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者

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兩者並非對立。教師應以其教學法和課堂設計來平衡，因作施教。一般而言，有特殊學習需要的學生會需要較多實際上的支援；而能力較高的學生需要的則是方向性的指引以及發揮空間，因此兩者並不存在太多實際上的教學衝突

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對於個別差異和達致卓越之間的關係，我們認為老師可以使用不同的教學法來配合不同學生的資質與需要，而且在設計教學內容時可以考慮學生的背景等因素，提高他們對學習的興趣。再者，卓越並不只是學習的成功，亦有其他方面加上考慮全人教育，因此應該發展學生不同方面的潛能，令他們有成就感，並達到潛能盡顯。

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excellent 是其中一種 diversity. 老師可以鼓勵excellent學生去協助一些能力較弱的學生，令diversity收窄。老師亦可以鼓勵同事做同樣的事情。推行小組教學，讓能力稍高的學生擔任小老師協助能力稍弱的同學，減輕老師的負擔。

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1155079207 Ho Tze Yau Rachel
I think that in a rapid changing environment, diversity must be taken care to achieve excellence in education as taking care of every student is a key concept of education, believing that every student has the opportunity to learn. Teachers may face pressure from all over the place while they want to take care diversity along achieving excellence, but they need to protect their core values along the way, and place them on their top priority.

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Hui Nga Sze, Chung Long Hin, Sin Yau, Chan Shiu Tang, Ho Tsoi Ni

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Hui Nga Sze, Chung Long Hin, Sin Yau, Chan Shiu Tang, Ho Tsoi Ni

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Diversity and excellence are not mutually exclusive. If the school can embrace diversity, the environment and atmosphere of the school can be enhanced. Recognition of student diversity and background allows teachers to gain a better understanding of students’ needs. Distribution of students into classes of different abilities can also enhance their learning

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兩者之間並非二元對立，可以共存，可以於教學上作調適。
教學法：小組以強帶弱（異質分組），強的學生教導弱的學生，每個同學都可以有自己的角色。
強的學生鞏固知識、培養自信、交際技巧。弱的學生可以向其他同學學習。

老師要相信每個學生都有自己的專長，尊重每個人的特點。除了看學生學習成績外，更要發掘學生不同類型的特點，讓不同學生都能發展自己的長處，找到自己的舞台。例如：某些學生的體育很好，但是語文不好。老師可以給予體育小組長的角色，讓學生發揮所長，幫助其他同學。

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Wong Yui Hang Jay Cheung Chun Yin Christoper

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Wong Yui Hang Jay Cheung Chun Yin Christoper

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We believe both of them can exist at the same time. There are differences among every student, so the standard of excellence should be different too. We need to lower the standard in case some students cannot meet high target. Excellence does not mean the same to every student. We should adjust the standard of excellence based on their abilities.

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Luk Hiu Laam Seraph, Lau Yin Ling Elaine, Cheung Ka Wai Emily, Li Hiu Wang Summer, Chin Chi Ho Zachary, Choy Siu Fung Edwin, Leung Ho Yin

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Luk Hiu Laam Seraph, Lau Yin Ling Elaine, Cheung Ka Wai Emily, Li Hiu Wang Summer, Chin Chi Ho Zachary, Choy Siu Fung Edwin, Leung Ho Yin

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We believe that diversity and excellence are not mutually exclusive in a learning environment. A balance should be achieved between both approaches.

Rather than deciding how to allocate the resources to a specific group of students, teachers should tailor their lessons, materials, or even assessment methods for different learners due to individual differences.

For example, including a wide range of teaching materials, grouping students with various abilities/ learning styles, designing different rubrics for assessments and so on.

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Moses Wong Kuong Io, Man Hiu Wa, Ng Tsz Yan Iris, CHENG Sau Ching, Ho Ka Lok, Chong Lok Yan, Tang Sheung Ying

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Moses Wong Kuong Io, Man Hiu Wa, Ng Tsz Yan Iris, CHENG Sau Ching, Ho Ka Lok, Chong Lok Yan, Tang Sheung Ying

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彈性分組：老師能按學生在不同時間的需要，以不同的分組達致不同的目標（eg.有時需要按能力分組—>拔尖補底，有時需要一組內有不同能力的學生—>讓學生互相學習(peer tutoring)
配合Co-teaching：one teacher for normal students and the other for sen
Not alternative s but additives