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One high ability with lower ability students

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Mixed ability groups or ability groupings depending on the class/lesson content.

Buddy partners

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Allocate roles to students

Variety of students (high ability, middle and lower ability)

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Expecting more complex sentences and details from higher ability students and more scaffolding to lower ability students

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Be clear and concise

Adjusting the expectations/set new expectations

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More able students to do an extension activities

Lower ability may require more help from teachers (or CA)

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Pick students randomly not just the ones who are more active. Asking HOT questions to students with higher ability

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Group the students according to abilities so the teacher / CA can cater to their needs and provide extra scaffolding where needed 

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Group the students according to abilities so the teacher / CA can cater to their needs and provide extra scaffolding where needed 

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Open-ended vs closed questioning

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Random number generator (to pick some shy students)

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Preparing extra materials for weaker students e.g. More colors, pictures etc

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Use gestures to involve everyone (thump up/down)

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Provide hint for revising (underline mistakes, circling for punctuation)

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Some students may need worksheets to be modified 

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Some students may need worksheets to be modified 

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Varied questioning skills to activate critical thinking. However, also allow less capable students to answer using different format, such as multiple answer option

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For more able students, should add more details and change more words, using a bigger range of vocabulary

For less able students, only focus on the language focus for them to do revising

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Allow students to discuss in pairs before class sharing

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Allow students to discuss in pairs before class sharing

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For lower ability students, provide simple and live feedback with direct instructions.

For higher ability students, use questions to prompt further thinking (critical thinking).

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Highlight the problems in the text for less able students instead of asking them to identify them themselves. For more able students, allow them to practice self correcting using the editing poster or checklist

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Students could exchange their writing and get more ideas from each other

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Provide sentence stems if sentence patterns are too simple. Maybe even colourful semantics or an individualised word bank to make sentences.

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For more able students, T demonstrates once. Then leave room for students to work on their own

For less able students, provide more guidance, give more visual aids, more samples and more conferencing

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Asking lower ability about the Capitals and Punctuations and higher ability students about grammar and spellings

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For less abled Ss, write simple sentences when demonstration. Provide some more learning materials to them, e.g. word bank

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Trying using simpler language for weaker students

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Hang posters with useful vocabulary lower ability students can refer to

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The worksheets should be tiered and modified for lower able students. 

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The worksheets should be tiered and modified for lower able students. 