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1. Choosing the song / music to learn and perform dance based on their choice and also looking at the level
2. Supporting students who are little slow in grasping dance steps by - pairing them with another student or giving extra time in learning steps, also making steps converting into counts and numbers to make them easy to understand and also we can mark on the floor so that students follow those marks rapidly through which they understand the steps.
3. Assessment - students will be given choices for assessments - like choosing the music / song of their own choice to perform or choreograph, choosing dance style students are comfortable in and also learners are given extra time in preparing or performing dance.

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Process differentiation-Support lessons are conducted for extra help wherein the concepts are again  cleared in the simplest manner.(Every Friday)

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Process differentiation-Support lessons are conducted for extra help wherein the concepts are again  cleared in the simplest manner.(Every Friday)

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In the writing tasks, more emphasis is given on understanding of the concept so the word limit for writing is reduced, students are allowed to write in sentences. (Written assessments)

Open ended tasks with choices are given so the students are able to choose  the task happily for themselves. Students are often involved in the planning process for  designing assessment.(Theme-WWAIPAT, Show and Tell ,Bloom's Taxonomy, TIC TAC TOE)

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Flexible groups by interest, learning style and readiness.

Learners will be given different collaboration tools to discuss and support peers

students will use to work on their collective document ahead of time.

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1. Drawing pictures, illustrations and pictographs.
2. Time-sequence organisers. |

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Assessment - HWEO - Investigate a book - Bloom’s Taxonomy - Learners investigate a book and present it choosing their smart area (Language, Music, Dance, Drama, Visual arts) to express themselves using stages of Bloom's Taxonomy.
Assessment - HTWW  - Choosing your way - Learners choose between the subject areas (Dance/Drama, Music, Language, Mathematics, Visual arts) to demonstrate their understanding of states and properties of matter.

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Reinforcing effort and providing recognition	

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Reinforcing effort and providing recognition	

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1. Represent similarities and differences in graphic or symbolic form.
2. Web-based/downloadable graphic organisers

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Mathematics classroom activity - tic-tac-toe strategy on addition and subtraction.

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Mathematics classroom activity - tic-tac-toe strategy on addition and subtraction.

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1 question based on 2 digit addition.
1 question based on 2 digit subtraction.
1 question based on addition story sums.
1 question based on subtraction story sums.
2 question based on mental math.

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Learners are given extra time for developing learners' understanding and learners can try to understand the level of their understanding.  Learners try to understand the difficulty level and I give solutions according to their needs. For example, I gave extra time for material choice, art form choice, subject choice, or technique choice. I motivate them for learning a new skill. Maybe learners facing some physical or mental problem that time we can inspire with the artist life. We explore art museums, galleries, storybooks, autobiographies of artists.

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Recognising similarities and differences	

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Recognising similarities and differences	

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1. Sorting, classifying, and using metaphors and analogies.
2. Historical investigation
3. Invention
4. KWL Charts

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जिन छात्रों का श्रवण कौशल, वाचन कौशल से उत्तम है, ऐसे छात्रों को ऑडियो सुनाकर उनके उच्चारण एवं शब्द ज्ञान को बढ़ाया जाता है |

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जिन छात्रों का श्रवण कौशल, वाचन कौशल से उत्तम है, ऐसे छात्रों को ऑडियो सुनाकर उनके उच्चारण एवं शब्द ज्ञान को बढ़ाया जाता है |

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जिन छात्रों को शब्द पढ़कर समझने में कठिनाई होती है, उन्हें चित्र दिखाकर शब्द समझाए जाते हैं |

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As a Facilitator

·       Firstly tried to understand students’ prior knowledge, strengths, weaknesses and level of skills.

·       Then activities/ learning engagements are designed that are student-centered, using inquiry-based models of instruction (Questions, grouping -regrouping strategies, learning centers etc.)

·       The integration of both Blooms Taxonomy and multiple intelligences have given a wide spectrum of knowledge that can be successfully implemented in the class to develop learners as thinkers and creative individuals.

·       Flexible, varied, open-ended and inclusive methods of assessment give all students an equitable opportunity to demonstrate their learning through different tools and strategies - pen & paper assessments, quizzes, oral- video, debate, posters/ drawing/charts, PPT, picture description, puzzles, cross-word, flow chart/ mind maps et.
Some strategies that we use in our school to support students in their learning:

altering instructions

varied assignments

frequent monitoring and feedback, regular meetings with parents

peer tutoring and mentoring (support lessons, EAL class)

offering choice on a variety of materials

providing opportunities for students to develop their self-management skills

mindful grouping

carefully designing the spaces in the classroom,

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Differentiated learners are given additional support lessons (EAL), in addition to that, they are given extended time limits during class discussions as well as assessments.

Usually, students are more interested in kinesthetic learning, and so they are given the tasks accordingly. for example, in HWOO, students had to find 10 items from their homes that are not kept in their designated places and arrange them accordingly. After arranging them, they had to give a reflection of their experience in their own words.

When students are unable to comprehend the question, we connect them with their native language so that they can comprehend better.
For passages, they are given short and easy language passages.
For mathematics, they are first made habitual with 1x1 digit questions, and then they are given regular sums.

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1. Learners were given extra support lesson to help them understand the theme and math concepts.
2. Guided reading sessions were taken for slow learners to help them read and comprehend the passages. Starting with identification of three letter words, sounds of vowels, short passages and read between the line strategies to help them comprehend.
3. For differentiated learners to involve learners in class activities learners were asked "What do you think questions" to get a glimpse of their understanding also giving them KWHL tasks separately along with other learners.
4. Open ended tasks were assigned to learners giving them choices during the assessment, also differentiated assessments of Math and Language were assigned. (WWA - Bloom's Taxonomy, STP -Tic tac toe)
5. Role plays were assigned in order to give learners a better understanding of the concept with respect to the ongoing theme (WWA - rights and responsibilities, STP - Conservation of Planet, WWAIPT - I am an explorer, Interviewing family members)
6. Written tasks were assigned catering the needs of differentiation. Flexibility was given to express their views either in a paragraph writing or noting down the points as per their understanding with proper guidance. Helping learners with proper framing of sentences.

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Assessment- Sort and Write- We used different images of resources to sort different types of resources.

For Meet Wadhwani we used big fonts and more pictures as he enjoyed learning through pictures.

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Coach and client strategy- students were given peer support for the fitness activity.
Students were shown videos images and live demonstration for their better understanding.

Yoga- freedom of choice- students were given freedom to choose asana and pranayam of their choice.

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1. Extra time for reading OR presentation,                                           2.  Extra lessons for differentiated learners          3. Different level homework planning (Challenging Tasks)      https://jamboard.google.com/d/1_hi4UlQOBSpaS23xuF6Vk6AUjoU3RApn-88NzlSKLEc/viewer?f=2                                                                                       4. Different level reading passages according to the level of students                                                           https://docs.google.com/presentation/d/1ZIpjPOBIcwot4sH-fkqNTjzDAoUKE8OWf57vB1h0Z_E/edit#slide=id.p                                                                                            5. Language support as per the need.                                                       6. Differentiated jam board sheets for the class as per the level.                                                        

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1. Extra time for reading OR presentation,                                           2.  Extra lessons for differentiated learners          3. Different level homework planning (Challenging Tasks)      https://jamboard.google.com/d/1_hi4UlQOBSpaS23xuF6Vk6AUjoU3RApn-88NzlSKLEc/viewer?f=2                                                                                       4. Different level reading passages according to the level of students                                                           https://docs.google.com/presentation/d/1ZIpjPOBIcwot4sH-fkqNTjzDAoUKE8OWf57vB1h0Z_E/edit#slide=id.p                                                                                            5. Language support as per the need.                                                       6. Differentiated jam board sheets for the class as per the level.                                                        

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Content Differentiation: (Engagements and Assessment) Learners are provided with reading levels, mathematical problems, visual, audio and kinesthetic modes to explore. 

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Content Differentiation: (Engagements and Assessment) Learners are provided with reading levels, mathematical problems, visual, audio and kinesthetic modes to explore. 

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Reading passages, Guided reading sessions, Word limit, Mathematical sums, Critical thinking, Visuals to interpret the content, experimentation, observation in the surroundings, Creating learning spaces in physical environment.
Content Support: STP - 'Report Plan' - Learners were given choices disasters for presenting case studies/report plans to slow learners along with the links, references and sources.

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Allowing for varied working arrangements

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Allowing for varied working arrangements

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Strong products require students to apply their learning, extend their understanding, and use both critical and creative thinking.

Digital presentation tools

Digital posters or infographics

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बच्चों को  जिसे लिखने और पढने में  परेशानी होती है उन बच्चों के लिए के लिए अलग वर्कशीट दी गई जिसमें व्याकरण से सम्बंधित समझ  बढ़ी है एवं कहानी की वर्कशीट दी गई जिसमें कुछ-कुछ शब्द छूटे हुए थे   और उसे पढ़कर कहानी को पूरा करना था जिसके द्वारा उसका उत्साहवर्धन भी हुआ |  छात्रों के ज्ञान को परखने के लिए अलग Assessment भी तैयार किए गए हैं |

मौखिक गतिविधि
छात्रों के साथ  ज्यादातर मौखिक गतिविधि आयोजित की जाती है जिसमें छात्र बोलकर विषय से संबंधित अपनी समझ प्रस्तुत कर सकते हैं |
छात्रों को विभिन्न कहानियाँ दिखाई एवं सुनाई गई और फिर छात्रों से कहा गया की अपने पसंद की कोई भी मौखिक कहानी का वीडियो बनाए |  जिससे छात्रों के उच्चारण और कहानी के भावों को समझा गया |

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1. During physical school flexible grouping and regrouping                          2. Assessment plannings as per the level.

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1. During physical school flexible grouping and regrouping                          2. Assessment plannings as per the level.

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1) While at the time of push-ups those learners who are not capable to the push-ups we told to do knee bend push-ups to them.
2) In other physical fitness exercise while they are doing sit-ups if some learners are not capable to do sit-ups then we will told them to do crunches.
3) During the assessment we also used that type of strategy if slow learners are not answering then we told them what you know tell us.

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1. The song selection will be based on students choice and interest
2. The elements of the song will be taught as per students essential needs and acquired skills like; listening, sense of rhythm & absolute pitch finding plus their performing abilities
3. The roles and responsibilities to perform the song will be provided as per their area of  interest like singing and melodic or percussion instrument playing.
4. All the students will be brought to same platform (level of performance) to perform with their full potential and enthusiasm.

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For language: Picture Composition (Framing sentences)
Leaners get guiding words which helps them to frame sentences.

For Mathematics: Using Jamboard
Jamboard is used to solve the sums step by step  for the students who needs extra support to complete the task.

For Reading: for the learners with eye sight problem.
Big and Bold fonts are given to the learners so they can read the text and understand its meaning.

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Differentiation is achieved after identifying the learning needs of every kid through use of visual, oral, kinesthetic and auditory based learning activities such as:

1. Learners were given the liberty to choose their own song and presented it in front of the facilitator and classmates (at least 1min)
2. Learners listened to a song selected by the facilitator and danced on spot presenting their creativity and spontaneity.
3. Learners were provided with atleast 5 scenarios, emotions to choose, explore and create a sequential snippet or act.
4. Learners were provided with different pictures to choose, explore and present it in form of a rhyme or poem.

Please Note:
The time duration for the preparation of the tasks mentioned above varies student to student.

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I assign my task and activities as per my students, i have four students the task is general for all but i give time for another student

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I assign my task and activities as per my students, i have four students the task is general for all but i give time for another student

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2. Homework are different for different students, task is one but activities are different for students in jamboard.
3. I use various activities for better understanding of each child, through different type of demonstration.

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Learners were given different passages based on the same topic as per their reading skills.

We used to give one of our learners big fonts and more pictures as he enjoyed learning through pictures.

During assessment tasks, we try to give them open-ended tasks so that they can showcase their understanding proficiently.
For example -
“My Thoughts” – Select any one image from the PPT and share your understanding of the same.
3-2-1 Strategy Write/Draw and Speak
Choose any one task from the given options below:

1)Complete the given incomplete story and illustrate the best scene of it. OR

2) Combine the elements of two stories and frame a new story. (Lion and the mouse and Thirsty Crow)

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Build polo tower- Learners performed a  gross motor activity . He had to put a spoon in his mouth and build a tower of polo. Everyone  was able to do the activity, From the few who did this activity easily, we kept 2 spoons in the mouth or made a tower on them. There are many such activities in which we give challenging tasks to the learners at the same time.

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Build polo tower- Learners performed a  gross motor activity . He had to put a spoon in his mouth and build a tower of polo. Everyone  was able to do the activity, From the few who did this activity easily, we kept 2 spoons in the mouth or made a tower on them. There are many such activities in which we give challenging tasks to the learners at the same time.

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Group Assessment
Learners participated in the group assessments through different online interactives like Quizizz, Worwall, Jamboard wherein they have reflected their levels of understanding by participating.

Gallery Walk
Learners participated in the gallery walk wherein they have identified the picture under the Level 1.
Then after they have identified the initial letter of the pictures and wrote in their notepad under Level 2.
Learners identified the characteristics of living and non-living things of the pictures shared under Level 3.

Spin the wheel
Learners identified the beginning swar of the pictures given under the Level 1.

Language Support during Verbal Presentations
Learners were given choice to express their views in the language they are comfortable with during the tasks like Think- Feel - Care, What if, Stop-Look-Listen, See- Think-Share.
Learners wrote the swar and drew any other object that starts with the swar under Level 2.

Different Jamboard sheets Different Jamboard sheets were designed as Level 1 and Level 2 levels under Mathematics and Language as per the level of students.

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1.Students are given feedback throughout their work on the unit, both by the teacher in individual interviews and by their peers both in preparation and rehearsal and classroom performances.

2.Students who are learning in a language other than their mother tongue are encouraged to work in the language they are most comfortable. They can meet the music objectives in any language. They may also discuss what they are doing with a peer that speaks or understands their own language.

3.Students with special needs are given extra time to think and formulate an idea. They are welcome to speak with a friend/relative and share their ideas.

4.Written feedback on Process journal comments and oral feedback on student's work are given time to time.

5.Revision of notation reading and instrument playing techniques.

6.Developing Aural skills through teachers’ demonstration / instruments playing and singing.

7.Extra teaching & practice are taken for weak and new students.

8.Students can use technology for their process journal or write it by hand depending on need.

9.Students are divided equally in groups according to their level of understanding and learning.

10.The music provided to them should be more student specific.

11.Every student are examined and advised to select his/her best role.

12.A simple method of music composing are demonstrated and were taught to them.

13.The task is designed as per the students’ special needs.

14.Learners are free to answer in their own way.

15.Differentiation is achieved through use of visual, oral, kinesthetic and auditory based learning activities.

16.Use of the ICT resources, videos and information related to the topic

17.Study through images/videos, preparing booklets are more beneficial for kinesthetic learners. Above average students were asked to help slow learners.

18.For research work students are given special guidance by a resource coordinator.

19.Basic information will be delivered to the student using media resources like the internet; e-resources like different music videos (available on youtube) on various topics will make learning of basic concepts easier.

20.Gifted and talented students are given chance to investigate some tricky exercises.

21.Slow learners are given extra time to accomplish the task.

22.When weak students demand to explain again, that time brilliant students are given the opportunity to explain the same.

23.Use of activities that require multiple types of intelligence such as verbal (class discussions) and visual (diagrams, worksheets, video).   Videos, animations and simulations help in developing better understanding.

24.Students themselves are given chance to plan the activity and students having leadership qualities distribute work as per strengths and weaknesses of their classmates.

25.igsaw Puzzle help in creating interest especially in kinesthetic learners.

26.While making scrapbooks students were given freedom for depth of contents, number of pages, pasting pictures or drawing the images, adding short descriptions in written or printed form etc. So this is feasible for everyone including slow learners.

27.Slow learners are given additional support apart from peer support to make understanding easier.

28.Recapitulation and reflection of the topic are done under guidance of the teacher.

29.Contents are having a combination of simple and difficult topics / subtopics. Gifted students are instructed to get into depth of any topic meanwhile difficulties of weak students can be resolved.

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Extra support lessons to slow learners
Format of tasks/engagements are changed like quizziz was converted into google form.
Extra time
Guidelines and instructions' language is changed to make them follow the process smoothly.
Grouping the students as per their levels.

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Role Plays

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Picture Description- Learners were given few words so that they can frame sentences with ease. (For Language)
We allow learners to present their thoughts orally or writing 2-3 short sentences

Reading Passage- Learners are given short and easy words passage for reading.

We deliver instructions and guidelines in other languages (For Hriday and Vivvan I use Hindi for explaining.)
Support lessons are taken to help our learners and solve their doubts.

Mathematics- Learners enjoy using jam board for new concepts like number line.

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Differentiation status was obtained which was based on observation skill and imagination skill of the same situation given to the students. In the learning activity, a potato was converted into a horror object and the students were made to act the scene in that situation. Students were given complete freedom to act according to their own preferences and they had present the scene in at least 4 ways.