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The teacher gave individual instructions on how to complete an assignment that their classmates completed collaboratively in class, with support from the teacher. The assignment is the same, but this student had the additional challenge of completing it without the group and without the teacher.

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Varied resources are matched with student (English Language Development) needs. The Texts for English Language Development teacher resource book breaks the texts into more manageable chunks, and includes the WIDA sensory support of additional pictures.

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After collaborative brainstorming, the teacher completed the thinking map based on the students' responses. The teacher filled it out as the students dictated to her, rather than each student completing their own.

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This is an example of a thinking map completed collaboratively by students, that engages them in the thinking move of comparing and contrasting.

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This is an example of a worksheet that students discussed together in class. It is used to help students retell or summarize a story, and identify the basic elements of the story. This engages them in critical thinking and tests their comprehension skills.

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The content and assignment is the same for all students, but one student meets the learning objective by circling their answer (shown below), while another student writes their answer.

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This is an example of flexible grouping because the group is "determined by [the] teacher," and was formed temporarily as appropriate for a specific activity (Heacox, 2012, 93). Since there was only one distance-learning student, the teacher invited his in-person classmates to join the group for the Kahoot game.

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This is an example of ability/aptitude groups, because the teacher forms spelling groups based on their performance/score on an initial spelling test. After scoring students' tests with a system similar to this one, they are grouped based on the skill they need to master.

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This is an example of cooperative grouping because students together to answer a question on Jamboard