Catering for Learner Diversity During Writing 422 Day1 by DTS NETSection

2025-08-26 07:36:47 UTC

Group 4

Divide the students into groups. Both higher level and the lower level students in a group.

Group 6

2025-08-26 07:37:24 UTC

Put mixed ability groups for drafting stage and then put in ability level groups for editing and and publishing stage.

Group 3

2025-08-26 07:37:57 UTC

Put them in groups by their capabilities and each teacher handle one group and use different approaches according to their abilities.

Grp 5

2025-08-26 07:38:26 UTC

4-5 mixed ability groups, brighter ones can support the ones who are struggling when the T isn’t around.

Group 1

2025-08-26 07:38:48 UTC

Divide students into groups according to their ability levels.

Group 2

2025-08-26 07:38:49 UTC

Mix high+low performing students

Group 2

2025-08-26 07:39:47 UTC

Set tailored goals for each student

Group 6

2025-08-26 07:40:00 UTC

Asking more closed questions for lower ability (e.g. is this A or B?) and then asking more open ended questions for higher ability students to answer.

Group 4

2025-08-26 07:40:06 UTC

- HOT and open-end questions for more able students.

- Give more prompts for the weaker students when asking questions.

Grp 5

2025-08-26 07:40:16 UTC

Low achieving ss: fulfill the basic requirements but try to add details

brighter ss: Add more details, support the needy ones once done with their work

Group 6

2025-08-26 07:40:26 UTC

Don’t pressure your students or yourself for students to produce prefect model answers, expect differences in the quality of answers.

Group 3

2025-08-26 07:40:32 UTC

Have different expectations on students with different abilities. But the common goal is that they have to finish the worksheets.

Group1

2025-08-26 07:40:36 UTC

Set different expectations to students with different abilities.

Discuss with co-teacher during co-planning meetings.

Grp 5

2025-08-26 07:40:59 UTC

Brighter ss: Open ended questions

Ss with lower ability: more prompts

Group 3

2025-08-26 07:41:53 UTC

According to students’ abilities, we try to ask the questions in different ways.

Group 2

2025-08-26 07:41:55 UTC

Diverse methods：pictures, audio, video

Group 6

2025-08-26 07:42:10 UTC

For lower level students only focusing on one or two of the CARS checklist so they can have a more focused revising session. For high level students they can use the whole checklist and give hem more prompts to expand their writing further.

Group1

2025-08-26 07:42:45 UTC

Simple questions(e.g.yes/no; multiple choice; simple answer) for lower ability students.

More detailed questions (e.g.open ending)for higher ability students

Group 4

2025-08-26 07:43:01 UTC

Students try to do self checking with the checklist of (CARS) revising and (CUPS) editing first. Teacher can give more detailed instructions and suggestions in simple wording on less able students’ work in their feedback. T can also introduce peer feedback.

Group 4

2025-08-26 07:43:10 UTC

Less able Ss: try their best to finish the basic requirements

More able Ss: finish the work and with more details

Group 6

2025-08-26 07:43:33 UTC

Provide extra guidance for lower level students and give higher level students more control over their own editing. Also allow higher level students to peer edit each other’s works.

Group 4

2025-08-26 07:43:41 UTC

more able students have to add more details and use more adjectives.

Use more difficult connectives to combine sentences.

Grp 5

2025-08-26 07:43:56 UTC

Brighter ss: Try to change the basic words to wow words

Others: Add details to some parts if not all.

Group 3

2025-08-26 07:44:20 UTC

for the weaker ones: more guidance and may keep them rather simple

For the stronger ones: ask for more advanced changes or more details

Group 2

2025-08-26 07:44:25 UTC

Give students task and activity choices

Group1

2025-08-26 07:44:28 UTC

Less changes for lower ability students.

More changes for higher ability students.

Group 3

2025-08-26 07:45:39 UTC

Show example in front of the class and work individually with teachers’ assistance

For the stronger ones, they may just do it by themselves

Grp 5

2025-08-26 07:45:41 UTC

Try not to correct everything!

Give guidance wherever necessary!

Group1

2025-08-26 07:46:40 UTC

More guidance and hints for lower ability students.

Higher ability students can check each other’s work and have more autonomy of their study.

Group 3

2025-08-26 07:47:20 UTC

Simple feedback for weaker students, trying to build up their confidence in writing

Group 6

2025-08-26 07:47:31 UTC

For lower ability give more feedback focusing on one or two specific items like maybe on spelling or grammar. For higher ability, give feedback on more aspects of their writing as well as allowing them to self reflect on what they could improve or change in the future.

Group 2

2025-08-26 07:47:51 UTC

Remind students to be positive

Peer to peer assistance

Grouping weaker students with stronger

Focus on positive reinforcement

Group 4

2025-08-26 07:48:17 UTC

Lower ability Ss: just check the punctuation, capital letters

Higher ability Ss: peer evaluation, self check

Grp5

2025-08-26 07:48:24 UTC

Finish up the CARS and CUPS self checklist.

Peer feedback can be done.

Group 1

2025-08-26 07:48:43 UTC

Give lower ability students simpler and more attainable goals for feedback. Higher ability students can be involved in giving feedback to their peers

Group 2

2025-08-26 07:49:59 UTC

Positive reinforcement