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For high-skilled learners, I would design an open-ended project where they can research a topic in depth, create their own product (e.g., video or presentation), and explore additional resources independently.
For low-skilled learners, I would provide more structured steps, guided tasks, and scaffolding such as templates or examples to support understanding.
Both groups would work on the same theme but with different levels of complexity and autonomy.
Finally, I would include sharing time so all students can learn from each other’s work.

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Mogu planirati zajedničke aktivnosti ali s diferenciranim zadacima.

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I'll use Poetry Task Cards with different colors for both groups.

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I would organize in the laboratory of chemistry a group activity in which the student with less skills can be supported and directed by the most competent student, who would continue to develop the relational and organizational skills

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I would give them a task to fulfill together,but doing different shares designed for their personal learning style.They would work collaboratively but enjoying their ways each.

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Começava primeiro por saber os interesses de cada um dos alunos. De seguida elaborava uma atividade, para o aluno bom, em que teria que pesquisar e chegar a conclusões mais autonomamente. Para o aluno mais fraco organizava uma tarefa mais orientada, por etapas e utilizando tecnologias.

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I would creeat an activity they could solve working together. Social learning is important and the one with high skills could also learn by teaching his peer, and the one with low skills can be more motivated to work with a peer that can help him to overcome the difficulties instead of solving him the problems.

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Benim sınıfımda gerçeketen keşfedilecek,kişisel öğrenmeye muhtaç çocuklar var ama sınıf kalabalıklığından ve teknik yetersizliklerden fırsat bulamıyoruz.Aynen 1.videodaki gibi.Ancak çocuklara sevgimi göstererek ve güvenimi dile getirerek dokunmaya çalışıyorum.Teşekkkürler

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I would plan a task that students can solve by teamwork. Each student can participate in the activities that best suit him, they can work together and support each other.

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I will write a task with two activities (one weak and another heavier activity). I will make mixed groups of students, each of whom has a duty to solve the task.Thus, the weaker students will solve the easier part of the task, and the better students will solve the harder part of the task.

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İki öğrencinin de öğrenme stilini keşfedip ikisine de uygun olabilecek etkinlik tasarlardım.

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I would start by looking for motivation to act and show strengths.
I will appeal to the experiences and experiences of children.
I will propose a topic and ask for ways to solve it, stressing that there are no bad solutions, there are only other views on the same subject. I will divide children into groups, small groups created by students with different skills. I will let them work independently and be able to present it.

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I used the personalized learning path

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Le aule in cui lavoro hanno i banchi preparati per il lavoro di gruppo. Per il successo educativo di tutti uso diversi metodi, il braitoraggio, il lavoro di gruppo, LIM, metodi inclusivi, l'educazione tra pari ... Per le esigenze dei miei studenti uso anche giochi di ruolo e giochi da tavolo per insegnare la grammatica della lingua madre.

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I would start by looking for motivational strategies to present the theme under study, appealing to students' intuition and creativity.
Then I would propose sub-themes that would be worked on in small groups formed by students with different skills and levels. Developing the spirit of collaboration and mutual help, they would make an exposition to the group.

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I think dealing pupils individually is very important but in my school, the classrooms are a bit crowded. so, there can be some timing problems for me to plan a lesson. However, I am trying to give my students different activities and focusing on different skills.

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Working in groups could be a useful task for both students, namely through mentoring. After I understand their learning way, I prepare similar tasks with different level of difficulty

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I can plan activities that can work together

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I give an group work to eachother,and I put them in the same group, both of them has got different duty which is according to their own knowledge, in this activity. so they help to eachother.

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I would join both of them in the same task, because the high-skilled could help the other. The task would have an activity designed for each level of skill, in order to give self confidence to both students.

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I will give a problem to solve together . By this way, the high skilled one can teach the other student.  I can check it if it is true or not.

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I would first ask the students of their interests and then build two different sets of activities where in each one a different group of students present a different task, in the way that suits them most. I would focus on building teams according to interest not on academic profile.

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I would ask them to make a search at home about the subject and the theories/scientists who were related  to it, making notes about it and bringing to class sites or books they used.
Then in class I would pair them up with two totally different pupils, so they can help one another with different views of the same subject. They would discuss the theme, prepare a small presentation(2-3 min) and after the presentation they would answer questions about it

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Well I guess that mixing students together could help because they could help each other and also have my support. Collaboratively work through tasks like quizzes, surveys or

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I would adapt the activities according to the motivation of the students, their difficulties and competences.

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I would try to motivate their interest by selecting activities that they would be suitable for their needs and preferences.

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I would try different strategies for the same task.  I would also use visuals, clips and graphics.
I would use explicit instructions for low-skilled learners and encouragements and for high-skilled learners I would make the task more challenging.

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learning skills.

 
more_vert
I create groups with stud

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I believe that we can teach learning by using new approaches in technology-based education. In this way, students and we can provide learning together. The need for the emergence of basic learning needs to be revealed. The establishment of the relationship between supply and demand in the theory of economics and the teaching process should be started.

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i would give them such a task that they both like.

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I will plan activities where both can work together, maybe some work in pair...

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I would differentiate my lesson to meet both abilities. On the score sheet I would put both difficult and easy questions so both students would answer. I would also ask them to work together and encourage interaction.

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I am a physical education teacher. Usually the more skilled help the others in the group. Sometimes they can choose the task taking into account what is going to be evaluated and practice in order to solve problems. Sometimes they work in groups and help one another giving feedback based on previous information or pictures. Always the information is visual (demonstration by the teacher or by a more skilled student) and verbal and many times is also by touch.

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I teach English so if my learning task is a description of a place I would ask low-skilled learners to describe a place they are familiar with. They could also ask their family and friends how they feel about that space and inculde that in their compositions. I would also provide links to sights where they can find useful words and expressions. I would ask high-skilled learners to search the Internet and find a place to describe and also provide reasons for that choice. I that way both groups will have the necessary vocabulary and structures to work with and listening to their presentations will be interesting.

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Firstly I would motivate the students by presenting the subject in a fun way. Then I'd try group work and pair students with different skills and levels. Each group member has to have a role and a goal. They should also follow certain steps and evaluate each other. I believe colloborative learning makes the learning meaningful.

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I generally discuss the task in details. Then I give them alot of different resources and the choice to express or to show the way they want.

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Pupils like when teachers know their personalities and teach what students are interested in. Each pupil can best learn in a way that corresponds to his / her type of learning - audiovisual, kinesthetic, verbal, hearing or other. The best way to do this is through a project approach where students work in small groups. I like to do group and peer work and mix the students with different abilities/intelligences.

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Why Personalize? Personalized Learning at CPS

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First, I'd motivate all the students for the challenge. Students must fulfill the tasks, divided in several steps, in a collaborative way, so that each one could do what he is skilled to.The high-skilled students would help the collegues and, all together, would try to accomplish the work.

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Suposed that they have to learn about wegener teory, i start to present then the concepts teory and wegener, and make with then a litle introduction about it. Then in pairs, they have to discover what the teory says. For those high skiled i make a oriented draf with only a few topics, fotr the other i prepar a full oriented report that they have to find out about the theory.
The second task could be present their discoveries. with the full oportunity to present wherever they want, so in pairs mixed, high with low skilled they have to present at class

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If I have to teach these two kind of groups, I’d like to make working groups with them and encourage collaborative learning. I would use project or problem based learning strategy and make them work together. I would make them solve a problem step by step, if they completed one task then they could go the other one. It would encourage them well I think.

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I think that it is important to deal with the student individually in order to know his starting level and be able to work from there, looking for examples, problems, activities, etc. from his interests.

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That's a tough one. I guess, in 2 ways: firstly, by introducing attractive, interactive, intuitive learning materials to stimulate their scientific curiosity, and secondly, trying to get them studying together with more astute classmates, students who grasp the concepts quicker and are able to tutor their colleagues who struggle more.

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I create groups with students with different learning skills. Thus, students will be able to develop their learning skills.

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I create groups with students with different learning skills. Thus, students will be able to develop their learning skills.

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I will find a specific input...a reading text for the high-skilled and a photo for the low-skilled and I will develop my project according to the different level I have to teach...

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I structure the learning task as a group activity. I enable the task to have sub-tasks addressing to different intelligence and skills. I form multiple intelligence or skill  groups for each task. So, students with different intelligence and skills work together to complete the task. They learn to contribute to a common task and they learn from each other. This can also let them assess their peers’ learning processes as well as their own learning processes. To achieve a common goal, high skilled and low skilled students work as team and they appreciate each other contributions to the task.

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Dictionary champions
You appoint a number of Dictionary Champions. The role is rotated on a weekly or a termly basis.

Place some dictionaries at the front of the room.

Every time a new word comes up in class, it is the job of the Dictionary Champions to find out what that word means and to teach it to their peers.

Each Champion should be responsible for a certain number of students. This ensures that all Champions have a chance to teach, and that all students have an opportunity to learn.
Differentiate by outcome
Plan tasks which can be accessed in different ways. This will mean that students can deal with the tasks at a level which they feel they can access (and thus feel happy with).

Such tasks will result in differentiation by outcome.

IN PRACTICE:

Create tasks which all students can do, but which are sufficiently open for them to do them to the best of their own ability.

Avoid tasks which demand a very specific response.  In this way you ‘Leave space in tasks for students to manoeuvre

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An interesting strategy is the Station Rotation: lessons are tailored to each group of learners. The Computer Station allows for independent work emphasizing visual and auditory modalities. The Sort Station offers hand-on activities that emphasize kinesthetic and tactile modalities. The Teacher Station provides differentiated reading instruction and social interaction. The content is the same but it is differentiated in a number of ways.

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ı would prepare the lesson  based on colloborative learning for them. I try to find the interesting points of subject for children.

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Work in pairs: Find information about the subject on the Internet, write a few sentences, find a picture, and present the topic to the class.

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I would give them a reality task . I want from high skilled student help his firends like same a teacher. They work in cooperative learning

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First of all, we should know students and their difficulties and interests. The usual strategy is to organize them in diversified groups, add students with good performances and students with more difficulties. The tasks should be organized and lead by the teacher, supported by the higher performance students.

However, we should take into consideration the positive effect in the student self-esteem the fact of being given those responsibilities, to make them feel “Yes I Can” when they do tasks with success.

In this way, the initial tasks can be made by the students with more difficulties, to improve their motivation.

For example, the teacher wants to do a work about statistic. The students who show more difficulties can make the “field work”, presenting to the interviewed all the objectives of the work and conducting the interviews, being afterwards supported by the bests students in the data statistic treatment.

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PEER LEARNING

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I want to use both collaborative and personalized learning

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We work in collaborative, so I can give them different parts of a total work

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I would give them one compulsory task, which everybody could do successfully, and a voluntary task a bit harder.

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I create mixed groups and follow their improvements and behaviors. This is what i am doing in my classroom. By this way, team work and team motivation, pupils will learn more easily with their friends and they know how to manage-handle group works.

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Working in groups could be a useful task for both students, namely through mentoring.

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Ι would ask high - skilled members to create a mind map with the main points of a reading text and through pair or group work guide low- skill students to find on the internet the right pictures for these points.

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I use different teaching methods. If there is no interest and motivation it is difficult to activate student learning

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I tried to use different methods of learning and I experimented that when there is no interest and motivation it is very difficult to activate in their creativity and desire to learn

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I create a collaborative work with different tasks, one where high skills are useful and the other where students are engaged to chose their own way to reach a goal. Where reading a book could be a good idea but not the only one, maybe using internet, or asking to people or using their own abilities.

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Pair work or group work is a good choice. I usuall
y have students sat according to their language skills level. I sit them in pairs one high and one low skilled student. I have had good results with this. The high skilled don’t just give the others the answers, they guide them to the answer. They feel responsible and appreciate to be in the role of the helper. And the lower skilled learn more and have personalised attention. Since it is sometimes difficult to reach every student during one lesson.

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I think it is very importante to be aware that this students we could differentiate but not to add more activities.

We could organize activities in peer with the roles well defined. Avoid to make the high skills to have allways the responsability to help the others. This way could get frustration and uncomfortable in both cases.

For example, adressing the issue of environment and sustainability. For the high skilled students we can propose the criation of a flyer with the concepts description and to ask them to give suggestions that helps to protect the environment. For the low skilled we can ask for them to make na interpretation of a new about this theme. Or they also can create objectos using reusable material.

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i will prefer to make the pairs or groups of students in which some of the students will be high skilled learners and some of them will be low skilled learners. they will help each other and can explore themselves. this can be beneficial in making low skilled learners to look into themselves and become motivated.

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I believe that students who are considered worthy of multiple intelligences of different types should be treated differently. Therefore, in the limits of the standardized school curriculum, not everyone should succeed. So in my classes, I adjust the types of activities and levels of difficulty according to the needs of my children.I create project-based individualized course plans and group work with the same level of students

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İşbirlikçi ve proje tabanlı öğrenme yaklaşımını tercih ediyorum

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I would have my students work in groups including both low-skilled and high-skilled learners. They would do these two activities together.

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1. project based learning, with different tasks according to their skills.
2. working in pair (high-skilled with low-skilled), tutoring style

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I would probably use the project approach, using pairs to work. Pairs tend to help each other because they depend on each other to achieve their goals. I would let them choose their partner and would only interfere if I saw that the pair(s) weren't taking any benefits from their partnership. Each student could learn at their own rythm and show their learning products the way they are more comfortable with.

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I use a project-based learning approach. I work with small groups of low-skilled and highly qualified students. manage learning effectively and with guidance and feedback.
In addition, it can work in the appropriate field by creating stations for different types of intelligence.

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I use a project-based learning approach. I work with small groups of low-skilled and highly qualified students. manage learning effectively and with guidance and feedback.
In addition, it can work in the appropriate field by creating stations for different types of intelligence.

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Every kid has an interest. So, in order to empower students learning I would opt for a group work activity with low-skilled learners and high-skilled learners. This would allow each student to put into practice her/his skills and her/his best skills. It would also be the students to choose the questions do solve (moving from the teacher asking all the questions to the students asking their own questions).

The distribution of the tasks by the students themselves would, on the one hand, allow low-skilled learners to improve their self-esteem (boosting students' academic confidence is crucial to academic success); on the other hand, high-skilled students would have the opportunity to practice peers teaching - the best way to understand a concept is to explain it to someone else.

I could also propose the high-skilled students a research work using technologies. Thus, they could deepen the subject that were being explored in the class, and improve critical thinking skills, problem solving skills, inquiry skills and technology skills.

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Cooperative Learning is the best way to work. They reach the goal togehter in different time

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The course of the lesson always depends on the lesson type of new material, the fortification, the lesson-project, the preparation for the test or the chapter, the repetition of the topic. Methods and planned activities always model the success - the success of the student.

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I would find challenging tasks for working in pairs or groups for both kinds of learners because they can brainstorm, reflect and motivate each other.

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I always explain new topics and I expose learning tasks in different ways. I give the children reading material, project related videos in the classroom, give concrete examples and let them play with materials.

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To prepare the right activity for the students, I have to identify the type of intelligence they have and how they  learn . I create two groups that will prepare a presentation of the subject. For the high-skilled learners they will prepare a ppt presentation based in the information they choose, they can also use new technologies. They have to present to the class. The group low-skilled learners are asked how can they present the same subject.

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In languages, for example I would ask them to write a text on a given topic. With the low-skilled I would use a worksheet with essential vocabulary and expressions to be used. With the high-skilled I would use pictures or a video for motivation and free writing.

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A group project could be a good idea. I can find an interesting topic for the project together with my students, of course. They will be divided into groups according their type of learning (I know my students' abilities already). They will do the project together, share their roles and tasks. Every week we will exchange our results and discuss the problems. The students will present the effects of their collaboration

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I would try to give a task that is challenging for each group but where each group can use something that it is good at. Therefore, both groups will start being "medium" skilled and at the end they both will be high-skilled.

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I would propose collaborative learning (in a group) in which students will have different tasks to achieve, depending on their high level of skill. They can share your tasks according to their skills, abilities, skills, but the learning outcome must be presented together. Thus, students learn by supporting each other, depending on the possibilities. the teacher has the role of mentor, learning guide.

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I can use videos to help with in-class demonstrations
I  can use a learning management system to, help organize class materials for myself and my students
I can add self-paced learning modules to class. I can break the class up into smaller discussion groups whenever possible. I can give personalized feedback when appropriate and possible. I can take lots of eye contact to students. I can provide the entire class a thoughtful and challenging question to consider.
I can ask each student to independently construct a response to the question (2-3 minutes).
I can ask students to pair up with a person beside them and share their ideas.

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Pair-work is the best way to engage both type of learners. I would prepare two activities suitable for boyh learners. They can help eachother.

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In both cases, I would try to based the lesson in their main preferences. Then to high-skilled students I would ask to prepare their own lesson tryin to be as creative as they want. Doing this,I would expect they follow their own path. Teacher only would wait for answer doubt or help when they need.

On the other hand, with low-skilled students, I would direct the learning process based, as I said before, in their own preferences, creating their lesson, guiding them but letting them to contribute any idea in every moment. Always I would let space for the students creativity.

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I will prepare task for work in the pair. The high-skilled learner will try to solve the problem and low-skilled learner will do what his colleague explain to him what must be done. Then, I will change the roles, the low-skilled learner will explain to his collegue what he understood.

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i would choose activities that students can use their creativity andinterests to know more about the subjects. I will create groups to work together and then all to exchange opinions

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I would adapt the tasks for both and then give them the opportunity to compare

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I would set a task, for example: describe your family,. Then I will ask the students to choose how they prefer to carry on this task: they could use apps on their tablet, they could draw a family tree, they can write a text, according to their individual abilities.