·       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:

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. 

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.