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Instead of separating them into groups based on ability, have mixed-ability groups. Allow the stronger students the ability to peer-teach because sometimes students receive information better from their peers than their teacher. Being able to teach what you know helps you understand it better yourself and it may make more sense for the lower level students. As the teacher, you can still monitor and assist groups.

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25% failed Algebra 1 (and 15% more probably should have)

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25% failed Algebra 1 (and 15% more probably should have)

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Can group them multiple ways... Could put the high level kids together and let them work on challenging activities together that way they can ask each other questions and maybe not as many questions directed towards the teacher. Same with the lower level kids, group them together and let them work together. Depending on the lesson, you could mix the groups as well, some high, some low level kids together in groups.

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3 Groups: Using Khan Academy, you can assign, track and support kiddos who need it through the hints and videos (one group can take the notes similar to credit recovery while others can just work the problems). In addition, a third group can be made for those that are really struggling, give them 5 problems on paper and then work them out using white boards and model and talk through the problems.

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Maybe try pairing high level students with lower students. Have the high level students teach/support the lower level kids. Teaching is definitely a challenge :) for the higher level.

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I love that students are all working different problems and can work at their own pace.  Students who understand it are able to work on more challenging topics and have videos and tutorials to help them move forward without me.

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Have higher students make up problems for lower students.

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Have higher students make up problems for lower students.

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Assign practice problems for all levels.  Don't limit the practice to what everyone will be able to do. 

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Assign practice problems for all levels.  Don't limit the practice to what everyone will be able to do. 

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After working and working on factoring, we "bit the bullet" and show them how to use PLYSMLT2 to factor . .. .  some students just seem to be unable to factor and this is the only thing that allows them to move on . . .

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Packets were created including guided notes for each factor pattern (how-to).
Group 1: Limited number of questions,  a=1 and GCF
Group 2: Mixed questions of a=1, GCF, a>1
Group 3: Apply the factoring to the rational problems after quick review.

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For Honors Level Students create templates for students with step by step answers or clues side by side.  Create flaps that they can lift to either check their work or get a clue

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For Honors Level Students create templates for students with step by step answers or clues side by side.  Create flaps that they can lift to either check their work or get a clue

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Give students an assignment where different questions are worth different points. Students are required to earn a certain number of points by the end of the assignment but they can choose lots of easy ones or a couple hard ones.

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For your higher students use the ExamView Generator that has much more involved problems to help them go deeper and further.

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For your higher students use the ExamView Generator that has much more involved problems to help them go deeper and further.

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Create groups of 4 (2 strong and 2 weak). Create a worksheet where there are 2 columns with different problems but get the same answer. The level of the problems can be different in the 2 columns so that the 2 stronger students are working together and the 2 lower students are working together.  They can help each other.

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Drill on FOILing before you start factoring.

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Drill on FOILing before you start factoring.

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Use basic math fact games (like around the world, knock-out, etc) as warm ups because the ability to factor truly hinges on the ability to recall math facts.

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I sometimes reward the peer tutors with a "homework pass" or some other small reward for their efforts

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You do what you can and don't sweat it.  Try to group them as much as possible (whole group too), use online resources that keep them focused and can help monitor them as well.

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Have students pair up and talk through the problem. Roll the dice to see which pair of students will be putting their work/answer on the screen. You can use that time to assess the most common questions or stuck points.

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My students work in groups of 3 on a daily basis. They know they are to ask each other for help before coming to me. The little questions get taken care of while I can attend to the bigger questions or the kids that are completely lost.

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Go back to whole class discussion and walk them through examples.

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Go back to whole class discussion and walk them through examples.

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Stop the individual work and do whole group -- discuss how to start/model it

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Stop the individual work and do whole group -- discuss how to start/model it

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They can use each other as resource and then get you to help when needed. Something like a See 3 - then see me procedure.

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small group with teacher for the 10 ish students needing constant help.  Allow the others to work together

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small group with teacher for the 10 ish students needing constant help.  Allow the others to work together

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Sometimes I choose to do "conferences."  All students must have their notes out while making an attempt on problems, and I go to each group for a max of 5 minutes while answering key questions.  Grouping can also be very beneficial in this situation.

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Sometimes I choose to do "conferences."  All students must have their notes out while making an attempt on problems, and I go to each group for a max of 5 minutes while answering key questions.  Grouping can also be very beneficial in this situation.

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Students with needs will usually fall naturally into two groups: those who just need some extra explanation in order to succeed and those who need extensive intervention in order to have a chance at succeeding. I would match the mid-level students with the high achievers and choose 4-5 students who need intense intervention to target myself.

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Tell students to refer to their notes for immediate help.

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Tell students to refer to their notes for immediate help.

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Split your class in half and use a modified flipped classroom. Have in class work for the upper half while you instruct the struggling students and then swap the next day.

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Split your class in half and use a modified flipped classroom. Have in class work for the upper half while you instruct the struggling students and then swap the next day.

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Remind them to use their textbook and notes as a resource.

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Remind them to use their textbook and notes as a resource.

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Using more advanced students in the classroom during their study hall as an "aide"

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The whole pair-share thing is great but it definitely requires that you plan ahead and have them already grouped by abilities in a seating chart.

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Draw group numbers for groups to add another step to the problem. They can work together as a group to decide the next step, but someone from the group has to come to the board to add another step.

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Explain that we are going to take 5 minutes to work with partner, and use our notes which has a similar problem.  Find the similar problem and with your notes, work thru it together.  After 10 minutes, come back to board and do a few more with them.  Kids need to struggle and learn how to use their notes for guidance.

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Show them from the easiest to the most involved and show them multiple examples for each scenario
Make sure that you include any special cases that exist

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We are assuming that the co-teacher did not teach the lesson. Maybe have the co-teacher reteach the lesson and give the lesson a different voice and maybe a different approach to solving the problems. Maybe they just need to hear the lesson from a different person/source.

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My Coteacher and I have found this process successful.

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My Coteacher and I have found this process successful.

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We whole group instruct and then give students two options. If the student feels that they have a strong understanding, they remain in my classroom and I answer students specific questions. The coteacher has his own classroom. Any student that would like extra support can go to his classroom and receive step-by-step help through a few more problems. Some students consistently stay in one classroom but many students bounce between classes truly evaluating their content knowledge.

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Have the Co-Teacher Model it on the document camera as the other teacher model it on the board simultaneously. This way, the SSS teacher can interject "key phrases" and methods (teaching the main teacher as well as supporting their kiddos with extra supports)

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Sometimes my co-teacher has a different way of explaining a concept that helps the low babies understand.

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Take them outside and use the angle meter application on their iphone to determine the height of an object. (Surveying 101)

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Take them outside and use the angle meter application on their iphone to determine the height of an object. (Surveying 101)

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Teacher and Co teacher each take a group

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Teacher and Co teacher each take a group

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Let the group that  "gets it" works independently on a test review and the teacher and co-teacher reteach the concept in small groups

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Have the co-teacher prepare a lesson to reinforce the topic to the entire class. After the lesson, students break into groups based on need.

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Have the co-teacher prepare a lesson to reinforce the topic to the entire class. After the lesson, students break into groups based on need.

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Our co-teacher travels to each subject with our kids. The benefit is that often times our co-teacher can interject things like "remember in language arts when...." and tie back decoding strategies to other skills in other subjects.

We also will do stations where one station has the teacher as a direct facilitator, and one station where the co-teacher is the facilitator. The other stations are self-directed, but at least two of the stations have direct instruction.

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LOW: Behavior problems should have a chromebook doing Khan Academy using it as a reference (to level the playing field).
Medium 2 kiddos: Guided notes prompting steps with self checking activity.
High kiddo: No guiding notes but a matching puzzle (like a grid puzzle)

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Not sure if there is an exact right answer to this, many different group options would be beneficial. There are only so many kids that can be reached and if you beat your head against the wall trying to save them all, you will end up going crazy. Group them how you feel is appropriate for that situation and just do the best that you can.

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I am always hesitant to group based on ability because I feel that students will at some point figure out who are the smart students and who are not. I like random because it lets the kids know that there is no reasoning based on ability. The only time I give them an assigned seating chart or move them after the random seating has been done is for behavior issues.

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Make sure roles and responsibilities of each group member are clearly defined. Make sure they know what is expected of them.

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That doesn't make sense, but I break my class in half (low and high) then break them up heterogeneously within each of those groups.

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Randomly but try to ensure that two behavior problems are not in the same group .

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Randomly but try to ensure that two behavior problems are not in the same group .

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Group by gender -- put bad apple right next to teacher

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Group by gender -- put bad apple right next to teacher

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I sometimes don't group right away. I give students the scenario, give them some silent think time to start their problem then split them up based on how they started the problem.

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It sounds crazy, but sometimes putting them all together in a group allows you to hoover and monitor them without soiling the other groups.

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Not Enough Information to Answer the Question

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Not Enough Information to Answer the Question

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Each behavior problem is its own animal, and the non-behavior problems in the class have their own unique characteristics as well. No excellent grouping plan can legitimately be made until relationships are forming with the students.

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Group the "rotten eggs" if the main issue is maturity (lack thereof) but hold them accountable for their work.

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Group the "rotten eggs" if the main issue is maturity (lack thereof) but hold them accountable for their work.