a heterogeneous group of students, from those who easily master content to those who need to be more motivated, encouraged, even those who are not interested in content, are not interested in learning in general. Learning can be influenced by relationships within the family, socio-economic status. This heterogeneity does not affect my teaching style. When preparing for classes, I think about everyone within the class, about their capabilities, I prepare tasks for everyone, and those who are faster, those who have a simple task, prepare additional content.

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I use open ended tasks as much as possible, with my students, as I can support students that need help, but my gifted learners can soar, within the same assignment. I serve an international population, where each culture values something different in academia. I try to tie my teaching projects to real life skills / jobs to grab student interest, connect to real people, and give the students skills they will need in real life, which all students need.

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All students are different, but our state universaries do not prepare us to work with gifted students, how can we help them to develop skils and competences, that is all on our own.

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Heterogeneity?
In a classroom each student is a world, the teachers can only try to know every one at the best, not only according to what they know and what they can do with that knowledge but I mean in watching them grow, develop their skills and competences, their ideas, thoughts and critical thinking.
Where does Heterogeneity come from? Assessment? Evaluation? or social skills and responsibility into the class group?
The question is:
"What can I do to help my students prepare themselves for ANYthing?"

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All my students are different. It is not easy to cope with this heterogeneity due to the lack of time for preparing specific programs tailored for them, especially for twice-exceptional students and students from disadvantaged backgrounds. I wish I could have more time available both at school and at home

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Although most of our students come from a favourable socio-economic context, their linguistic background is very varied. Some come from multilingual families (some 4 "working" languages), others start learning in a language that is not theirs. Our teachers are prepared to the diversity in language acquisition and the system has in place different measures of support to ensure that a pupil may acquire the necessary language competence to thrive in the our system. And indeed, some groups are underrepresented in the group of pupils identified as gifted. We hope to start soon awareness-raising activities and training of teachers in the domain of giftedness. I believe that the main issue is the identification and response to twice exceptional pupils.

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I teach in a school with smaller classes and there are children of different abilities. I always try to approach each of them individually and prepare them content accordingly.

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I have students from different countries and students which their parents are from different countries. I try to satisfy their needs and i have different expectations from each one of them.

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I try to ensure that the curricular approach is based on the following assumptions:
-intentional, proactive and flexible planning of pedagogical practices, considering the diversity of students in the classroom.
-  offering accessible opportunities and alternatives for all students in terms of methods, materials, tools, support and forms of assessment, without changing the level of challenge and maintaining high learning expectations.
-identify and remove barriers to learning and participation and maximize learning opportunities for all students.
The implementation of pedagogical practices in the classroom must be flexible and personalized approach on the part of teachers, in the way they involve and motivate all students .

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Once in 2-3 years I have a gifted student in my classroom. This year I have a 6th grader who also seems to fall in the category of autism too. He loves books and he can't leave them behind-they have to be with him all the time. Though he's really smart, I feel there's something wrong with his memory skills. For me working in a private school, where I'm expected to be punctual with the yearly schedule it's very difficult to differentiate. For him, I made a book corner, where he can comment on the books that he like -in English!

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I teach in a Primary MInority school in Greece where all my students are Greek citizens but they have different mother tongue and different religion. Can you imagine a more heterogeneity of a group?

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Heterogeneity does not affect my teaching planning. Before each lesson, I always think about the possibilities of my students, if I think that something will be too easy for them, I add more content and vice versa.

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I'm a Music teacher in a Lower Secondary School, where I also have Music lessons in the Primay School. I would like to have more differentiation in my lessons, from planning to realizing them, but sometimes I don't have enough time to do that. So, I have 12 classes and almost 170 students: I'm with them one or two hours a week, so it's really difficult being able to meet all their needs due to their diversity and heterogenity. However, I do my best.

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I teach in a school where the socio-cultural context of origin is quite homogeneous, but obviously students are unique and different. Within the limits allowed by 9 classes of 26 students where I come in twice a week, I try to take care of each one and customize my teaching paths, but it's not easy. Certainly a lot of energy flows into the weakest and most problematic kids. I work costantly on collaboration, peering, creativity and affectivity.

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Teachers as a group generally fit into the 'successful' student archetype -- they have successfully navigated the education system, which often does not encourage risk-taking. That means it's so important to try to recognise the other types of gifted students that might be present in your class.

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 There are students of different abilities and skills in the groups. Therefore, I try to adapt the tasks to their talents and skills.

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My classes are heterogoneus - very diverse. Students have different family settings which hugely impact on their learning and development of their abilities. They are also of different socio-economic background which can also play a huge importance on the possibilites for their learning.
This doesn't have to be negative because this gives us the opportunity to teach kids empathy, the importance of helping others in learning and coping with different emotions. I am trying to reach every child and match my teaching according to their needs, but they also learn from their peers in group and team work.

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Heterogeneity in a classroom refers to the diversity of students in terms of abilities, backgrounds, learning styles and needs. Addressing this heterogeneity is a fundamental challenge. To plan teaching effectively, I would need fewer students, fewer classes and more time.
I try to differentiate teaching to meet the diverse needs of my students, being more attentive to their difficulties, and adapting teaching methods, materials and assessments.
Being in a school with great cultural diversity makes it difficult to evaluate talents, especially because I have students at different levels of proficiency in Portuguese.
For strategies, I like to mix students with different abilities and learning styles. I believe that group work can promote peer learning and provide opportunities for students to support each other.

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Each student, each class is different. So, I don't think that we can make generalization of the approaches that can be used in different classes. However, I am always trying to find students strengths and weaknesses, combining students in groups that can help them to develop.

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Solutions always differ from individual to individual. When we mention inclusion, we have to get to know about characteristics of the person we mean. There are types of inclusion as many as the number of the individuals. As for differentiation, we already can not proceed without differentiating, deepening enriching the edducational process. Gifted learners need to discover their own learning essentials.

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Working closely with below-level and at-level children can help land small kernels of knowledge that may further gifted students learning a thing or two from at-grade students. If they’re exposed to a slightly different perspective or method, it can deepen their understanding of a subject. Heterogeneous grouping, on the other hand, can benefit more gifted students by requiring them to step up and assume a leadership role within their group. They’ll know how to best communicate with a struggling student, especially if they’re friends, and could find ways to convey information in a way they’ll understand. In any case, such groups are a great opportunity for talented students to develop their soft skills, like interdependence and leadership.
Likely, the above-grade-level students won’t be as challenged by an exercise but end up frustrated by everyone’s inability to complete it as well or as quickly as they can. While they’ll get a chance to develop other skills, they’ll lose out on the chance to learn as much as they could have from the task at hand. So, I try to differentiate all the time. It is a lot of work, but lots of extra material on the side masqued as games come in very handy.

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Even if all my students are gifted, they show a broad heterogeneity. Being gifted does not necessarily mean to excel in all subjects. Especially in my French class, I have some students struggling with the language and/or the tasks. It is crucial that I am with them at that point and provide them assistance. What often works are open-formated tasks which everyone can solve according to their abilities. For the faster learners I offer additional tasks and/or a learning plan.

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Not much! I´m not a differentiating instructor... yet! i do some accomodiations but not as much as i want! If with 20 students and 6 classes is impossible, imagine 28 students and 6 classes!! And with the lack of teachers problably the number of students per teacher will increase, so..
But the difficulty is the beginning... we will get there!

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I believe that in every classroom there is an heterogeneity between the students and our role is very difficult. We have to adjust our lessons by using different methods in order to provide them the knowledge. We have to prepare appropriately the lessons, see the student's interests, skills and weaknesses and give them the best we can. The most important is the willingness to offer.

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for teachers it is a challenge to have students with special needs or gifted students, especially in the same class at the same time.

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It is undoubted that in every classroom there is a heterogenious group of pupils. I am trying to satisfy all their needs and i have different expectations from each one of them. However, i think it is challenging and needs a lot of effort to put different learning levels in a class of 25+ pupils.

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I believe the true problem to be tackled starts at the inclusion of gifted children into the classroom. Without inclusion, the school might as well ruin their lives rather than foster their talents.

As we have learnt, different types of gifted children approach the collective of pupils in distinct ways. Standing out is not pleasant if you are not recognised, but being "overshadowed" by someone "smarter" either. Having a gifted child in the classroom may create tensions in the collective and it is up to the teacher to tackle it, which can be a challenge, a challenge one must undertake if he does not want situation that can quickly escalate to bullying (either of the child or by the child or directed at the teacher).

I believe formation of teacher should be more directed at community building and relationships than fostering academic knowledge (or at least equally).
Especially with some of the gifted children, they can "educate themselves" well while being given the space, but as far as personality development and social skills go, some of them may struggle on their own and since our current conception of schools is (in my opinion) not enought focused on this aspect of human life, a good teacher might be the only opportunity for them in this field, albeit in some cases at the expense of calibrating their eagerness to perform.

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It is not easy to cater for everyone’s needs when you have 33 teenagers in one classroom. Of course I try to adapt my teaching to my students’ interests and abilities, but I always feel that there are people who are not being assisted and they deserve. I try to differentiate activities by making two different levels of difficulty and letting them choose, or I extend the questions for those with higher abilities while I assign simpler tasks to those who struggle.

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The heterogeneity definitely affects my teaching. The reason for this is the large number of children I work with in the group. One teacher works with 33 to 35 children. Whatever observations I have about which child is gifted and talented in a certain area or is a child with a disability and needs additional support, it is very difficult to work with them individually. In my work, I still find a way to support or help these children. I give children who I see are gifted additional responsibilities, including helping children who are underachivers. Working with parents is also very important, their support is most essential.

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I teach kids that are 6 - years old... I try to adapt the lesson to all the students and try to help and meet their needs at the same time. I like to work in teams so they can help, share, discus...

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I try to adapt the lesson plan to the different students pace, but it is difficult to meet all their needs at the same time, that's why I always have an extension activity for fast finishers or gifted and talented students.

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In Spain, the new Education Law (LOMLOE) evaluates the abilities of students according to the achievement they get in the different skills that are valued in each subject. There are fundamental competencies and other specific ones. It is assumed that in this way, the student's grade will not only be what they get in a content exam, but rather the aim is to ensure that they leave Compulsory Education with a professional profile based more on competencies than on knowledge. An inclusive and integrated Education is being sought to be able to address the great heterogeneity of our classrooms.

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It is not at all easy to work while taking into account all the differences in student learning. I try to differentiate the activities so that everyone can work effectively, but I think I have to learn a lot in this direction

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I teach English to 3 or 4 classes in a day and there are around 35 students in each which means too crowded. I am so ashamed that I sometimes end up the year without learning students' names. However I try peer and group activities after I teach a subject in case the ones who can't catch me can learn from peers and they are more confident to practice in small groups than in front of the class.

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There is always a task that fits perfectly with a type of student. No matter the heterogeneity of the group. All of them are necessary in order to build a final product.

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Addressing heterogeneity in class can be difficult specially when there are more than 25 students in class. However, when designing activities / lessons it is important to bear in mind that every student should be able to deal with them

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I teach biology in a high school and although I don't encounter such a great heterogeneity in my classes as someone in primary school, it does exsist. I try to give additional tasks for those who show interest and based on the way they do it I could understand profiles of my students better. I also have a group of students who prepare for science competitions.

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I teach students from age 7 to 14. I usually have five different classes in a day because I teach English. I try to differentiate materials but I don't do it always. There are so many other activities and classes I have to prepare. But I make notes, observe them while doing some activities, try to give them meaningful materials and enough attention.

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I teach in a very common school in my country.
All students are gifted in their own way - I see that every day!
But I can see that the most "intelligent" are the ones that have a good support at home! When parents show interest in their learning and invest, with their children, in their study, the results are amazing.

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Diverse classroom affects the planning and the lesson itself. I do try to meet everybody's needs and to help everybody by differentiation in instructions, support and used materials, but most of the time it is not enough.
Reflecting on my biases, I do have some of those from time to time, in the sense, that while planning the task for some students, I presume that it will not matter to them, that no matter how much help some of them will receive, it won't change anything. To overcome this, I think I'd better have real expectations and I'd better judge after the lesson itself, not prior, reflect and learn from mistakes.

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Ηeterogeneity in thje classroom affects my teaching style. My school is multicultural so it is crucial to take this into account in order to achieve yous educational goals. I think that it is very difficult to find the gifted children among students who don't even speak the main language of the school. I am trying to differentiate my methods and observe my students very carefully to identify weaknesses and potentials.

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Because the classes I teach are quite large (almost 30 students), there is obviously a lack of homogeneity among them. This means that I more often than not have to adjust the syllabus in order to cater to their needs. This means preparing extra materials for the students who are doing better and allowing more time for task completion for those who are slower learners. I do extra classes with the gifted students in order to help them enhance their potential.

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Heterogeneity in the classroom significantly influences my instructional approach.
I use various teaching methods to adapt to the different learning styles and abilities in a diverse classroom. This involves adjusting the pace, content, and materials, offering extra resources for advanced learners, and providing additional support for struggling students.
I offer individualized accommodations based on students' specific needs. For instance, students with learning disabilities may receive extra time or alternative assessments, while gifted students are challenged with more advanced tasks. The goal is to create an inclusive learning environment for all.
Empowering students by allowing them to choose topics or assignments they are passionate about enhances engagement and fosters a sense of ownership over their learning.

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I think that differentiating teaching is a relatively new thing that we are not so familiar with. The approach is often quantitative (i.e. more or less work, depending on the child's potential). I also think we feel the need to differentiate more for struggling students than for gifted students.

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I do differentiating, it is a lot of work, but a lots of extra material on the side masqued as games come very handy.

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All students have the same rights to education regardless of their socio-economic background and gender. But is this actually implemented or there are discriminations in the educational system?

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Heterogeneity is something that troubles me and I often feel that I don't have the time and the background to offer differenciated teaching to my students. Because it's not only the gifted students in class but also those with learning difficulties. And not all of them have the same needs, they don't learn things the same way. Of course, I try to help but it seems it is not enough.

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I try to help them and encourage them

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I try to meet the students' needs as much as I can.
I think  creating different tasks for students with different abilities, interests and learning styles is very difficult and time consuming.

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Pedagogical differentiation is seen as a process that requires greater flexibility from the teacher. Differentiating pedagogically means planning actively and regularly, always taking into account the difficulties and rhythms of each student.

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Teaching SLD or more in general SEN students in Italy is highly challenging due to the excessive number of pupils in each class and the inefficient solutions our governments has adopted in the last decades.
Personally, I try to give my students as many different ways to access the information they need as possible, in order to make sure most of them retain what I need them to retain (videos, flowcharts, mindmaps, audio, etc.)

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In a classroom sometimes is very difficult to support those kids. We must find ways to activate them with different ways.

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Teaching students who have a diverse range of abilities, backgrounds, interests and learning styles is not an easy task for teachers. I try to cater for their different neeeds by bringing various materials, adapted to their different level of ability and offer feedback as often as possible.

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Differentiated learning is the answer to heterogeneity in a class. A teacher should take their students' interests, socio-economical background, strengths and weaknesses into consideration before planning an effective lesson. Personally, I try to cater for my students' needs by offering them different options and choices, encouraging them to work in teams and giving them agency.

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I have twice exceptional students in my class. I try focus on the strenghts. I want to show the strenght of this twice exceptional student to the other students.

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Heterogeneity in the group is something we constantly have to deal with and it's really hard and time consuming to cater for all the different needs. Differantiated activities, peer tutoring, encouragement, setting diverse time limits for the various tasks and different outcome in a project (e.g. one could produce a text, a video, a presentation, a cartoon, a poster, a drawing, a poem, a song etc) according to the abilities of the students, are some of the techniques used to oercome this kind of situations.

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How does the heterogeneity affect your instructional planning?
It's lovely to work with a class in which heterogeneity rules. This way they can use their life skills and develop others amongst themselves.
Are you differentiating instruction and providing accommodations based on your assumptions of what makes sense for your students?
It would be ideal, that the student could build a differentiated path. Though it's quite hard in the minutes I have per week. Despite it all, in school, we have different tests and use different exercises in the classroom, and, above all, we appeal to the development of skills such as collaboration, creativity, and communication. In Portugal Portugal we have a law that defines all the students' needs and what the teacher must do to help. It's the law nº54 of 2018.
Are there any assumptions hindering your support for every student?
I guess time is a decisive factor as well as trying to cope with the curriculum with the individual path of each student. This takes time. It would be great if students could be with two teachers every day. This meant they could step into a more individualized learning. This is hard to overcome...

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It is difficult for me to differentiate the work with my students, since my groups are quite large. I wish the governmental/school administration helped teachers a bit to build more friendly environment for the students. With a large group it is much more difficult to identify individual student's talents and difficulties, so - even though I don't like it - I am often forced to used standarized types of assignments.

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We are all aware that it is not easy to cater to all students' needs. But we should still do our best to differentiate our lessons to satissfy the majority at least

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I do my best to recognize students' needs and support them. I try to encourage, give possitive feedback, prepare diverse excercise, give time. In my opinion teachers need to cooperate with parents in order to help students.

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I do my best to recognize students' needs and support them. I try to encourage, give possitive feedback, prepare diverse excercise, give time. In my opinion teachers need to cooperate with parents in order to help students.

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different culture and language, different backrounds

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Heterogeneity in the classroom impacts my instructional planning by prompting me to employ diverse teaching methods and provide differentiated instruction. To avoid biases, I challenge assumptions and set high expectations for all students, regardless of their backgrounds. Regular reflection and professional development help me ensure equitable support and accommodations for every student.

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Recognizing the diverse learning needs and abilities of my students, I differentiate instructions. I use formative assessments to gauge students' understanding and progress continuously. I am mindful of the cultural backgrounds and experiences of my students. It's essential to recognize that biases can affect instructional decisions, including assumptions about students' abilities based on factors such as gender, race, or socioeconomic status. By actively addressing the heterogeneity of my students and challenging my biases, I can create a more inclusive and equitable learning environment where every student has the opportunity to succeed and reach their full potential.

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students are very different from each other. it is very important for the teacher to make them build a class as heterogeneous as possible, to cultivate their interest in learning.

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I have to say that creating different tasks for students with different abbilities and interests and learning styles is very difficult and time consuming. When you have 20 students in the class and you have 6 classes a day, it is nearly impossible to do so. I try to accomodate to students needs as well as I am able to. Sometimes its difficult and sometimes the lesson plays by itself e.g. when the students are peer educating.