Reflect and share by EUN Partnership aisbl

Vasiliki Psaridou/Greece

2019-01-28 11:29:36 UTC

Working the last 12 years with first grade Elementary pupils, I personalise my teaching methods so often. I have prepared different kind of exercises for different level of pupils. I also spend more individual time for those who need extra help.

Ángel, Spain

2019-01-28 11:46:15 UTC

There are no learning goals for all students, but rather the objectives and learning methods and speed are adapted to the individual.

ÖZNUR/ TURKEY

oznurcamkesen — 2019-01-28 11:59:16 UTC

Learning, methods and techniques should be adjusted according to the speed of the individuals. Objectives and expectations should be determined accordingly. Students should take part in the activities. Class dynamics should be tried to synchronize

psilvija — 2019-01-28 12:16:22 UTC

I would try to make the activities include not just cognitive aspect, but the other ones as well, such as spacial, kynaestetic, sensory etc.

Ayşin/Turkey

2019-01-28 12:23:57 UTC

this is really hard work.because I'm a math teacher and the level difference between the students in the class makes my job very difficult.

Mirela, Croatia

2019-01-28 12:49:33 UTC

I would try to include several type of tasks, so every student can choose their own task. If they wont, after finishing one task they can try task that is level up.

Cornelia Melcu

2019-01-28 12:51:26 UTC

Task: Understand the written message. According with the type of learners

Read and write learners write the story report.
Visual learners create a graphic organizer of the story.
Auditory learners give an oral report.
Kinesthetic learners build a diorama illustrating the story. Learning environment:
- Break some students into reading groups to discuss the assignment.
- Allow students to read individually if preferred.
- Create quiet spaces where there are no distractions.

Why? Group working would facilitate both high- skilled and low-skilled students.

Maria, Italy

mariaelena_tozzi68 — 2019-01-28 12:53:32 UTC

I have prepared different kind of exercises for different levels of learning.

Carla, Portugal

carlasfs — 2019-01-28 12:55:08 UTC

Different types of tasks, with different types of goals and expectations that appeal to different types of knowledge, learning and intelligence. Tasks should have different degrees of complexity.

Charo /Spain

2019-01-28 12:58:44 UTC

I would do a task with different levels of learning. Firstly, an easy level; before a medium level and finally a high level. So, each pupil would do until she/he could it.

Demet YILDIRIM, Turkey

2019-01-28 13:02:38 UTC

I would use the "Station technique" which I often use during my class. I would prepare different stations and group students for example; "drawing a picture station", "writing a song station" "creating a game station" etc. I would want them to work on their tasks with their group outside the school with the help of tecnhology (optional).

Dimitra, Greece

2019-01-28 13:16:02 UTC

I would try to find a task and separate my classroom into teams in which there will be both high-skilled and low-skilled learners and the first part of the task will be for the low-skilled learners and the second part of the task will be for the high-skilled learners. The tasks will be bresented in the classroom by every team. By that way, the high-skilled learners could help the low-skilled learners as well as the low-skilled learners will not feel marginalised and incapable of completing a high expetance task.

Lídia, Portugal

lidiamsantossousa — 2019-01-28 13:19:12 UTC

In a formal learning context, more exactly in the classroom I, as a teacher/facilitator, would have to bear in mind the fact that independently from their learning profiles, both the so-called high-skilled and low-skilled learners must reach the same goals in terms of formal learning at the end of the activity.
I could, for example, try to plan the activity by means of a task-based methodology, within which both high- and low skilled learners would follow a set of tasks according to their interests, abilities and skills. Amongst the former, autonomy would be encouraged, along with hints for further investigation, and follow-up suggestions; the latter would receive more detailed instructions and would be provided with glossaries; audio and/or visual help, among other possible supports. I, as a teacher, would plan to spend more time assisting this group (and make up for it by putting students in charge in the other group).
Project-based teaching methods also prove themselves effective and make it easier for learners to contribute according to their learning style. Concerning this method, I have often implemented the Learning Station method in my classroom amongst DaF learners with quite good results.

Pureza

2019-01-28 13:23:55 UTC

I would prepare different kind of activities and exercises.

lidiamsantossousa — 2019-01-28 13:31:28 UTC

ort.

lucia_marase — 2019-01-28 13:42:56 UTC

Lucía, Spain

I would try to do the first part of the class with all the levels and then I would separate them into the two different snows. They would be working in a group and I would attend to both groups equally.

Sílvia, Portugal

simavidu — 2019-01-28 13:51:15 UTC

I believe that a good strategy will be to anticipate learning for students with more difficulty and to elaborate complementary tasks for those who feel that what they learn in the classroom is not enough and that they want to challenge themselves.
On the other hand, either the teacher or the students can go to different learning environments where they feel more comfortable, for example, a library, using the computer / tablet / mobile phone, trying to relate the content in a day-to-day situation, seeing a film about it, seeking the help of another classmate or teacher for further support ...

simavidu — 2019-01-28 13:52:45 UTC

I believe

Massimiliano, Italy

ProfMinaudo — 2019-01-28 13:54:53 UTC

I would like to prepare exercises based on the characteristics of the students, favoring their positive aspects.

Isabel Carioca

isabel_carioca — 2019-01-28 13:55:34 UTC

Portugal
The two activities should be done in group work (each group has high-skilled and low-skilled learners) and each group choose how (time, support materials, place…) to make the activities.

2019-01-28 13:59:28 UTC

Ankica,Croatia

2019-01-28 14:02:30 UTC

I would prepare different types of tasks, lots of exercise assignments and lots of independent work

Kata, Split-Croatia

2019-01-28 14:11:18 UTC

I would give different kind of activities: listening activity, reading activity, calculating activity etc. The high-skilled children could help the low-skilled children with tasks. The tasks cuold be easy, medium and hard so everyone can do something. They can work at groups and at the end present their solutions of the tasks in front of the class.

Lidija Antolić, Croatia

lidijaantolic — 2019-01-28 14:30:03 UTC

I would make one activity easier and one activity more difficult to solve. After solving the tasks. There would be pair work. The high-skilled children help the low-skilled children. One activity would be group work. So children can develop their communication skills.

Violeta Cumak, Lithuania

violeta_cumak — 2019-01-28 14:30:37 UTC

In case want the student to reach for more or not to feel a loser, I would offer to them different type of activities and tasks. Of course in the very beginning need to recognize what type of intelligence the person is.

Catherine, Ireland

catherine_maher_2 — 2019-01-28 14:30:53 UTC

As a history teacher, I often get students to write essays on historical figures. I generally have two activities prepared for students. For the more able students I provide them with a rubric to follow when writing their essay. For students who struggle with this task, I provide a fill in the blanks exercise, to ensure that they are still participating and engaging with the material.

Before completing these activities, I would have pre-taught the required information through a variety of tasks including class discussions, videos and role-pay activities.

Carmen, Leon

2019-01-28 14:34:31 UTC

In general terms, I organize all my activities (I teach languages) in two different levels;if for example,we are learning a particular verbal tense,I have a set of exercises prepared for those who may need more time to learn it. Sometimes I don't need to use these extra exercises because they are able to understand it easily but should the need arise,I always have them within reach. Most times,what I really need are extra activities for those who go a bit ahead of the rest; these students are too quick and ,if I don't want to "lose" them, I have to offer them more difficult alternative tasks.

Ana, Portugal

ana_montenegro5 — 2019-01-28 14:43:36 UTC

I think I could plan a learning task composed by two activities. Each one of the activities would be focused in different ways of learning, so that they could reach the needs and interests of each one of the students. In the end I would ask students to present their results to each other and to join in both activities, once they would be a complement of each other. This way the students could understand that different ways of learning can help one another to create a more complete learning task.

mihaela, Romania

mrc_mihaela — 2019-01-28 14:44:17 UTC

The Conscientious Student would ask him to further document a notion that he was interested in during the lesson and to present to colleagues some interesting aspects related to that notion.

The student who learns more slowly would ask for the lesson already taught by synthesizing it in some key concepts.

Paola T., Palestrina(Italy)

torniai_paola — 2019-01-28 14:44:55 UTC

I'm Art History Teacher in the Secondary School.

I’m teaching through ICT(padlet, tes teach, thinglink...) Digital learning resources support information processing by helping students to develop mental representations through the mix of media elements presented to them.

Andrada, Romania

2019-01-28 15:05:17 UTC

I think that a teacher can use different types of activities suitable for many kinds of students and intelligences

Grazia P., Italy

graziampl — 2019-01-28 15:23:34 UTC

If the activity can be assigned in such a way that the two students work collaboratively, I think I would design a type of work in which both can test themselves, each with their own peculiarities and taking responsibility for carrying out their part. In fact, collaborative work allows to assign different roles. For example, one might be suitable for the student with the lowest level in writing, but at a higher level in the creative and design side of the activity. On the other hand, the best student in writing could perform the part of research and writing of the text. Let's say that it depends on the activity. I believe that no one is a genius in everything and even the less good students have propensities towards activities that can perform better than the so-called good in the class.

Nieves, Madrid

nievesblancop — 2019-01-28 15:30:44 UTC

I would differentiate the activity to meet the needs of these two kinds of students. It could be differentiation based on ability or in students’ personal interests, allowing them to create something based on their different kind of intelligences.

Konstantinos-Greece

connosp — 2019-01-28 15:32:35 UTC

We must adapt learning according to the level of pupils and their interests. high-medium-low goals.

Derya Ümüş CEM, TURKEY

2019-01-28 15:32:42 UTC

I give the two different tasks to both students according to their fields of interest and skill.

Selda Türkarslan, TURKEY

seldaturkarslan — 2019-01-28 15:42:19 UTC

I would differentiate the activity by using some scaffolding structure, giving some help or example for low-skilled learner.

Iva,roatia

iva1506 — 2019-01-28 15:45:42 UTC

Iva,Croatia

iva1506 — 2019-01-28 15:49:28 UTC

I will prepere different types of activites and methods for them. Also we must adapt learning to each of them.

Clara, Italy

2019-01-28 15:57:09 UTC

I do this everyday. I try to prepare different kind of input for the same content. Images, videos, audiofiles, schemes, mindmaps so that my action can meet tha different ways of learning. Then I ask to do graduated activities. Everybody start from the simplest. At the end, the most capable does a pair activity to help the weakest student to go up a level. At the very end, an activity of higher level to let the most capable students express themselves how they want.

Sara, Portugal

2019-01-28 15:58:17 UTC

A development activity would be the demographic, economic and social research of an African country. For a struggling student, he assigned a question card with multiple answers.

Sofia Tsigara, Greece

2019-01-28 15:59:55 UTC

In kindergarten school , I use different types of activities. For example, drawing and constactions.

Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity.

cheekyross — 2019-01-28 16:00:19 UTC

Maria Helena, Portugal

escolasdamoita — 2019-01-28 16:06:43 UTC

Context: In Portugal, in secondary schools, one of the problems we have to face daily are classes with many students (26-30 students) that make “personalized instructions” as Randy Bass said quite difficult. So I tried to find some activities that could be implemented without much fuss.

Aims: - Improve listening and oral skills

- Enlarge vocabulary related to the environment

Main activity:

1. Listening to two people speaking about environmental problems and completing a cloze text.

2. Identifying the problems.

3. Suggesting solutions for the problems presented.

4. Presenting the solutions to class.

Resources and Materials: Handout with exercises

Low-skilled learners:

Exercise 1: A cloze text in which all the missing words are given, but they are presented jumbled in a box above the text.

Exercise 2: Pictures of the environmental problems with name tags are shown and they have to choose the ones they have heard in the listening text.

Exercise 3: Several solutions are presented and they choose the ones they think are appropriate or add others they can think of. (They may use online dictionaries to check for unknown words in this exercise.)

Exercise 4: They choose a problem and possible solutions and present it to class. (In this oral presentation they can organize it as they see fit and be creative. These students may also take some notes to look at - similar to a TV program host. However, they musn´t read them out to the class.)

High-skilled learners:

Exercise 1: A cloze text which they have to complete with what they hear in the listening text.

Exercise 2: Completing a table with all problems mentioned in the listening text.

Exercise 3: Gathering solutions they think are appropriate for the problems.

Exercise 4: They choose a problem and possible solutions and presented it to class. (In this oral presentation they can organize it as they see fit and be creative.)

Athanasia, Greece

etwpetroupoli — 2019-01-28 16:08:45 UTC

All students work in the same "subject" using different materials. If there were 2 activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (1 advanced with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pai to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity (meaning that the capable student wouls not just do the job but would be interested in explaining and helping his/her partner, too so that he/she is capable to present the pair's work to the rest in the class)

Emma Giurlani Italy

findingasensense — 2019-01-28 16:15:39 UTC

I totally agree with what Athanasia says . I often make the same as she says with my classes.I try to change often the peers and I ask my students to collaborate to solve more complex activities and tasks.As Maria Helena says we also have the same problem in Italy.We have very big classes and sometime it is not very easy to personalise the activities. But I found a great help with eTwinning projects .The activities are tailored to give each project partner the opportunity to collaborate and to "grow" with the others. As Athanasia says I ask the group to choose their "speaker" among the weakest ones in order to help them becoming more self confident . This way they can improve their skills and abilities both by deepening their knowledge with the help of their group mates and reinforcing their competences

Aurora, Slovenia

2019-01-28 16:16:51 UTC

I think that to give each one a different task is the easest way, but I would like to make them work together and to make them realize that together the result is better, greatter and that they feel better.

Massimiliano, Italy

ProfMinaudo — 2019-01-28 16:25:12 UTC

For a struggling student iI agree assigned a question card with multiple answers.

Marina Molla, Greece

mollamarina — 2019-01-28 16:25:39 UTC

Sibel Akyılmaz Ateş,Turkey

sibelakyilmazates — 2019-01-28 16:32:09 UTC

I would prepare different types of tasks, lots of exercise assignments and lots of independent.

Adília, Portugal

adiliasss — 2019-01-28 16:34:09 UTC

In many schools teachers have to work with very large classes, with 30 students, which makes it very difficult to personalise learning or instructions. I like to encourage my students to work in pairs, but it sometimes takes a lot of time, specially if they all choose to present their work.

The aim of the learning task would be to describe different types of family.

I would encourage them to work in pairs, so that high-skilled and low-skilled students collaboratively could reach their goal. They would have the opportunity to help each other. Then I would give them the chance to submit their work using the format that best suited each of them ; which means that instead of only submitting a short written description, one of them could in fact submit the written essay, but the other could choose a drawing that he would afterwards present to the rest of the class.

At the end I would encourage peer-to-peer assessment using pre-discussed criteria.

Fernando Mota, Portugal!

2019-01-28 16:39:10 UTC

Above all, we will always have to respect the needs of each student and their differences.
In view of this, I think that different learning plans should be drawn up, depending on the case, that is to say, for a highly qualified student, a plan for the development of their skills should be drawn up, whereas for a low-qualified student a recuperation plan.
In one case as in the other, with the existence and application of this type of plans, we can better follow the development and the progress of these students.
Therefore, a certain topic will be taught differently, taking into account the differentiated characteristics of the students.
For the highly qualified students, in addition to the explanation of the concepts, you will be presented with information sheets to deepen them, with exercises of a higher degree of exigency.
For the students with little qualification beyond the explanation of the concepts, you will be presented with information sheets explaining them, with exercises of lesser degree of exigency.

Fatma AVCI, Turkey

fatma_epo — 2019-01-28 17:05:56 UTC

each of my students have different learning pathways. They have different interests and perceptions. I take this into account

Angelo, Rivoli, Italy

Angelo — 2019-01-28 17:07:21 UTC

It depends on the learning task. If it consists, for example, in memorizing obligatory contents, then it is necessary to seek together the modality that most facilitates each student, perhaps with the help of ICT. If, on the other hand, the task consists of a project without rigid constraints, then it can be tailored to suit the preferences of each student.

Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey

esraduyguerkol1 — 2019-01-28 17:10:51 UTC

I prefer to practice learning and field trips by doing it for the highly qualified low skilled student. I can apply a personalized learning method with question answer method according to the interest of children.

Adeviye Alcıl Turkey

deyados — 2019-01-28 17:11:05 UTC

Observing individual differences is very important.I try to make my students more difficult to understand issues.If we plan the teaching with different visual and audio tools we consider individual differences.

Laurrie, Ro

laurabrie — 2019-01-28 17:13:15 UTC

I would give them a group task (e.g. project), that might involve both kinds of ss - I would appoint a leader who would lead the group and assign roles: weaker ss might be good at drawing, others might have other good sides. Thus, they all get to collaborate and do sth together.

Sevda ER-Turkey

sevdaer5560 — 2019-01-28 17:29:19 UTC

All students work in the same subject using different materials. a more demanding then i would started with the simple one for all and then i would created pairs to callaboarate for that .

Annibale, Italy

2019-01-28 17:48:03 UTC

First I analize the type of audience, after I start to find different tools and I prepare 2 activity with different tools. I test it, I maje some change and after I will have the two activities

Cristina

Cris — 2019-01-28 18:01:10 UTC

First of all I have to actually 'read' the class so as to find out at what stage they are and also who is who: high or low skilled (assuming they are all in the same class) Then, maybe instead of two different activities, as time is not much, I would opt for 2 different ways of presenting the same activity.
As referred in the second video, once in the classroom we have to sense the kind of student we have before us, which is not easy, specially with big classes.
I would start by using my regular approach and 'feel' how the class reacts to it. Then I would definitely use a web tool to either a) make the activity more visual b) foster the students interaction c) Provide some movement to the class (literally have them move around) The students would then have the chance to try out their different ways to LEARN.

Karela Georgia

2019-01-28 18:05:12 UTC

At the beginning I will try to understand how they want to work. I will prepare activities for both kinds of learners.

Sanja, Croatia

2019-01-28 18:09:33 UTC

I'll try to make task about what they're interested in. Before doing it, I'll talk to students and try to find out what are their intereses.

Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other.

2019-01-28 18:17:27 UTC

Marina Molla, Greece

mollamarina — 2019-01-28 18:34:05 UTC

Gardner' s "Theory of Multiple Intelligence" suggested that we all have different kinds of "intelligences".
As teachers we have to try and find our students' abilities and talents and adjust their learning tasks to these:

Visual-Spatial Intelligence
Linguistic-Verbal Intelligence
Logical-Mathematical Intelligence
Bodily-Kinesthetic Intelligence
Musical Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
Naturalistic Intelligence

Adela Gabriela

muresan_gabriela_adela — 2019-01-28 18:44:47 UTC

I am testing my students to know what kind of learner they are. Using Gardner Theory about Multiple Intelligences...

HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY

hanife_guldal88 — 2019-01-28 18:48:49 UTC

First of all it can be accepted that personalise learning or instruction is very difficult to implement for teachers in large classes. Analyzing the class to find out who they are, what is their interest is important step when giving the task to high skilled and low skilled learners. Then I try to encourage my students to work in pairs. I give all of them the same project work and decide and collaborate with each other how to prepare and represent it.

dilay_tezgul — 2019-01-28 18:54:30 UTC

h-skilled and low-skilled learners). What would you do?

Dilay

dilay_tezgul — 2019-01-28 18:55:26 UTC

I would differentiate the activity types according to learners' intelligences and levels. To do this, I should know my students very well.

Mia

mia_toth — 2019-01-28 19:09:19 UTC

I would make a same task but with different activities, different kind of question, different methods etc. For example, today i have worked rythm with one class and there were 3 students with special needs. I gave them easier task and they answered correct. That was great because they were so happy and I was happy,
too.

Mmmo

2019-01-28 19:10:31 UTC

Mmm

2019-01-28 19:10:31 UTC

Monique Malta

2019-01-28 19:10:32 UTC

I would first gather evidence on what my learners know visa vis the topic being discussed. The next step is to prepare engaging material within the learners abilities.

Željana, Croatia

2019-01-28 19:20:47 UTC

I "m testing my Students which tipe of inteligence they are and then I try to show them the best ways of learning and the methods

Barbara Matysek, Poland

barbaramatysek11 — 2019-01-28 19:25:10 UTC

I would try to prepare different activities for high -skilled students and different for low-skilled students. It is important to know your students well, to know their abilities. Low -skilled students would get easier exercises to make them feel successful and high-skilled more difficult to let them practice and learn more. A group work would also be a good idea because students can work together, decide what they can do , divide the work between each other according to their abilities and produce the final outcome.

Mustafa Özdemir/Turkey

2019-01-28 19:25:17 UTC

For both students, I would set up activities with technology that wouldn't be different from each other.

Mehtap Öz

mhtpz83 — 2019-01-28 19:30:48 UTC

Their differences make them unique.I would give the same topic and make them free.The results are not important,The most important is their own effort

Nicolette - Malta

nixmill78 — 2019-01-28 19:34:36 UTC

I would start by giving my students a task to work on in groups. I would spend some time observing them working together to get a clearer picture of the different types of learners. I would adapt the activity according to the abilities of the students using different types of questions which can help them grasp the learning task.

Latife Çeri,Turkey

2019-01-28 19:35:08 UTC

At first,İt is difficult for us because our educatıon system has to make our pupils similirazed.But we can change our by collobrative or group activity lessons and also we could adapt techonolgy to most of our lessons.This makes our lessons enjoyable...

Maija

2019-01-28 19:38:05 UTC

I would start with a game or other activity that is interesting for both levels to get involved

Serap OZDEMIR ORUC

sozdemiroruc — 2019-01-28 19:39:38 UTC

I would give the same task to them. And I would let them to present their work by their own way: by drawing-painting, by using technology-making slideshows, by searching on the net or library and writing the results with hand or on computer, by presenting with a drama , by just talking about the topic/giving examples about it.

Adina Geczi, Romania

2019-01-28 19:39:40 UTC

Being different, they will be lost in the process if I won't be able to help them. So, for the same subjects I will create different learning activities. Using a rich set of methods I will find a way to make every student to understand what they have to learn. After that I will know how to elaborate the tests using different types of skills.

Ella, Croatia

ella_rakovac — 2019-01-28 19:43:00 UTC

I would make a learning scenario with project based learning and flipped classroom. So both of the learners can in non-formal way, at own pace, do the activities

2019-01-28 19:43:13 UTC

I would survey the students to identify styles first then vary the activities according to their interests - different activities but same
But same learning objectives

Ş.G.Gundem/İzmir

sggundem — 2019-01-28 19:47:04 UTC

I can set up working groups with children at different levels. They learn to work together. I can give you homework based on the children's level.

nurcihan,istanbul/Turkey

nurcihancaliskan — 2019-01-28 19:47:51 UTC

as an english teacherI usually try to personalise the learning task in my classes.for example at he end of a unit I gives tasks to low skilled learners writing about that unit topic or asking and aswering questions with their partner about topic but I want high skilled learners to prepare a sketch about new topic and act it out

Lacramioara Cazangiu,Romania

2019-01-28 19:56:40 UTC

If students have a different level of training, I will prepare a lesson in which I will work differently. The same theme should be understood by all but by different ways of understanding.

Slađana Kristek

sladanailicevic — 2019-01-28 19:56:44 UTC

I think it depends on the task. I would like that the student that is high skilled helps them that is low skilled. The low skilled sholud make set of questions and the other sholud explain the task.

Fatih TOPÇU/Türkiye

2019-01-28 20:03:42 UTC

For example, in the theme of mother's love, I would give a student the task of composition and the other a task of telling painting.

FátimaM, Portugal

2019-01-28 20:12:06 UTC

I would think of a very interesting, challenging, fun question and let my high-skilled and low-skilled students get to the answer through whichever way they prefer.

Göksel Ogalan , Manisa/Turke

gogalan — 2019-01-28 20:15:19 UTC

First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. If the high skilled student shows really great potential, I would start with more complex structures as I would do with the lower skilled one. If I would see that they can compete with the tasks , I would guide them by learning new and more complex structures and assure that they learn how to handle with the problems on their own way. Providing them opportunity to discover their own potential and being aware of own intelligence type.

irinite13 — 2019-01-28 20:20:25 UTC

Sanja, Croatia

2019-01-28 20:25:47 UTC

I would give them a group project with different activities, for example calculate something, use technology, make a presentation so each student can pick which part of the task suits him best

Nițescu Emilia-Elisabeta, Romania

tomaemilia — 2019-01-28 20:29:18 UTC

To begin with, I start with differentiated activities. For those with difficulties, I will have different tasks than those advanced. I will try to work on teams by using each other's skills. All of this will be accomplished without the pupils observing the difference between given tasks.

9

2019-01-28 20:32:44 UTC

Marina, Zadar, Croatia

marina_kulas — 2019-01-28 20:32:49 UTC

It would take them to nature and there would be activities for both of them.
I would give them different activities - watching, calculating, climbing and it would be interesting for all.

Adriana, Romania

adrianamaris201 — 2019-01-28 20:33:01 UTC

It is important to work with both types of students and to let them feel they are equally important for the teacher and for the learning process of the entire group. I think I would, at a certain point, let the advanced ones "teach" the others in their particular manner and then ask for feedback.

I think that it should

2019-01-28 20:33:20 UTC

Paulo Alves - Portugal

pjfalves — 2019-01-28 20:34:29 UTC

Group project based learning with both - high and low-skilled learners (lsl). They have to draw a plan and execute it with several tasks. The aim is the high-skilled learners help the low-skilled learners making them (lsl) aware of the "how-to" process. In future tasks, with those skills, they (lsl) can improve applying knowledge and get feedback from high-skilled learners and also from the teacher.

Nilay Dokur, Turkey

2019-01-28 20:34:52 UTC

I think the first step for the different learning levels of students for the same activity would be defining and categorising the student's intelligence types before the activity. For instance a brainstorming activity about the subject matter. Then I would prepare learning corners to let them perform their abilities.

Berkant

2019-01-28 20:40:57 UTC

Some of my students are learning from the examples ,some of their classmates' group work.And some of learning a part of one to one work

Lina, CRO

2019-01-28 20:48:03 UTC

Group work is a great way to help children with difficulties but also to motivate children with high skills. It can be a theme where children with difficulties can draw something or read basic text in book, and high skilled students can explore something more on internet.

Sandra V.

knjiznica_tsck — 2019-01-28 20:48:57 UTC

I would put those two learners to work in pair. They can split assignments as they want or they can work together, helping each other.

Elsa Martins - Portugal

elsaurbanomartins20 — 2019-01-28 20:54:33 UTC

After presenting the topic and showing flashcards to all the students at the same time I would ask some questions about the pictures. Firstly I would ask high-skilled and then ask the low-skilled ones so that they can listen to their classmates answers. For low-skilled learners I might whisper the words if they can't remember them or give them some answer clues. For other activities it could be in small groups with both high-skilled and low-skilled learners, collaborating throught the activity.
If it is an individual task/ activity low-skilled students could have different stategies like matching exercises instead of open questions, fill in the gaps (with given words), true false questions.
I usually to this for students with special needs.

Lurdes - Portugal

mlurdesnljesus — 2019-01-28 21:04:39 UTC

Let’s say that the task is “Asking for and giving directions”. For the high-skilled learners, the activity would be writing down all the instructions to get from point A (it could be our school) to point B (a hospital, for instance). For the low-skilled students, the task would be, using Google maps, drawing the way from A to B, according to the instructions given by their colleagues.

HEVAL DURAK MUĞLA TURKEY

2019-01-28 21:05:28 UTC

I personalise my teaching methods so often.I have prepared different kind of exercises for different level of pupils.I spend more individual time for those who need extra help.

Sarah Mallia, Malta

2019-01-28 21:08:58 UTC

I would give a shorter task to the low-skilled learners and include some challenging tasks for the high skilled learners. I would use visuals , auditory and technology so that I 'll try to reach all sorts of many students at the same time.

sebahat yalçın,İzmir Turkey

sebahatylcn — 2019-01-28 21:13:59 UTC

I prepare the activities of the the learning task according to the learners' abilities,their preparedness about the task ,their intersets and also theirtype of intelligence.

Soraya, Portugal

sorayaroliveira — 2019-01-28 21:16:54 UTC

I would probably try to adjust the activity to their personal interests. I would let them choose the way to get to the purpose of the activity. I would also let them choose how to present the results.

Daniela, Italy

2019-01-28 21:26:02 UTC

I would divide the class into groups and make children work on similar but different level activities.

Ana Paula, Portugal

2019-01-28 21:41:23 UTC

Çölban-Turkey

huguette08 — 2019-01-28 21:41:35 UTC

I personalize teaching methods very often. I try to prepare activities according to my students' development processes, intelligence types and needs. I spend time with my students who need individual attention.

Renata, Zadar

ruic_renata — 2019-01-28 21:48:10 UTC

In some lessons I always connect high-skilled learner with low-skilled learner. The task is that high-skilled learner found a way to teach other student thru discussion, drowning, explanation with their own words. After that, very often, low-skilled learners know better than after my explanation.

Doinita B., Romania

2019-01-28 21:53:54 UTC

I would use the "teacher method": high-skilled learners to teach low-skilled learners, and at the end I would provide feedback to both kinds of learners.

Sandra Gomes, Portugal

sandragomes — 2019-01-28 22:23:11 UTC

I could either ask the high-skilled learner to help the low-skilled one or choose to adapt the activities according to their skills/level.
For instance, I could hand out a worksheet on a vocabulary topic we had studied in class and grade the tasks. Imagine it is a word search on technology. I could give it to the low-skilled student with the words he/she was supposed to find, whereas I wouldn't give this hint to the high-skilled one.
Or I could just pair them and allow them to find the words together!
If it's a reading comprehension exercise where students have to complete a sentence according to the ideas in the text, I can give the low-skilled learner options to help him/her complete it.

Jorge Conde

jmsc — 2019-01-28 22:26:25 UTC

I would make the collaborate with each other in different tasks, allowing them to help each other. I usually give assignments and when students end their task they can go to other groups and support their colleagues.

Sandra Oliveira, Portugal

sandrasoliveira — 2019-01-28 22:47:39 UTC

I woul divided students into small groups of 3 to 4 elements:groups of highly qualified and low-skilled students.

I would provid them with a list of research topics, so that they chose the more interested one. then I would explain them the essential learning and objectives and contents of the activity.
Students will research the theme and then present their work to the class.

For the groups of low-skilled students I would provided them diferent level activities and guide them, if they want. It would give them more individualized support.

In the end, thye also present the research results.
All students would transpose their research into the learning journal.

CAMINO, ESPAÑA

2019-01-28 23:06:56 UTC

Nobody will know the difference between both levels of learning between the students. Nobody will know the differences between the contents of the activities. I would be the only one to know about it.
Students would work together, helping each other to understand contents of the exercises. I could help low-skilled and high-skilled learners in different ways at the same time.

Feruze from Turkey

2019-01-28 23:09:27 UTC

I make mixed small groups and give projects them and make the high skilled students help the low skilled one.

Hacı Ömer Erarslan Bursa-Turkey

erarslan1638 — 2019-01-28 23:20:05 UTC

I would divide the class into groups and make children work on similar but different level activities.

Jasna, Croatia

2019-01-28 23:29:20 UTC

I would divide the class into groups and make my students work on a similar but different level activities or a would connect high -skilled learner with low-skilled learner. High – skilled learner can help low-skilled learner.

Jorge Estrela, Portugal

2019-01-28 23:53:01 UTC

Start teaching from the level at which the students are. This is why it is fundamental to diagnose knowledge, assessing the level of student performance, interests and learning profiles. When planning activities, take into account the profile of each student, so that everyone has an opportunity to learn, for those who present more difficulties and those who are already on the road to school success.
There are some aspects to be differentiated in the planning and dynamization of activities: consider the students' learning style (visual, auditory, schematic); repeat the information, explain in other words; explain the topic in small groups; use activities that work the same theme for all students and adapt the level of difficulty; provide concrete material for the students with more difficulties; adapt the time of activities; diversifying the forms of production (text production, oral presentation, drawing, painting
); use facilities outside the classroom, such as the school library.

Aleka, Greece.

ahsoulani — 2019-01-29 00:08:06 UTC

It depends on various factors such as the age of the students, the kind and purpose of the activity, how well I've known them...

Olivera, Montenegro

OliveraOlja — 2019-01-29 00:08:27 UTC

Gathering children according to interests, needs and skills. Adapting activities that include reading and writing, for one group; and for the other group in the lecture I also insert digital media.

Susana Carneiro, Portugal

susanalcarneiro — 2019-01-29 00:26:22 UTC

I could use collaborative groups in PBL or a "menu" of tasks for the students to choose with the same goal (for example: research paper about sustainable projects around the world or ation plan to do at home and make the daily life more sustainable). Low-skilled? It depends on the skills you`re looking for :)

Cecília, Portuga

cecijart — 2019-01-29 00:53:24 UTC

I organized the class into work groups by proficiency levels, characteristics or similar interests, in order to create an excellent learning environment.
It would do the same activity but would adjust the level of activity requirement to the actual ability of the students to allow them to succeed.

Maria Afonso, Portugal

maria_afonso08 — 2019-01-29 01:09:53 UTC

After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix.
With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners.

Maria Afonso, Portugal

maria_afonso08 — 2019-01-29 01:09:53 UTC

Antonino, Portugal

antoninoesteves1 — 2019-01-29 01:46:04 UTC

In my opinion, personalizing learning does not necessarily imply assigning a task to each student. Herculean task for sure. However, you can assign different tasks to two different groups to work on the same topic.
Strategy to implement:
Group work in the design mode.
The groups would be with a small number of students in order to enhance the collaborative and participative work;
In the formation of the groups it would take into account the different intelligences / capacities forming heterogeneous groups;
The project modality allows to maximize the capacities of each one because, with the constant orientation of the teacher, it is possible to demonstrate skills of the less qualified students, namely in the operationalization and more practical parts;
This modality obliges the students to diversify their abilities and not always the most qualified academically they are in parts that leave its scope, like for example to organize a structure to present the final work.

Cláudia de Sousa, PORTUGAL, D

2019-01-29 02:26:21 UTC

This is what actually happens on a daily basis. Classes are heterogeneous and our work demands reflecting over this question regularly.

In my opinion these two students obviously need two different approaches.

The highly-skilled student is, normally, a more motivated student in a learning context because learning isn’t a difficult task, whereas the low-skilled student may be a less engaged one because he/she finds it difficult to keep up with what is being taught. This last student might feel lost, confused, may need more attention for many and diverse reasons.

However, without knowing both students well, we can’t jump to conclusions this easily and we should definitely not decide over strategies without bearing in mind why they are being defined as high-skilled and low-skilled. In other words, is the high-skilled student so just because of his high grades? Does that mean he is highly motivated? And concerning the low-skilled student, are his grades low because he/she struggles with assessment and tests? Does that mean he/she is less motivated?

According to what happens at school, teachers are expected to be more concerned with low-skilled students, because we would like them to get better grades. We tend to spend more time thinking about how we can help these in becoming successful as if high grades were synonym of success in life.

Nevertheless, I defend that in both cases the key to help these students is motivating them towards different non-formal learning activities because in both cases each will have to undergo different processes at different their own pace. Learning is long-term process and this is what students are to be reminded regularly!

Audronė, Lithuania

2019-01-29 05:01:24 UTC

I'd preteach a low-skilled learner, later they could work together and benefit from each other.

I would implement group work strategy and try to apply myteaching steps for students'different skills

2019-01-29 07:32:49 UTC

Brankica, Croatia

2019-01-29 07:33:27 UTC

I would put them in a group to work on a topic together, and I would assign them various, personalized tasks and adjusted to their skills. They would have to cooperate and help each other, and I would also give them pair-work homework.

Serge from Belgium

serge_vandertaelen — 2019-01-29 07:57:57 UTC

Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts

Zrinka, croatia

zrinka_jagodar — 2019-01-29 08:02:37 UTC

Divide them into groups or pairs and give them projects according to theirs skills. Something similar but different level activities.

Demet - Turkey

cetincagricidemet — 2019-01-29 08:12:31 UTC

Mixed groups can be created.

D., Croatia

2019-01-29 08:13:55 UTC

This is an every day situation. Classes are heterogeneous. I will try with collaboration in the same task but different level of activity, allowing them to help each other.

Temel Gövce Turkey

temelgvce — 2019-01-29 08:44:06 UTC

First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. All students work in the same Subject using different materials. If there were two activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (A High skilled learner with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pair to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity.

Anca, Romania

2019-01-29 08:48:01 UTC

I would divide the class into groups, same topic, different tasks.

Vida , Lithuania

bavidaa — 2019-01-29 09:19:44 UTC

For the purpose of studying the topic, the students are divided into groups and tasks of different complexity.

Zehra Tuğçe Özgel, Turkey

2019-01-29 09:26:06 UTC

I determine their needs, speaking both by doing survey. I prepare lesson plans for their needs along with the curriculum.

eminetam — 2019-01-29 09:56:07 UTC

Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts

Bosiljko, Croatia

2019-01-29 09:57:00 UTC

I will create groups with max 4 pupils in, and give them tasks with different level of complexity. probably I will explore their possibilities before...

Eduarda Sousa, Portugal

edsfsousa — 2019-01-29 10:05:07 UTC

This is not an imaginary situation. It's truly part of teachers " daily struggle. So generally I divide the class in mixed level group so that the fast learners can help low level learners. My teen students just love this as it's easier for them to understand their peers' "lecture.
I also try to give my high level students a bit of a challenge by working on their own and solving problems using for instance thei mobiles while I help the other ones.

Heidi, Germany

2019-01-29 10:31:52 UTC

The best way to personalize a task in my opinion is preparing a project with a question. In a project every student works with its personal ability, at its own pace, in groups or alone.

Leyla, Turkey

2019-01-29 10:35:56 UTC

Making mixed groups with different intelligence and asking them to create a product by which each individual can take out his/her strength among others.
Preparing and delivering personalized teaching/learning material and leading each student to a reachable goal would make them feel proficient.

Teresa M., Spain

mtmoranma — 2019-01-29 11:25:45 UTC

I'd have to adapt the activities: same format but different tasks for different learners for them to fulfil their capabilities.

Aslo

2019-01-29 11:32:36 UTC

Aslı

2019-01-29 11:32:36 UTC

I would divide the class into groups and give each student a different role according to their levels and interests. Then, I would assign them differnt tasks according to the pace of the lesson

Esada Čirić-Delić

esada_ciric — 2019-01-29 11:42:48 UTC

This is a reality in my country. We have mixed-ability classes with multiple intelligences and I like to include various activities to suite all those intelligences. Sometimes I change materials to suit, sometimes pair work is best and sometimes group work brings the results.

Sílvia Teixeira, Portugal

silviamg_teixeira83 — 2019-01-29 12:02:57 UTC

As experts, we do not need to imagine this kind of situation, because it happens every day inside our classroom, not necessarily based in high-skilled and low-skilled learners, but having in mind different students, with different interests, different intelligences, different needs… The best way to personalise learning is through “autonomous learning time” (Tempo de Estudo Autónomo – TEA). It is a situation where students learn to formulate goal, plan their learning process, identify resources of learning, select materials which are suitable for their ability and interest, choose and implement appropriate strategies to learn, evaluate their learning process and manage their time to learn, even outside the classroom.

Erhan

2019-01-29 12:11:05 UTC

Yes, every students have different kind of intelligence. They can use them more efficently but teacher have to use not only his/her teaching method but also in a school . So every unit must bring different areas of interest (intelligence) in english. Teachers pay attention to this and organise their teaching method for their students.

Anita, Croatia

anita_simac — 2019-01-29 13:07:51 UTC

The truth is that we are faced with the need to personalize learning every day. The intellectual abilities of our pupils vary and I find myself preparing one lesson in different ways so those with dyslexia or dysgraphia can follow my teaching.

João Teixeira, Portugal

joargui — 2019-01-29 13:12:27 UTC

I would give each student or group of students a different role and different tasks according to their levels, skills, abilities and interests. Each student/group will perform the task on his/their own way for the setting time or, depending on the aim of the task, for the time he/they need(s). All these activities would be supervised by the teacher or, preferably, by other students.

Rosa Barros, Portugal

2019-01-29 13:25:30 UTC

It is not necessary for me to imagine I have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners) because I do it on a daily basis.

As a starting point, I must emphasise that I do not like to “label” my students as each one of them has different skills and abilities and it is by sharing and taking advantage of differences that our classroom becomes a healthy learning environment.

In my classes, students help each other all the time, either in groups or in pairs, but in a peer-coaching/tutoring strategy, and at the end of each tasks, students share what they have done/learnt. Throughout the schoolyear, I try to plan diversified activities that involve all range of intelligences, interests and knowledge (being it the result of formal, non-formal or informal learning) so that each student can put the most of him into the class and engage in a collaborative lifelong learning process.

But we are referring to a more formal learning activity, take for instance, a listening-comprehension task, I would plan a T/F exercise for the “low-skilled” learner and maybe a gap-filling or a completion exercise to the high-skilled one.

Nilüfer Güreşçi

nil35b — 2019-01-29 13:48:27 UTC

I'd start by getting to know the interests and abilities of the learner.

I prepare an education and training plan and activities that I can use in my interests.


I ensure that a student with a high level of learning maintains his level of questions and activities to keep his curiosity and motivation going on.

António, Portugal

antonio_branco — 2019-01-29 14:04:32 UTC

In all my/our classes it is as inevitable as life itself that there are different skill levels. In autonomous group activities I tend to create different roles and tasks. In some cases with the highest skilled ones tutoring/supervising the other students.

i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs

2019-01-29 14:11:35 UTC

Claudia Italy 🐏

claudietta_ciucci — 2019-01-29 14:31:07 UTC

In my classes there are students with different skills and abilities. Every child is unique and unrepeatable. I try to enhance the different characteristics. I propose group work and games. Sometimes I use peer tutoring.

Leticia Gil from Spain

leticiaalfonsovi — 2019-01-29 14:40:40 UTC

I would try to create cooperative groups in order to learn in a motivated way.
Each child is different and needs particular attention so, as teachers, we should personalize our way of teaching taking into account their interests and abilities of learners.

Lejla Hujdur, B&H

2019-01-29 14:43:55 UTC

I would create cooperatives groups with differrent types of tasks so every student can express themself in the best way. I would also use peer to peer learning.

Lília, Portugal

2019-01-29 14:44:33 UTC

In order to truly personalize the learning environment for students, I first need to have a comprehensive understanding of my students. This means knowing their academic strengths and weakness as part of a complete learner profile that gives a holistic view of each student.
As a teacher, I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create.
Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress.
Furthermore, I would suggest and provide a variety of activities, through viewing videos, listening to podcasts, view presentations, read articles or texts, participate in discussion boards online, etc.
Throughout all the process, assessment is extremely important in assuring student success. The assessment process should be embedded within each lesson and used as a tool for immediate and consistent feedback. Students need some form of direction and timely as well as constructive feedback.

Hakan Can

2019-01-29 15:11:17 UTC

I join Lilia's idea. I would do such a practice. I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress.

Patrícia Campos, Portugal

patricia_campos1 — 2019-01-29 15:24:12 UTC

For these two kinds of learners I could vary:
- the way the tasks were presented, for example one could receive the instructions in a more formal way, for example a text and the others would receive a video or a audio recording, were teacher could use a more simple vocabulary;
- the difficulty of the tasks;
- the time given to complete each task;
- the number of tasks;
- the type of tasks;
- the focus on evaluation (results vs. process).

Elisa, Italy

2019-01-29 15:32:14 UTC

Different students with different strong and weak points: we have to face this problem every day and it is not so easy to find always a solution to get a good balance in the individual involvement. So for me it is enough to succeed in finding the right solution at least from time to time. For example I engage students in group work and I try to help each of them to do their best, for ex those who are very good at art will be asked to look for graphic solutions, those who can write very well will be responsible for the writing of the whole group's ideas etc. A later stage is for them to teach their mates what they can do better.
I always present them a schedule with different phases they have to cover and this helps to

Salva. Spain

cristinagomezmadrid — 2019-01-29 15:48:03 UTC

I would adapt a part of the activity for each of them. However, I would design another part of the activity so that they could work together taking into account the differences in each one of them. I believe that collaborative works help my students respect and value the differences between them as a positive aspect in social relationships.

Elena Quiles

elena_quiles — 2019-01-29 15:55:33 UTC

I think that in that particular case, I would group students in different teams mixing high-skilled students with low-skilled ones so that the former can help the latter. In addition, I would prepare an activity adapted to high-skilled learners and another one to low-skilled learners according to their abilities

Patrizia, Italy

patrizia_lucchelli — 2019-01-29 15:57:32 UTC

Every day I am in contact with at least two types of students: really good but not motivated students, who sometimes call themselves bored, motivated students but with poor attitudes that reach satisfactory results with great effort. With such structured classes, depending on the subjects to be presented to the students, I use different strategies:
1) Group work: the group is mixed, that is, formed by particularly gifted pupils who work alongside students with difficulties to whom they propose activities to be presented through a report, presentations
2) Particularly gifted pupils monitor and support the activities of the weakest and help them overcome difficulties
3) Use of technologies that favor the creativity of the best but at the same time facilitate the learning of students with difficulty

2019-01-29 16:04:54 UTC

A high-skilled student can be offered more creative tasks, with many unknowns, but they can also compose problems that reflect some industrial processes or everyday life. Unskilled students happily solve the tasks in which they apply skill and less use memory and logic.

Marianthi Arvanitidou- Greece

1canislupus22 — 2019-01-29 16:13:51 UTC

Teaching is very difficult because you have to faced with different types of students

Gülhan KIZILKAYA UÇUCU

2019-01-29 16:14:17 UTC

I have to understand the level of students first. I can focus on what you can learn better and learn

Fabiola

2019-01-29 16:44:43 UTC

I think that the activities to personalise learning are:
1) the group work where the best guys can help others overcome their difficulty
2) individual paths where teacher helps the pupil to achieve the goals based on his skills

Each child's developmental characteristics are different, differences should be considered.

2019-01-29 17:05:43 UTC

Carla

carla_ambri — 2019-01-29 17:06:25 UTC

Every single day I have to adjust and find new solutions, what worked just the day before may not work the following day. Anyway, I'll give a simple example for a writing task in a mixed abilities class:
some students receive a writing task with a bullet list with main ideas to develop (the scaffold) and always an extra bullet to suggest with his/her own idea;
some other students will receive the task to write a story which begins with a given initial sentence, wider writing task

Gonca

2019-01-29 17:08:55 UTC

I would teach different types of activities for understand how pupils learn easy.

Klaudija/Croatia

2019-01-29 17:14:31 UTC

Every student has the right to learning, only needs to adapt. We can work through group work so that better students help and encourage students with lesser abilities. Another way is to adapt working methods to students with reduced spouses.

Güney /TURKEY

gnyelt — 2019-01-29 17:23:15 UTC

each student's interests are different so we should use different methods and techniques,flexible content and student reflection.

Ali CEM

2019-01-29 17:31:18 UTC

It will be appropriate to assign tasks to all kinds of students according to their skills.

Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide .

2019-01-29 17:31:58 UTC

Madalena, Ponte de Lima, Portugal

madamacedo02 — 2019-01-29 17:47:47 UTC

As an English teacher, grammar is usually an issue for students who are less analytical or are more prone to engage in activities in which they use their rather visual intelligence. In that sense, if I were to teach a specific grammar item, I'd start by showing the students a video (maybe a cartoon or a part from a TV series or film) in which the structure was being used; then after aknowledging the structure, the students would be able to choose between either practising that structure using a previously selected interactive online ESL site or draw their own cartoon on paper, creating a story with characters that would have to use the grammar structure in their lines.

José María, Spain

josemaria_diazfuentes — 2019-01-29 17:52:55 UTC

I understand that I shoul prepare activities that motivate first and foremost and then propose activities in which they feel more comfortable attending to their personal skills. Always with a common goal and with the help of a collaborative work.

Rukiye/TURKEY

dengizrukiye16 — 2019-01-29 17:54:08 UTC

I would arrange different groups according to their level

José Teixeira, PT

2019-01-29 17:56:52 UTC

I must admit that I don't like to categorise my students in “high-skilled” and “low-skilled”, just because all of them have different skills, so the best strategy to personalise a learning task, in my opinion, is to encourage cooperative learning. Students should work in small groups and inside the group they have different tasks according to their skills. All of them should collaborate to accomplish the task.

Sara

sara_bertucci73 — 2019-01-29 18:01:25 UTC

I will use stratified and differentiated activities promoting collaboration among students.

Melita, Croatia

melita_brodar — 2019-01-29 18:01:46 UTC

It's an everyday situation. The classes are heterogeneous. I would do tasks of different levels, with different skills, where such a heterogeneous group would have to come up with a solution. They should also use the skills of the weakest one.

Rosa M Reina (Spain)

2019-01-29 18:02:32 UTC

Probably i will desing different activities in the same test. I will adapt to their abilities.
Different intelligences, different teaching.

Edita,Croatia

mysteryhistoryerasmus — 2019-01-29 18:13:21 UTC

I would create groups with fewer students and give them tasks of different level.
Each student would have the chance to choose a task that he could solve.
I will try with collaboration in the same task but different level of activity, allowing them to help each other.

Irina,Latvia

irinite13 — 2019-01-29 18:18:58 UTC

I would make these two learners work over. They can both split tasks as they wish. They can work together to help and support each other.

Maria, Larissa Greece

2019-01-29 18:28:00 UTC

I will make mixed groups with high and low skilled learners in each group.

Alina, Romania

2019-01-29 18:35:29 UTC

Of course, give them differentiated work tasks

2019-01-29 18:36:05 UTC

em differentiated work tasks

Dan Sovan-Romania

2019-01-29 18:40:48 UTC

Generally, our classrooms are extremely heterogeneous and numerous in terms of the number of students. Moreover, as a result of an inclusive education policy, we also have work with students with ESC. It is extremely difficult for an early teacher to find a way to optimize the teaching-learning process, but the didactic experience tells the word. First of all, a preliminary diagnosis of pupils' competencies should be made and, depending on the results, we will adjust the process and workloads on low, medium and advanced levels. Of course, for low-level people, remedial or recovery classes can be made, and other students can be trained to perform by participating in various competitions, school Olympiads.

Sanja, Croatia

2019-01-29 18:52:37 UTC

I will designe different activitis trough group work so that high-skill learners help and support low-skill learners.

María, Segovia

2019-01-29 18:53:44 UTC

My school has a very wide range of diverse students: different cultural backgrounds, different economic levels, diverse ethnic groups, etc. In my first grade class I find kids already reading and others still struggling with recognising letters. That's why I like to present open-level activities, so the whole class can work on the same topic but at different levels, according to their capacities.

2019-01-29 19:02:33 UTC

Elena Spain
The students are different levels I would teach differents activities

first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them

nazlinry — 2019-01-29 19:44:10 UTC

Ana Teresa Gonçalves

ateresag — 2019-01-29 20:10:19 UTC

I would give them diferent tasks. They should be adapted to their capacities.

Banu Güven, Konya/Türkiye

banuguvenster — 2019-01-29 20:15:45 UTC

First of all try to learn what kind of intelligence they have, then try to makke a task which contains knowledge according to their ıntelligence type

Nurcan Korkmaz Karataş-Turkey

2019-01-29 20:20:47 UTC

My My students are learning better with the game

Seyhan yilmaz

seyhanyilmaz55 — 2019-01-29 20:24:00 UTC

All students who have different intelligence have the same education because of our system.We hve to strugle to have any idea about stdent's intelligence they should be educated according to their speed of learning and interests

Zvonko, Serbia

gzvonko62 — 2019-01-29 20:27:06 UTC

I would give more difficult task for high-skilled learner and easier task for low-skilled learner.

Zekiye KAFALİ, Turkey

zekiyealan — 2019-01-29 20:29:57 UTC

I think there is no need to imagine such a situation, as it happens in nearly all of the teachers' classrooms everyday.
The best way, in my opinion, is to get them to communicate and collaborate. Thanks to peer work or group work and different activities, high-skilled learners can help low-skilled learners.

Paulo Almeida, Portugal & Belgium

pauloalmeida19691 — 2019-01-29 20:47:39 UTC

I would probably give them the same task. However, I would put them to work collaboratively, where the high skilled student would help the low skilled student in solving the task. In this way, not only the high skilled student would develop his / her competences in helping the other, but also the low skilled student could develop his / her competences, being accompanied by a tutor who speaks the same language and who can feel closer, in terms of relation and age level.
I could do the same type of practice, but with different tasks.

Mira, Croatia

mirar467 — 2019-01-29 20:48:04 UTC

I believe that all teachers daily have such a situation. My way is to help students in group work by giving them tasks of varying weight, in individual work I also tailor assignments, give additional instructions, learners with writing and reading difficulties, help with instructions and adjust the weight of tasks.

Gamze, Turkey

2019-01-29 20:49:57 UTC

In math lessons mostly I try to start with easy examples and go on more complex ones. Moreover let the students collaborate is an effective way. Sometimes I let high-skilled students to work with low-skilled students as groups.

Rute Vieira, Portugal

rute_sofia — 2019-01-29 21:32:21 UTC

Firstly it would set what the ultimate goal to achieve for both students. Based on this, it would propose differentiated tasks for each of the students. In the student with more difficulties it would be important to have recourse to material (in the case of mathematics, for example) and using day-to-day situations. For the student with great ease it would be important to give him the freedom to learn more if he wanted to go further. In this type of situations, I also use group work among students since the way to reach colleagues, the way they speak, the motivation ... are different from when I am developing a theme.

Raquel Martins

2019-01-29 22:04:11 UTC

Content can be taught in different ways and using different materials.
The main objective is that the strategies used take into account the students' individual needs and promote their success.
I divided the class into groups, for example, giving the most qualified students tools to guide them in discovering, on a given topic, to construct simple questions to put the group of low-skilled students. This group of students, the poorly qualified, would freely research the subject, in the Library, on the web or even questioning adults about the subject. This group would present to the most qualified students what they discovered with the research they did, with an exchange of information between the groups.
The group of qualified students would go through interactive games created for this purpose, using the Kahoot for example, question the students on the topic. Fun and interactive, everyone learned.

Eduardo López. Spain

2019-01-29 22:08:13 UTC

With primary students you sometimes need to use miming, gestures o keywords to help them remember. With students having more problems to understand the lessons, you have to combine all kind of strategies, make the necessary adjustments, labelling is very good to boost memory, this way, you reinforce writing while fostering speaking.

Ana Correia, Guarda, Portugal

anacorreia1 — 2019-01-29 22:13:33 UTC

Students with different intelligences or with different learning abilities are the daily basis of any teachers’ work. In a primary English class, I would define different types of objectives, different kind of tasks, different timing and different assessment procedures, if possible different input sources according to the students, the class or the school characteristics. I would have exercises (oral or written) with different levels of difficulty or adapted to the kids’ interests/abilities, give clues according to needs, give room to activities with different stages of autonomy and build from that on. Spoken interaction differentiation is quicker to organize for me as we can build it almost as we go and there is a stronger sense of class and of common purpose. But preparing such personalised activities when there is a written format (even if they have an oral purpose) is overwhelming, not only to produce, but also to manage in class without losing track of the group. It is even more so if we are not dealing with a single class, a single school or even a single level in the same room (which is my context).

The way I’m doing it right now doesn’t match the second video’s idea that personalized learning is about making things easier and “getting quality time” with students or “spend(ing) more time… engaging them”…

Alma, Bosnia and Herzegovina

almasal78 — 2019-01-29 22:19:37 UTC

I would ask them what is the best way according to their opinion to do or learn specific assignment and I will prepare those activities on that way. Same activities from other perspectives.

Rosalba, Rome

rosalba1963 — 2019-01-29 22:20:53 UTC

Next week, after the end of the first term, we' ll organize a one-week period of recovery and empowering activities. This morning I told my high skilled students that in turn they will be engaged to be teachers to their lower skilled schoolmates: first of all they will present a lesson on the already studied topics to the class, presenting, in particular, the Mind maps and all the google presentations they have shared on google classroom; next they will work in groups implementing peer to peerr support. All the class accepted my proposal enthusiastically.

Raquel Santiago, Portugal

prof_raquelsantiago — 2019-01-29 23:18:41 UTC

First of all, I usually sit a high skilled learner with a low-skilled learner on each table. I speak to them and explain that one can help the other. Specially in a foreign language class, this can work out well because students who know more vocabulary, for example, can help the others who are, sometimes, too shy to ask basic vocabulary.

Secondly, I would probably give them a webquest, for example and ask them to work collaboratively or have them work on a project together so one would help the other, with my assistance or close attention if necessary.

Lastly, I would like to refer that the second video about lost and confused students really resonates with me. We all know that sometimes we have students who are just not interested, maybe because they are not learning the way they prefer or the tasks are not directed to their type of intelligence. These students are happy to just let others do the work and they don't really participate and, thus, they aren't learning anything. In this situation, I would probably give the high skilled student a webquest or another type of task he could do independently; and try to give the low skilled student a task about the same topic, but I would try to work with him more individually.

Obviously, this is difficult to do with large classes and I'm still struggling with some students and trying to understand them. So, the third video really touched me too.

Anita, Croatia

akruzice — 2019-01-29 23:39:46 UTC

1.activity:
-Visokokokirani disciple: Make a power point presentation about seed germination and plant growth
-nisk-qualified student: Orally present how he sowed bean seeds and followed germination and growth
2.aktivnost:
- Vocationally qualified disciple: graphically shows the growth rate of leaves and stems with growing conditions (air temperature, water .....)
- a disadvantaged student: Practical work in the schoolyard is the task of sowing two seeds in the same living conditions (one dry and the old and the other healthy)
in a notebook the lines of the days he noticed

Teresa Lacerda, Portugal

teresalacerda — 2019-01-29 23:49:07 UTC

I didn't like the categorazition the students in "high-skilled and low-skilled learners". The third video show us a different perspective. Students and adults have different kinds of intelligence. So, one teacher must work with this in your own classroom.
In my classroom I always have the tables arranged in a group and the students that are part of each group are quite heterogeneous. Thus, in the same group are students who have more difficult to learn, others more disinterested and others with more ease and interest in the subjects that integrate the curriculum of the discipline.
At this moment I am teaching the theme "Extinction and conservation of species" and the work of the students is to be carried out as follows:
- In each group, each student has a leading role, time keeper, materials organizer, responsible for the presentation, evaluator - that was chosen by the students according to their competencies;
- The theme will be explored by members of the group as agreed between them and using resources that they find most interesting. For example, Internet searches of videos, articles, environmental advocacy organizations or through questions put to people who can give them information they deem relevant, including the teacher;

- Students have to define tasks well and hold each element responsible for their execution;

- In appropriate intervals, students have to gather the materials they have, discuss ideas to decide whether to continue along the same path, or make changes;

- The final work is placed in the class portfolio, a Padlet, and is presented to all colleagues;

- Finishing groups will have to comment and evaluate each other's work in Padlet.

My role is to be constantly circulating through the groups to put questions and support what is needed.

This is one of the ways I have found to be able to involve all students in learning the subjects of the discipline. Obviously, with this group organization I am fortunate enough to have the students tutor each other, helping themselves in the process of learning.

Halil SÜNBÜL TURKEY/OSMANİYE

2019-01-30 08:37:04 UTC

In two different students, I would make a difference.

Ecem, İzmir

ecemaknt — 2019-01-30 08:48:02 UTC

According to my own perspective, I will give the task to my students and set them free to do it in their own way. Because when I personalise it, then it'll be my task and my own personalised learning. If I categorised my students before the task, like which way they learn best and if I know which type of learners they are, then it will be that way.

2019-01-30 08:59:27 UTC

First of all, at the very beginning of the year, I would apply different types of activities and get the info about each student's learning types. After that I would do group works and gather the students who have the same learning skills. On the other hand, in some activities I would mix those kids and let them figure out the best way they can.

Fatma Banu Özbek/Tur

2019-01-30 09:38:00 UTC

First of all,I couldn't make up a certain categorization for high and low skilled learners but I'll try to give an answer. I think one way is to provide different options for learners to choose from within the task. Also, as mentioned in one of the videos, I would expect different outcomes from different learners, expecting them to reach the same goal would be for vain

Jagoda, Croatia

2019-01-30 09:41:35 UTC

There is no news that children are learning on different ways. The challenge is to find the way to facilitate them to reach their goals using their own ways ad powers.

Fahrettin AKTAŞ, Turkey

fahrettinaktas74 — 2019-01-30 09:53:30 UTC

I think the best way is to offer a learning environment.

Teach yourself and tell me what you find

2019-01-30 10:07:02 UTC

Imagine a narrative unit: the reading and understanding of the actions of the characters. We have two groups of students: one with high reading and comprehension literacy and the other with low literacy.
For the first group privilege the autonomous activities: reading, identification of the characters by physical portrait and by psychological or psychosocial portrait; recording of relevant narrative actions, interactions between characters, final meaning of each intervention. You can present the results in text, in theater or in a graphic slide.
For the second group I propose: oral narrativity on the part of the teacher, the so-called retelling of the story, with challenge to the students to complete, fill gaps, both on the marks of identity of the characters and on the actions narrated, with a visual, in the picture, of the interactions between the characters. I suggest oral or schematic presentations of free choice
José Machado

Neslihan, Turkey

2019-01-30 11:11:25 UTC

I can try to blend their skills. They can support each other. They can perform both personalized learning and collaborative learning.

HAKAN DOĞAN-Sivas_TURKEY

2019-01-30 11:30:07 UTC

I would try to organize some different homework to high levels and low levels by using some technological devices that they were interested.

2019-01-30 11:32:25 UTC

combine tasks so that they could help each other and collaborate together

Ana Croatia

2019-01-30 11:43:26 UTC

I have been trying to involve my students in various activities that one day will be useful skills - presentation skills, how to write a complaint, how to do research online finding proper pages and sites not only for entertainment purposes, i often demand in some tasks to email me their homework and to practise attaching documents for example. I struggle with collaborative learning watching in a group of 4-5 that only 2 are doing the hard work...

Roberto Italy

roberto_giglietto — 2019-01-30 11:45:57 UTC

I like peer group with one high skill and one low skilled. The best student can tutor the other and both can grow in different ways. On the other hand I face a lack of enough students with the skills of a tutor. An activity for high skilled could be to create an infographic. For a low skilled I would suggest to highlight relevant concepts in a document

Simona, the Czech Republic

2019-01-30 12:14:17 UTC

The high-skilled learner could be asked to help the low-skilled learner to understand a rule, explain things, correct mistakes. The high-skilled learner would have to find out how to explain things logically and understand links between things. The low-skilled one would ask questions that could motivate the high-skilled learner.

Carlos, Portugal

prof_carlospegacha — 2019-01-30 12:40:31 UTC

As a Math teacher this is my diary scenario.
Every single class i have to adjust and personlize ativities.
I usualy use pairs colaborative work ; speech to each other how they do; multi level exercises; tecnologies; vídeos; work with real materials; diary evaluation (progress and products) and a portfolio of seleted tasks.

Lalitha India

lilyraj — 2019-01-30 12:43:32 UTC

I would group them in a heterogenous group of high skilled and low skilled students. Students are more open to peers for learning and expressing their difficulties.(specially the teenagers ). Then have graded task , starting from the simplest to the toughest. Though the low skilled learner may not get in one go, his friends will devise a method to simplify to his reach.

YASİN TABANLI

2019-01-30 12:58:36 UTC

KIRIKKALE-TÜRKİYE
I use a lot of visual material to reach all students in the history class. take into account the interests and needs of the students.

Feruze from Turkey

2019-01-30 13:00:06 UTC

I create mixed grups and make the high skilled students to help the low skilled ones.

Despoina Amarantidou, Greece

2019-01-30 13:18:08 UTC

I will involve both collaboration and team work so that students feel safe.

İSHAK KUR

kurtishak16 — 2019-01-30 13:31:42 UTC

First, I explore their learning areas and intelligence types. I learn family status and physical capacity. I try to prepare learning environments suitable for their interests and abilities by putting them into learning projects.

Stanley,Nigeria

stanonyedika — 2019-01-30 14:23:46 UTC

I would structure the task according to their learning abilities.The more skilled will have more complex and challenging task while the other group will get simplified assignment possibly with guidance.

Dimitra Zorba,Gree

dimitrazoro1 — 2019-01-30 14:28:33 UTC

As a P.E. teacher i always create mexed groups of high skilled and low skilled students.So they can support each other.But sometimes i must personalized the activities and create groups with the same learning skills .I prepare different types of tasks.

Žaklina Kvesić Croatia

zaki_kvesic — 2019-01-30 14:53:21 UTC

i think there is no needto imagine such a situation as it happens in nearly all of the teacher classroom everyday .I would arrange different groups according to their level.

Isabel, Portugal

isamarques76 — 2019-01-30 15:02:57 UTC

In our days, most of us use different methologies in the classroom. But we also know that is difficult, the rules of school and the parent´s somethimes don’t let the teachers execute diferente activities.

In this particullary case, i will make groups of students with different skills to equilibrate the activities solving .

Aida LS

ailoser94 — 2019-01-30 15:42:47 UTC

I guess I'd change some questions so everybody reaches the minimum but those who can, get the most of everythhing

Melek GÖKSU /Turkey

2019-01-30 16:46:47 UTC

I can use more sophisticated disciplined teaching steps for my student with higher education level. but I have to explain the steps to my low-level student one by one and proceed slowly.

Manuela Silva, Portugal

mmsilva46 — 2019-01-30 16:55:45 UTC

Nowadays classrooms are learning environments where students must be perceived as unique human beings waiting for supporting conditions where they can fully develop their skills, abilities and enrich their knowledge of the world. In my daily teaching practice, I have to adapt activities to meet students interests or learning styles. It is very challenging to find instructional approaches that answer the needs of learners with a variety of aptitudes and learning styles preferences (the first video highlights this aspect quite clearly – students have different cognitive learning styles).

As I teach English as a second language, I always try to vary my approach to the tasks. Recently I’ve been reading and analysing a text about studying abroad and discussing with them how this experience is enriching for students. I always try to bring to class texts that students can listen to (read by English speakers) so that aural learners can process the information in their preferred way but we also comment on the pictures that accompany the text so that visual learners can also participate and present their ideas. I try to ensure activities that are varied to accommodate learners with different cognitive learning styles.

Besides adapting the comprehension questions for high and low skilled learners (which is relatively easy to do), the final product of our sequence of learning tasks may be different for each group of students. High achievers who have a more analytical and communicative learning style can do research work and roleplay a situation where two friends are planning to go on an exchange programme. In the same class, lower achievers can work based on the ideas in the text and prepare a list of advantages and disadvantages of going on an exchange programme; more creative students can elaborate a poster to persuade other students to have such an experience. I believe that by diversifying the final product we can engage students and make lessons more appealing.

Hara, Cyprus

2019-01-30 17:06:41 UTC

The activities will be planned according to each groups learning preferences. Some students may need audiovisual material while others may prefer text. Some may prefer to work collaboratively while others individually.

Elsa Ramos, Portugal

elsa_ramos — 2019-01-30 17:32:34 UTC

In my class I usually use peer work, one more facility to learn and one with more difficulty to understand. I use the best student as a tutor. Sometimes I use different activities for different students, but I try to go to their interested. For this, I use digital media, mobile phone and some web games.

Antonietta, Italy

miaaba — 2019-01-30 17:36:16 UTC

I DON’T NEED TO IMAGINE BECAUSE IT’S A DAILY ROUTINE: IN A LEARNING TASK I ALWAYS TRY TO ASK MY STUDENTS TAILORED PERFORMANCE IN ORDER TO CREATE COLLABORATION AND MOTIVATION. It often works but sometimes it doesn’t, so I have to redistribute activities.

Claudya, Romania

claudia_neacsa — 2019-01-30 17:54:41 UTC

Peer work, team work.

Silvia, Spain

silvia_lopmar_2 — 2019-01-30 17:59:59 UTC

I encourage cooperative learning, pairing students so that they can help each other with the activities

Ana, Portugal

anarplcorreia — 2019-01-30 18:06:27 UTC

In my daily practice I have to deal with many different students with different "intelligences" , different skills and different interest. Sometimes I give them different tasks, other times I try to join them in mixed hability groupsor I simply let them suggest how they want to carry on that task . Another aspect which I find essential is that I recognise which student needs that "extra" support, a bit more attention or just a "well done".

Yıldız

star_kara — 2019-01-30 18:09:07 UTC

I would encourage them to do some creative tasks to fin out the degree of their skills.ı would give them tasks with different alternatives , some easy some difficult. So that I can encourage them for a better result each day

Sara, Spain

sacedofuentes — 2019-01-30 18:09:48 UTC

We usually have heterogeneous classes, so we have to deal with this every day. I tend to have open activities that everyone can complete to some extent, some will give a more elaborate answer, others will complete the activity giving in a simpler way. Sometimes it's also a good idea to have group work or pairs.

Lucia Italy

2019-01-30 18:11:12 UTC

Nowadays it is very difficult to motivate children's attention because they have a variety of interesting offers outside of school starting From sports clubs, multiple videogames....And so it is very difficult to find topics that can be shared, Perhaps it is good to come back to propose ancient things that for children They look really fabulous

omfayildiz — 2019-01-30 18:12:12 UTC

Lucia Italy Lucia Italy Nowadays it is very difficult to motivate children's attention because they have a variety of interesting offers outside of school starting Sara, Spain Sara, Spain We usually have heterogeneous classes, so we have to deal with this every day. I tend to have open activities that every one can complete to some extent, some will give a more elaborate answer, others will Yıldız Yıldız I would encourage them to do some creative tasks to fin out the degree of their skills.ı would let them do their works optionally. Ana, Portugal Ana, Portugal In my daily practice I have to deal with many different students with different "intelligences" , different skills and different interest. Sometimes I give them different tasks, other times I try to join them in mixed hability groupsor I simply let them suggest how they want to carry on that task . Silvia, Spain Silvia, Spain I encourage cooperative learning, pairing students so that they can help each other with the activities Claudya, Romania Claudya, Romania Peer work, team work. Antonietta, Italy Antonietta, Italy I DON’T NEED TO IMAGINE BECAUSE IT’S A DAILY ROUTINE: IN A LEARNING TASK I ALWAYS TRY TO ASK MY STUDENTS TAILORED PERFORMANCE IN ORDER TO CREATE COLLABORATION AND MOTIVATION. It often works but sometimes it doesn’t, so I have to redistribute activities. Elsa Ramos, Portugal Elsa Ramos, Portugal In my class I usually use peer work, one more facility to learn and one with more difficulty to understand. I use the best student as a tutor. Sometimes I use different activities for different students, but I try to go to their interested. For this, I use digital media, mobile phone and some web games. Hara, Cyprus Hara, Cyprus The activities will be planned according to each groups learning preferences. Some students may need audiovisual material while others may prefer text. Some may prefer to work collaboratively while others individually. Manuela Silva, Portugal Manuela Silva, Portugal Nowadays classrooms are learning environments where students must be perceived as unique human beings waiting for supporting conditions where they can fully develop their skills, abilities and enrich their knowledge of the world. In my daily teaching practice, I have to adapt activities to meet students interests or learning styles. It is very challenging to find instructional approaches that answer the needs of learners with a variety of aptitudes and learning styles preferences (the first video highlights this aspect quite clearly – students have different cognitive learning styles). As I teach English as a second language, I always try to vary my approach to the tasks. Recently I’ve been reading and analysing a text about studying abroad and discussing with them how this experience is enriching for students. I always try to bring to class texts that students can listen to (read by English speakers) so that aural learners can process the information in their preferred way but we also comment on the pictures that accompany the text so that visual learners can also participate and present their ideas. I try to ensure activities that are varied to accommodate learners with different cognitive learning styles. Besides adapting the comprehension questions for high and low skilled learners (which is relatively easy to do), the final product of our sequence of learning tasks may be different for each group of students. High achievers who have a more analytical and communicative learning style can do research work and roleplay a situation where two friends are planning to go on an exchange programme. In the same class, lower achievers can work based on the ideas in the text and prepare a list of advantages and disadvantages of going on an exchange programme; more creative students can elaborate a poster to persuade other students to have such an experience. I believe that by diversifying the final product we can engage students and make lessons more appealing. Melek GÖKSU /Turkey Melek GÖKSU /Turkey I can use more sophisticated disciplined teaching steps for my student with higher education level. but I have to explain the steps to my low-level student one by one and proceed slowly. Aida LS Aida LS I guess I'd change some questions so everybody reaches the minimum but those who can, get the most of everythhing Isabel, Portugal Isabel, Portugal In our days, most of us use different methologies in the classroom. But we also know that is difficult, the rules of school and the parent´s somethimes don’t let the teachers execute diferente activities. In this particullary case, i will make groups of students with different skills to equilibrate the activities solving . Žaklina Kvesić Croatia Žaklina Kvesić Croatia i think there is no needto imagine such a situation as it happens in nearly all of the teacher classroom everyday .I would arrange different groups according to their level. Dimitra Zorba,Gree Dimitra Zorba,Gree As a P.E. teacher i always create mexed groups of high skilled and low skilled students.So they can support each other.But sometimes i must personalized the activities and create groups with the same learning skills .I prepare different types of tasks. Stanley,Nigeria Stanley,Nigeria I would structure the task according to their learning abilities.The more skilled will have more complex and challenging task while the other group will get simplified assignment possibly with guidance. İSHAK KUR İSHAK KUR First, I explore their learning areas and intelligence types. I learn family status and physical capacity. I try to prepare learning environments suitable for their interests and abilities by putting them into learning projects. Despoina Amarantidou, Greece Despoina Amarantidou, Greece I will involve both collaboration and team work so that students feel safe. Feruze from Turkey Feruze from Turkey I create mixed grups and make the high skilled students to help the low skilled ones. YASİN TABANLI YASİN TABANLI KIRIKKALE-TÜRKİYE I use a lot of visual material to reach all students in the history class. take into account the interests and needs of the students. Lalitha India Lalitha India I would group them in a heterogenous group of high skilled and low skilled students. Students are more open to peers for learning and expressing their difficulties.(specially the teenagers ). Then have graded task , starting from the simplest to the toughest. Though the low skilled learner may not get in one go, his friends will devise a method to simplify to his reach. Carlos, Portugal Carlos, Portugal As a Math teacher this is my diary scenario. Every single class i have to adjust and personlize ativities. I usualy use pairs colaborative work ; speech to each other how they do; multi level exercises; tecnologies; vídeos; work with real materials; diary evaluation (progress and products) and a portfolio of seleted tasks. Simona, the Czech Republic Simona, the Czech Republic The high-skilled learner could be asked to help the low-skilled learner to understand a rule, explain things, correct mistakes. The high-skilled learner would have to find out how to explain things logically and understand links between things. The low-skilled one would ask questions that could motivate the high-skilled learner. Roberto Italy Roberto Italy I like peer group with one high skill and one low skilled. The best student can tutor the other and both can grow in different ways. On the other hand I face a lack of enough students with the skills of a tutor. An activity for high skilled could be to create an infographic. For a low skilled I would suggest to highlight relevant concepts in a document Ana Croatia Ana Croatia I have been trying to involve my students in various activities that one day will be useful skills - presentation skills, how to write a complaint, how to do research online finding proper pages and sites not only for entertainment purposes, i often demand in some tasks to email me their homework and to practise attaching documents for example. I struggle with collaborative learning watching in a group of 4-5 that only 2 are doing the hard work... combine tasks so tha combine tasks so that they could help each other and collaborate together HAKAN DOĞAN-Sivas_TURKEY HAKAN DOĞAN-Sivas_TURKEY I would try to organize some different homework to high levels and low levels by using some technological devices that they were interested. Neslihan, Turkey Neslihan, Turkey I can try to blend their skills. They can support each other. They can perform both personalized learning and collaborative learning. Fatma Banu Özbek/Tur Fatma Banu Özbek/Tur First of all,I couldn't make up a certain categorization for high and low skilled learners but I'll try to give an answer. I think one way is to provide different options for learners to choose from within the task. Also, as mentioned in one of the videos, I would expect different outcomes from different learners, expecting them to reach the same goal would be for vain Teach yourself and tell me what you find Teach yourself and tell me what you find Imagine a narrative unit: the reading and understanding of the actions of the characters. We have two groups of students: one with high reading and comprehension literacy and the other with low literacy. For the first group privilege the autonomous activities: reading, identification of the characters by physical portrait and by psychological or psychosocial portrait; recording of relevant narrative actions, interactions between characters, final meaning of each intervention. You can present the results in text, in theater or in a graphic slide. For the second group I propose: oral narrativity on the part of the teacher, the so-called retelling of the story, with challenge to the students to complete, fill gaps, both on the marks of identity of the characters and on the actions narrated, with a visual, in the picture, of the interactions between the characters. I suggest oral or schematic presentations of free choice José Machado First of all, at the First of all, at the very beginning of the year, I would apply different types of activities and get the info about each student's learning types. After that I would do group works and gather the students who have the same learning skills. On the other hand, in some activities I would mix those kids and let them figure out the best way they can. Fahrettin AKTAŞ, Turkey Fahrettin AKTAŞ, Turkey I think the best way is to offer a learning environment. Jagoda, Croatia Jagoda, Croatia There is no news that children are learning on different ways. The challenge is to find the way to facilitate them to reach their goals using their own ways ad powers. Ecem, İzmir Ecem, İzmir According to my own perspective, I will give the task to my students and set them free to do it in their own way. Because when I personalise it, then it'll be my task and my own personalised learning. If I categorised my students before the task, like which way they learn best and if I know which type of learners they are, then it will be that way. Halil SÜNBÜL TURKEY/OSMANİYE Halil SÜNBÜL TURKEY/OSMANİYE In two different students, I would make a difference. Teresa Lacerda, Portugal Teresa Lacerda, Portugal I didn't like the categorazition the students in "high-skilled and low-skilled learners". The third video show us a different perspective. Students and adults have different kinds of intelligence. So, one teacher must work with this in your own classroom. In my classroom I always have the tables arranged in a group and the students that are part of each group are quite heterogeneous. Thus, in the same group are students who have more difficult to learn, others more disinterested and others with more ease and interest in the subjects that integrate the curriculum of the discipline. At this moment I am teaching the theme "Extinction and conservation of species" and the work of the students is to be carried out as follows: - In each group, each student has a leading role, time keeper, materials organizer, responsible for the presentation, evaluator - that was chosen by the students according to their competencies; - The theme will be explored by members of the group as agreed between them and using resources that they find most interesting. For example, Internet searches of videos, articles, environmental advocacy organizations or through questions put to people who can give them information they deem relevant, including the teacher; - Students have to define tasks well and hold each element responsible for their execution; - In appropriate intervals, students have to gather the materials they have, discuss ideas to decide whether to continue along the same path, or make changes; - The final work is placed in the class portfolio, a Padlet, and is presented to all colleagues; - Finishing groups will have to comment and evaluate each other's work in Padlet. My role is to be constantly circulating through the groups to put questions and support what is needed. This is one of the ways I have found to be able to involve all students in learning the subjects of the discipline. Obviously, with this group organization I am fortunate enough to have the students tutor each other, helping themselves in the process of learning. Anita, Croatia Anita, Croatia 1.activity: -Visokokokirani disciple: Make a power point presentation about seed germination and plant growth -nisk-qualified student: Orally present how he sowed bean seeds and followed germination and growth 2.aktivnost: - Vocationally qualified disciple: graphically shows the growth rate of leaves and stems with growing conditions (air temperature, water .....) - a disadvantaged student: Practical work in the schoolyard is the task of sowing two seeds in the same living conditions (one dry and the old and the other healthy) in a notebook the lines of the days he noticed Raquel Santiago, Portugal Raquel Santiago, Portugal First of all, I usually sit a high skilled learner with a low-skilled learner on each table. I speak to them and explain that one can help the other. Specially in a foreign language class, this can work out well because students who know more vocabulary, for example, can help the others who are, sometimes, too shy to ask basic vocabulary. Secondly, I would probably give them a webquest, for example and ask them to work collaboratively or have them work on a project together so one would help the other, with my assistance or close attention if necessary. Lastly, I would like to refer that the second video about lost and confused students really resonates with me. We all know that sometimes we have students who are just not interested, maybe because they are not learning the way they prefer or the tasks are not directed to their type of intelligence. These students are happy to just let others do the work and they don't really participate and, thus, they aren't learning anything. In this situation, I would probably give the high skilled student a webquest or another type of task he could do independently; and try to give the low skilled student a task about the same topic, but I would try to work with him more individually. Obviously, this is difficult to do with large classes and I'm still struggling with some students and trying to understand them. So, the third video really touched me too. Ana Correia, Guarda, Portugal Ana Correia, Guarda, Portugal Students with different intelligences or with different learning abilities are the daily basis of any teachers’ work. In a primary English class, I would define different types of objectives, different kind of tasks, different timing and different assessment procedures, if possible different input sources according to the students, the class or the school characteristics. I would have exercises (oral or written) with different levels of difficulty or adapted to the kids’ interests/abilities, give clues according to needs, give room to activities with different stages of autonomy and build from that on. Spoken interaction differentiation is quicker to organize for me as we can build it almost as we go and there is a stronger sense of class and of common purpose. But preparing such personalised activities when there is a written format (even if they have an oral purpose) is overwhelming, not only to produce, but also to manage in class without losing track of the group. It is even more so if we are not dealing with a single class, a single school or even a single level in the same room (which is my context). The way I’m doing it right now doesn’t match the second video’s idea that personalized learning is about making things easier and “getting quality time” with students or “spend(ing) more time… engaging them”… Rosalba, Rome Rosalba, Rome Next week, after the end of the first term, we' ll organize a one-week period of recovery and empowering activities. This morning I told my high skilled students that in turn they will be engaged to be teachers to their lower skilled schoolmates: first of all they will present a lesson on the already studied topics to the class, presenting, in particular, the Mind maps and all the google presentations they have shared on google classroom; next they will work in groups implementing peer to peerr support. All the class accepted my proposal enthusiastically. Alma, Bosnia and Herzegovina Alma, Bosnia and Herzegovina I would ask them what is the best way according to their opinion to do or learn specific assignment and I will prepare those activities on that way. Same activities from other perspectives. Eduardo López. Spain Eduardo López. Spain With primary students you sometimes need to use miming, gestures o keywords to help them remember. With students having more problems to understand the lessons, you have to combine all kind of strategies, make the necessary adjustments, labelling is very good to boost memory, this way, you reinforce writing while fostering speaking. Raquel Martins Raquel Martins Content can be taught in different ways and using different materials. The main objective is that the strategies used take into account the students' individual needs and promote their success. I divided the class into groups, for example, giving the most qualified students tools to guide them in discovering, on a given topic, to construct simple questions to put the group of low-skilled students. This group of students, the poorly qualified, would freely research the subject, in the Library, on the web or even questioning adults about the subject. This group would present to the most qualified students what they discovered with the research they did, with an exchange of information between the groups. The group of qualified students would go through interactive games created for this purpose, using the Kahoot for example, question the students on the topic. Fun and interactive, everyone learned. Rute Vieira, Portugal Rute Vieira, Portugal Firstly it would set what the ultimate goal to achieve for both students. Based on this, it would propose differentiated tasks for each of the students. In the student with more difficulties it would be important to have recourse to material (in the case of mathematics, for example) and using day-to-day situations. For the student with great ease it would be important to give him the freedom to learn more if he wanted to go further. In this type of situations, I also use group work among students since the way to reach colleagues, the way they speak, the motivation ... are different from when I am developing a theme. Gamze, Turkey Gamze, Turkey In math lessons mostly I try to start with easy examples and go on more complex ones. Moreover let the students collaborate is an effective way. Sometimes I let high-skilled students to work with low-skilled students as groups. Mira, Croatia Mira, Croatia I believe that all teachers daily have such a situation. My way is to help students in group work by giving them tasks of varying weight, in individual work I also tailor assignments, give additional instructions, learners with writing and reading difficulties, help with instructions and adjust the weight of tasks. Paulo Almeida, Portugal & Belgium Paulo Almeida, Portugal & Belgium I would probably give them the same task. However, I would put them to work collaboratively, where the high skilled student would help the low skilled student in solving the task. In this way, not only the high skilled student would develop his / her competences in helping the other, but also the low skilled student could develop his / her competences, being accompanied by a tutor who speaks the same language and who can feel closer, in terms of relation and age level. I could do the same type of practice, but with different tasks. Zekiye KAFALİ, Turkey Zekiye KAFALİ, Turkey I think there is no need to imagine such a situation, as it happens in nearly all of the teachers' classrooms everyday. The best way, in my opinion, is to get them to communicate and collaborate. Thanks to peer work or group work and different activities, high-skilled learners can help low-skilled learners. Zvonko, Serbia Zvonko, Serbia I would give more difficult task for high-skilled learner and easier task for low-skilled learner. Seyhan yilmaz Seyhan yilmaz All students who have different intelligence have the same education because of our system.We hve to strugle to have any idea about stdent's intelligence they should be educated according to their speed of learning and interests Nurcan Korkmaz Karataş-Turkey Nurcan Korkmaz Karataş-Turkey My My students are learning better with the game Banu Güven, Konya/Türkiye Banu Güven, Konya/Türkiye First of all try to learn what kind of intelligence they have, then try to makke a task which contains knowledge according to their ıntelligence type Ana Teresa Gonçalves Ana Teresa Gonçalves I would give them diferent tasks. They should be adapted to their capacities. first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them Elena SpainThe s Elena Spain The students are different levels I would teach differents activities María, Segovia María, Segovia My school has a very wide range of diverse students: different cultural backgrounds, different economic levels, diverse ethnic groups, etc. In my first grade class I find kids already reading and others still struggling with recognising letters. That's why I like to present open-level activities, so the whole class can work on the same topic but at different levels, according to their capacities. Sanja, Croatia Sanja, Croatia I will designe different activitis trough group work so that high-skill learners help and support low-skill learners. Dan Sovan-Romania Dan Sovan-Romania Generally, our classrooms are extremely heterogeneous and numerous in terms of the number of students. Moreover, as a result of an inclusive education policy, we also have work with students with ESC. It is extremely difficult for an early teacher to find a way to optimize the teaching-learning process, but the didactic experience tells the word. First of all, a preliminary diagnosis of pupils' competencies should be made and, depending on the results, we will adjust the process and workloads on low, medium and advanced levels. Of course, for low-level people, remedial or recovery classes can be made, and other students can be trained to perform by participating in various competitions, school Olympiads. em differentiated work ta em differentiated work tasks Alina, Romania Alina, Romania Of course, give them differentiated work tasks Ali CEM Ali CEM It will be appropriate to assign tasks to all kinds of students according to their skills. Maria, Larissa Greece Maria, Larissa Greece I will make mixed groups with high and low skilled learners in each group. Irina,Latvia Irina,Latvia I would make these two learners work over. They can both split tasks as they wish. They can work together to help and support each other. Edita,Croatia Edita,Croatia I would create groups with fewer students and give them tasks of different level. Each student would have the chance to choose a task that he could solve. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Rosa M Reina (Spain) Rosa M Reina (Spain) Probably i will desing different activities in the same test. I will adapt to their abilities. Different intelligences, different teaching. Melita, Croatia Melita, Croatia It's an everyday situation. The classes are heterogeneous. I would do tasks of different levels, with different skills, where such a heterogeneous group would have to come up with a solution. They should also use the skills of the weakest one. Sara Sara I will use stratified and differentiated activities promoting collaboration among students. José Teixeira, PT José Teixeira, PT I must admit that I don't like to categorise my students in “high-skilled” and “low-skilled”, just because all of them have different skills, so the best strategy to personalise a learning task, in my opinion, is to encourage cooperative learning. Students should work in small groups and inside the group they have different tasks according to their skills. All of them should collaborate to accomplish the task. Rukiye/TURKEY Rukiye/TURKEY I would arrange different groups according to their level José María, Spain José María, Spain I understand that I shoul prepare activities that motivate first and foremost and then propose activities in which they feel more comfortable attending to their personal skills. Always with a common goal and with the help of a collaborative work. Madalena, Ponte de Lima, Portugal Madalena, Ponte de Lima, Portugal As an English teacher, grammar is usually an issue for students who are less analytical or are more prone to engage in activities in which they use their rather visual intelligence. In that sense, if I were to teach a specific grammar item, I'd start by showing the students a video (maybe a cartoon or a part from a TV series or film) in which the structure was being used; then after aknowledging the structure, the students would be able to choose between either practising that structure using a previously selected interactive online ESL site or draw their own cartoon on paper, creating a story with characters that would have to use the grammar structure in their lines. Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Güney /TURKEY Güney /TURKEY each student's interests are different so we should use different methods and techniques,flexible content and student reflection. Klaudija/Croatia Klaudija/Croatia Every student has the right to learning, only needs to adapt. We can work through group work so that better students help and encourage students with lesser abilities. Another way is to adapt working methods to students with reduced spouses. Carla Carla Every single day I have to adjust and find new solutions, what worked just the day before may not work the following day. Anyway, I'll give a simple example for a writing task in a mixed abilities class: some students receive a writing task with a bullet list with main ideas to develop (the scaffold) and always an extra bullet to suggest with his/her own idea; some other students will receive the task to write a story which begins with a given initial sentence, wider writing task Each child's developmental characteristics are different, differences should be considered. Each child's developmental characteristics are different, differences should be considered. Gonca Gonca I would teach different types of activities for understand how pupils learn easy. Fabiola Fabiola I think that the activities to personalise learning are: 1) the group work where the best guys can help others overcome their difficulty 2) individual paths where teacher helps the pupil to achieve the goals based on his skills Gülhan KIZILKAYA UÇUCU Gülhan KIZILKAYA UÇUCU I have to understand the level of students first. I can focus on what you can learn better and learn Marianthi Arvanitidou- Greece Marianthi Arvanitidou- Greece Teaching is very difficult because you have to faced with different types of students A high-skilled stude A high-skilled student can be offered more creative tasks, with many unknowns, but they can also compose problems that reflect some industrial processes or everyday life. Unskilled students happily solve the tasks in which they apply skill and less use memory and logic. Patrizia, Italy Patrizia, Italy Every day I am in contact with at least two types of students: really good but not motivated students, who sometimes call themselves bored, motivated students but with poor attitudes that reach satisfactory results with great effort. With such structured classes, depending on the subjects to be presented to the students, I use different strategies: 1) Group work: the group is mixed, that is, formed by particularly gifted pupils who work alongside students with difficulties to whom they propose activities to be presented through a report, presentations 2) Particularly gifted pupils monitor and support the activities of the weakest and help them overcome difficulties 3) Use of technologies that favor the creativity of the best but at the same time facilitate the learning of students with difficulty Elena Quiles Elena Quiles I think that in that particular case, I would group students in different teams mixing high-skilled students with low-skilled ones so that the former can help the latter. In addition, I would prepare an activity adapted to high-skilled learners and another one to low-skilled learners according to their abilities Salva. Spain Salva. Spain I would adapt a part of the activity for each of them. However, I would design another part of the activity so that they could work together taking into account the differences in each one of them. I believe that collaborative works help my students respect and value the differences between them as a positive aspect in social relationships. Elisa, Italy Elisa, Italy Different students with different strong and weak points: we have to face this problem every day and it is not so easy to find always a solution to get a good balance in the individual involvement. So for me it is enough to succeed in finding the right solution at least from time to time. For example I engage students in group work and I try to help each of them to do their best, for ex those who are very good at art will be asked to look for graphic solutions, those who can write very well will be responsible for the writing of the whole group's ideas etc. A later stage is for them to teach their mates what they can do better. I always present them a schedule with different phases they have to cover and this helps to Patrícia Campos, Portugal Patrícia Campos, Portugal For these two kinds of learners I could vary: - the way the tasks were presented, for example one could receive the instructions in a more formal way, for example a text and the others would receive a video or a audio recording, were teacher could use a more simple vocabulary; - the difficulty of the tasks; - the time given to complete each task; - the number of tasks; - the type of tasks; - the focus on evaluation (results vs. process). Hakan Can Hakan Can I join Lilia's idea. I would do such a practice. I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Lília, Portugal Lília, Portugal In order to truly personalize the learning environment for students, I first need to have a comprehensive understanding of my students. This means knowing their academic strengths and weakness as part of a complete learner profile that gives a holistic view of each student. As a teacher, I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Furthermore, I would suggest and provide a variety of activities, through viewing videos, listening to podcasts, view presentations, read articles or texts, participate in discussion boards online, etc. Throughout all the process, assessment is extremely important in assuring student success. The assessment process should be embedded within each lesson and used as a tool for immediate and consistent feedback. Students need some form of direction and timely as well as constructive feedback. Lejla Hujdur, B&H Lejla Hujdur, B&H I would create cooperatives groups with differrent types of tasks so every student can express themself in the best way. I would also use peer to peer learning. Leticia Gil from Spain Leticia Gil from Spain I would try to create cooperative groups in order to learn in a motivated way. Each child is different and needs particular attention so, as teachers, we should personalize our way of teaching taking into account their interests and abilities of learners. Claudia Italy 🐏 Claudia Italy 🐏 In my classes there are students with different skills and abilities. Every child is unique and unrepeatable. I try to enhance the different characteristics. I propose group work and games. Sometimes I use peer tutoring. i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs António, Portugal António, Portugal In all my/our classes it is as inevitable as life itself that there are different skill levels. In autonomous group activities I tend to create different roles and tasks. In some cases with the highest skilled ones tutoring/supervising the other students. Nilüfer Güreşçi Nilüfer Güreşçi I'd start by getting to know the interests and abilities of the learner. I prepare an education and training plan and activities that I can use in my interests. I ensure that a student with a high level of learning maintains his level of questions and activities to keep his curiosity and motivation going on. Rosa Barros, Portugal Rosa Barros, Portugal It is not necessary for me to imagine I have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners) because I do it on a daily basis. As a starting point, I must emphasise that I do not like to “label” my students as each one of them has different skills and abilities and it is by sharing and taking advantage of differences that our classroom becomes a healthy learning environment. In my classes, students help each other all the time, either in groups or in pairs, but in a peer-coaching/tutoring strategy, and at the end of each tasks, students share what they have done/learnt. Throughout the schoolyear, I try to plan diversified activities that involve all range of intelligences, interests and knowledge (being it the result of formal, non-formal or informal learning) so that each student can put the most of him into the class and engage in a collaborative lifelong learning process. But we are referring to a more formal learning activity, take for instance, a listening-comprehension task, I would plan a T/F exercise for the “low-skilled” learner and maybe a gap-filling or a completion exercise to the high-skilled one. João Teixeira, Portugal João Teixeira, Portugal I would give each student or group of students a different role and different tasks according to their levels, skills, abilities and interests. Each student/group will perform the task on his/their own way for the setting time or, depending on the aim of the task, for the time he/they need(s). All these activities would be supervised by the teacher or, preferably, by other students. Anita, Croatia Anita, Croatia The truth is that we are faced with the need to personalize learning every day. The intellectual abilities of our pupils vary and I find myself preparing one lesson in different ways so those with dyslexia or dysgraphia can follow my teaching. Sílvia Teixeira, Portugal Sílvia Teixeira, Portugal As experts, we do not need to imagine this kind of situation, because it happens every day inside our classroom, not necessarily based in high-skilled and low-skilled learners, but having in mind different students, with different interests, different intelligences, different needs… The best way to personalise learning is through “autonomous learning time” (Tempo de Estudo Autónomo – TEA). It is a situation where students learn to formulate goal, plan their learning process, identify resources of learning, select materials which are suitable for their ability and interest, choose and implement appropriate strategies to learn, evaluate their learning process and manage their time to learn, even outside the classroom. Esada Čirić-Delić Esada Čirić-Delić This is a reality in my country. We have mixed-ability classes with multiple intelligences and I like to include various activities to suite all those intelligences. Sometimes I change materials to suit, sometimes pair work is best and sometimes group work brings the results. Aslo Aslo Aslı Aslı I would divide the class into groups and give each student a different role according to their levels and interests. Then, I would assign them differnt tasks according to the pace of the lesson Teresa M., Spain Teresa M., Spain I'd have to adapt the activities: same format but different tasks for different learners for them to fulfil their capabilities. Leyla, Turkey Leyla, Turkey Making mixed groups with different intelligence and asking them to create a product by which each individual can take out his/her strength among others. Preparing and delivering personalized teaching/learning material and leading each student to a reachable goal would make them feel proficient. Heidi, Germany Heidi, Germany The best way to personalize a task in my opinion is preparing a project with a question. In a project every student works with its personal ability, at its own pace, in groups or alone. Erhan Erhan Yes, every students have different kind of intelligence. They can use them more efficently but teacher have to use not only his/her teaching method but also in a school . So every unit must bring different areas of interest (intelligence) in english. Teachers pay attention to this and organise their teaching method for their students. Eduarda Sousa, Portugal Eduarda Sousa, Portugal This is not an imaginary situation. It's truly part of teachers " daily struggle. So generally I divide the class in mixed level group so that the fast learners can help low level learners. My teen students just love this as it's easier for them to understand their peers' "lecture. I also try to give my high level students a bit of a challenge by working on their own and solving problems using for instance thei mobiles while I help the other ones. Bosiljko, Croatia Bosiljko, Croatia I will create groups with max 4 pupils in, and give them tasks with different level of complexity. probably I will explore their possibilities before... Each student will perform Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zehra Tuğçe Özgel, Turkey Zehra Tuğçe Özgel, Turkey I determine their needs, speaking both by doing survey. I prepare lesson plans for their needs along with the curriculum. Vida , Lithuania Vida , Lithuania For the purpose of studying the topic, the students are divided into groups and tasks of different complexity. Anca, Romania Anca, Romania I would divide the class into groups, same topic, different tasks. Temel Gövce Turkey Temel Gövce Turkey First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. All students work in the same Subject using different materials. If there were two activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (A High skilled learner with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pair to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity. I would implement group work strategy and try to apply myteaching steps for students'different skills I would implement group work strategy and try to apply myteaching steps for students'different skills D., Croatia D., Croatia This is an every day situation. Classes are heterogeneous. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Demet - Turkey Demet - Turkey Mixed groups can be created. Serge from Belgium Serge from Belgium Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zrinka, croatia Zrinka, croatia Divide them into groups or pairs and give them projects according to theirs skills. Something similar but different level activities. Brankica, Croatia Brankica, Croatia I would put them in a group to work on a topic together, and I would assign them various, personalized tasks and adjusted to their skills. They would have to cooperate and help each other, and I would also give them pair-work homework. Audronė, Lithuania Audronė, Lithuania I'd preteach a low-skilled learner, later they could work together and benefit from each other. Cláudia de Sousa, PORTUGAL, D Cláudia de Sousa, PORTUGAL, D This is what actually happens on a daily basis. Classes are heterogeneous and our work demands reflecting over this question regularly. In my opinion these two students obviously need two different approaches. The highly-skilled student is, normally, a more motivated student in a learning context because learning isn’t a difficult task, whereas the low-skilled student may be a less engaged one because he/she finds it difficult to keep up with what is being taught. This last student might feel lost, confused, may need more attention for many and diverse reasons. However, without knowing both students well, we can’t jump to conclusions this easily and we should definitely not decide over strategies without bearing in mind why they are being defined as high-skilled and low-skilled. In other words, is the high-skilled student so just because of his high grades? Does that mean he is highly motivated? And concerning the low-skilled student, are his grades low because he/she struggles with assessment and tests? Does that mean he/she is less motivated? According to what happens at school, teachers are expected to be more concerned with low-skilled students, because we would like them to get better grades. We tend to spend more time thinking about how we can help these in becoming successful as if high grades were synonym of success in life. Nevertheless, I defend that in both cases the key to help these students is motivating them towards different non-formal learning activities because in both cases each will have to undergo different processes at different their own pace. Learning is long-term process and this is what students are to be reminded regularly! Antonino, Portugal Antonino, Portugal In my opinion, personalizing learning does not necessarily imply assigning a task to each student. Herculean task for sure. However, you can assign different tasks to two different groups to work on the same topic. Strategy to implement: Group work in the design mode. The groups would be with a small number of students in order to enhance the collaborative and participative work; In the formation of the groups it would take into account the different intelligences / capacities forming heterogeneous groups; The project modality allows to maximize the capacities of each one because, with the constant orientation of the teacher, it is possible to demonstrate skills of the less qualified students, namely in the operationalization and more practical parts; This modality obliges the students to diversify their abilities and not always the most qualified academically they are in parts that leave its scope, like for example to organize a structure to present the final work. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Cecília, Portuga Cecília, Portuga I organized the class into work groups by proficiency levels, characteristics or similar interests, in order to create an excellent learning environment. It would do the same activity but would adjust the level of activity requirement to the actual ability of the students to allow them to succeed. Susana Carneiro, Portugal Susana Carneiro, Portugal I could use collaborative groups in PBL or a "menu" of tasks for the students to choose with the same goal (for example: research paper about sustainable projects around the world or ation plan to do at home and make the daily life more sustainable). Low-skilled? It depends on the skills you`re looking for :) Olivera, Montenegro Olivera, Montenegro Gathering children according to interests, needs and skills. Adapting activities that include reading and writing, for one group; and for the other group in the lecture I also insert digital media. Aleka, Greece. Aleka, Greece. It depends on various factors such as the age of the students, the kind and purpose of the activity, how well I've known them... Jorge Estrela, Portugal Jorge Estrela, Portugal Start teaching from the level at which the students are. This is why it is fundamental to diagnose knowledge, assessing the level of student performance, interests and learning profiles. When planning activities, take into account the profile of each student, so that everyone has an opportunity to learn, for those who present more difficulties and those who are already on the road to school success. There are some aspects to be differentiated in the planning and dynamization of activities: consider the students' learning style (visual, auditory, schematic); repeat the information, explain in other words; explain the topic in small groups; use activities that work the same theme for all students and adapt the level of difficulty; provide concrete material for the students with more difficulties; adapt the time of activities; diversifying the forms of production (text production, oral presentation, drawing, painting ); use facilities outside the classroom, such as the school library. Jasna, Croatia Jasna, Croatia I would divide the class into groups and make my students work on a similar but different level activities or a would connect high -skilled learner with low-skilled learner. High – skilled learner can help low-skilled learner. Hacı Ömer Erarslan Bursa-Turkey Hacı Ömer Erarslan Bursa-Turkey I would divide the class into groups and make children work on similar but different level activities. Feruze from Turkey Feruze from Turkey I make mixed small groups and give projects them and make the high skilled students help the low skilled one. CAMINO, ESPAÑA CAMINO, ESPAÑA Nobody will know the difference between both levels of learning between the students. Nobody will know the differences between the contents of the activities. I would be the only one to know about it. Students would work together, helping each other to understand contents of the exercises. I could help low-skilled and high-skilled learners in different ways at the same time. Sandra Oliveira, Portugal Sandra Oliveira, Portugal I woul divided students into small groups of 3 to 4 elements:groups of highly qualified and low-skilled students. I would provid them with a list of research topics, so that they chose the more interested one. then I would explain them the essential learning and objectives and contents of the activity. Students will research the theme and then present their work to the class. For the groups of low-skilled students I would provided them diferent level activities and guide them, if they want. It would give them more individualized support. In the end, thye also present the research results. All students would transpose their research into the learning journal. Jorge Conde Jorge Conde I would make the collaborate with each other in different tasks, allowing them to help each other. I usually give assignments and when students end their task they can go to other groups and support their colleagues. Sandra Gomes, Portugal Sandra Gomes, Portugal I could either ask the high-skilled learner to help the low-skilled one or choose to adapt the activities according to their skills/level. For instance, I could hand out a worksheet on a vocabulary topic we had studied in class and grade the tasks. Imagine it is a word search on technology. I could give it to the low-skilled student with the words he/she was supposed to find, whereas I wouldn't give this hint to the high-skilled one. Or I could just pair them and allow them to find the words together! If it's a reading comprehension exercise where students have to complete a sentence according to the ideas in the text, I can give the low-skilled learner options to help him/her complete it. Doinita B., Romania Doinita B., Romania I would use the "teacher method": high-skilled learners to teach low-skilled learners, and at the end I would provide feedback to both kinds of learners. Renata, Zadar Renata, Zadar In some lessons I always connect high-skilled learner with low-skilled learner. The task is that high-skilled learner found a way to teach other student thru discussion, drowning, explanation with their own words. After that, very often, low-skilled learners know better than after my explanation. Ana Paula, Portugal Ana Paula, Portugal Çölban-Turkey Çölban-Turkey I personalize teaching methods very often. I try to prepare activities according to my students' development processes, intelligence types and needs. I spend time with my students who need individual attention. Daniela, Italy Daniela, Italy I would divide the class into groups and make children work on similar but different level activities. Soraya, Portugal Soraya, Portugal I would probably try to adjust the activity to their personal interests. I would let them choose the way to get to the purpose of the activity. I would also let them choose how to present the results. sebahat yalçın,İzmir Turkey sebahat yalçın,İzmir Turkey I prepare the activities of the the learning task according to the learners' abilities,their preparedness about the task ,their intersets and also theirtype of intelligence. Sarah Mallia, Malta Sarah Mallia, Malta I would give a shorter task to the low-skilled learners and include some challenging tasks for the high skilled learners. I would use visuals , auditory and technology so that I 'll try to reach all sorts of many students at the same time. HEVAL DURAK MUĞLA TURKEY HEVAL DURAK MUĞLA TURKEY I personalise my teaching methods so often.I have prepared different kind of exercises for different level of pupils.I spend more individual time for those who need extra help. Lurdes - Portugal Lurdes - Portugal Let’s say that the task is “Asking for and giving directions”. For the high-skilled learners, the activity would be writing down all the instructions to get from point A (it could be our school) to point B (a hospital, for instance). For the low-skilled students, the task would be, using Google maps, drawing the way from A to B, according to the instructions given by their colleagues. Elsa Martins - Portugal Elsa Martins - Portugal After presenting the topic and showing flashcards to all the students at the same time I would ask some questions about the pictures. Firstly I would ask high-skilled and then ask the low-skilled ones so that they can listen to their classmates answers. For low-skilled learners I might whisper the words if they can't remember them or give them some answer clues. For other activities it could be in small groups with both high-skilled and low-skilled learners, collaborating throught the activity. If it is an individual task/ activity low-skilled students could have different stategies like matching exercises instead of open questions, fill in the gaps (with given words), true false questions. I usually to this for students with special needs. Sandra V. Sandra V. I would put those two learners to work in pair. They can split assignments as they want or they can work together, helping each other. Ş.G.Gundem/İzmir Ş.G.Gundem/İzmir I can set up working groups with children at different levels. They learn to work together. I can give you homework based on the children's level. Lina, CRO Lina, CRO Group work is a great way to help children with difficulties but also to motivate children with high skills. It can be a theme where children with difficulties can draw something or read basic text in book, and high skilled students can explore something more on internet. Berkant Berkant Some of my students are learning from the examples ,some of their classmates' group work.And some of learning a part of one to one work Nițescu Emilia-Elisabeta, Romania Nițescu Emilia-Elisabeta, Romania To begin with, I start with differentiated activities. For those with difficulties, I will have different tasks than those advanced. I will try to work on teams by using each other's skills. All of this will be accomplished without the pupils observing the difference between given tasks. Nilay Dokur, Turkey Nilay Dokur, Turkey I think the first step for the different learning levels of students for the same activity would be defining and categorising the student's intelligence types before the activity. For instance a brainstorming activity about the subject matter. Then I would prepare learning corners to let them perform their abilities. Paulo Alves - Portugal Paulo Alves - Portugal Group project based learning with both - high and low-skilled learners (lsl). They have to draw a plan and execute it with several tasks. The aim is the high-skilled learners help the low-skilled learners making them (lsl) aware of the "how-to" process. In future tasks, with those skills, they (lsl) can improve applying knowledge and get feedback from high-skilled learners and also from the teacher. I think that it should I think that it should Adriana, Romania Adriana, Romania It is important to work with both types of students and to let them feel they are equally important for the teacher and for the learning process of the entire group. I think I would, at a certain point, let the advanced ones "teach" the others in their particular manner and then ask for feedback. Marina, Zadar, Croatia Marina, Zadar, Croatia It would take them to nature and there would be activities for both of them. I would give them different activities - watching, calculating, climbing and it would be interesting for all. 9 9 Sanja, Croatia Sanja, Croatia I would give them a group project with different activities, for example calculate something, use technology, make a presentation so each student can pick which part of the task suits him best I I Göksel Ogalan , Manisa/Turke Göksel Ogalan , Manisa/Turke First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. If the high skilled student shows really great potential, I would start with more complex structures as I would do with the lower skilled one. If I would see that they can compete with the tasks , I would guide them by learning new and more complex structures and assure that they learn how to handle with the problems on their own way. Providing them opportunity to discover their own potential and being aware of own intelligence type. FátimaM, Portugal FátimaM, Portugal I would think of a very interesting, challenging, fun question and let my high-skilled and low-skilled students get to the answer through whichever way they prefer. Fatih TOPÇU/Türkiye Fatih TOPÇU/Türkiye For example, in the theme of mother's love, I would give a student the task of composition and the other a task of telling painting. Slađana Kristek Slađana Kristek I think it depends on the task. I would like that the student that is high skilled helps them that is low skilled. The low skilled sholud make set of questions and the other sholud explain the task. Lacramioara Cazangiu,Romania Lacramioara Cazangiu,Romania If students have a different level of training, I will prepare a lesson in which I will work differently. The same theme should be understood by all but by different ways of understanding. HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY First of all it can be accepted that personalise learning or instruction is very difficult to implement for teachers in large classes. Analyzing the class to find out who they are, what is their interest is important step when giving the task to high skilled and low skilled learners. Then I try to encourage my students to work in pairs. I give all of them the same project work and decide and collaborate with each other how to prepare and represent it. nurcihan,istanbul/Turkey nurcihan,istanbul/Turkey as an english teacherI usually try to personalise the learning task in my classes.for example at he end of a unit I gives tasks to low skilled learners writing about that unit topic or asking and aswering questions with their partner about topic but I want high skilled learners to prepare a sketch about new topic and act it out I would survey the s I would survey the students to identify styles first then vary the activities according to their interests - different activities but same But same learning objectives Ella, Croatia Ella, Croatia I would make a learning scenario with project based learning and flipped classroom. So both of the learners can in non-formal way, at own pace, do the activities Serap OZDEMIR ORUC Serap OZDEMIR ORUC I would give the same task to them. And I would let them to present their work by their own way: by drawing-painting, by using technology-making slideshows, by searching on the net or library and writing the results with hand or on computer, by presenting with a drama , by just talking about the topic/giving examples about it. Adina Geczi, Romania Adina Geczi, Romania Being different, they will be lost in the process if I won't be able to help them. So, for the same subjects I will create different learning activities. Using a rich set of methods I will find a way to make every student to understand what they have to learn. After that I will know how to elaborate the tests using different types of skills. Maija Maija I would start with a game or other activity that is interesting for both levels to get involved Latife Çeri,Turkey Latife Çeri,Turkey At first,İt is difficult for us because our educatıon system has to make our pupils similirazed.But we can change our by collobrative or group activity lessons and also we could adapt techonolgy to most of our lessons.This makes our lessons enjoyable... Nicolette - Malta Nicolette - Malta I would start by giving my students a task to work on in groups. I would spend some time observing them working together to get a clearer picture of the different types of learners. I would adapt the activity according to the abilities of the students using different types of questions which can help them grasp the learning task. Mehtap Öz Mehtap Öz Their differences make them unique.I would give the same topic and make them free.The results are not important,The most important is their own effort Mustafa Özdemir/Turkey Mustafa Özdemir/Turkey For both students, I would set up activities with technology that wouldn't be different from each other. Barbara Matysek, Poland Barbara Matysek, Poland I would try to prepare different activities for high -skilled students and different for low-skilled students. It is important to know your students well, to know their abilities. Low -skilled students would get easier exercises to make them feel successful and high-skilled more difficult to let them practice and learn more. A group work would also be a good idea because students can work together, decide what they can do , divide the work between each other according to their abilities and produce the final outcome. Željana, Croatia Željana, Croatia I "m testing my Students which tipe of inteligence they are and then I try to show them the best ways of learning and the methods Mmmo Mmmo Mmm Mmm Monique Malta Monique Malta I would first gather evidence on what my learners know visa vis the topic being discussed. The next step is to prepare engaging material within the learners abilities. Mia Mia I would make a same task but with different activities, different kind of question, different methods etc. For example, today i have worked rythm with one class and there were 3 students with special needs. I gave them easier task and they answered correct. That was great because they were so happy and I was happy, too. Dilay Dilay I would differentiate the activity types according to learners' intelligences and levels. To do this, I should know my students very well. h-skilled and low-skilled h-skilled and low-skilled learners). What would you do? Adela Gabriela Adela Gabriela I am testing my students to know what kind of learner they are. Using Gardner Theory about Multiple Intelligences... Marina Molla, Greece Marina Molla, Greece Gardner' s "Theory of Multiple Intelligence" suggested that we all have different kinds of "intelligences". As teachers we have to try and find our students' abilities and talents and adjust their learning tasks to these: Visual-Spatial Intelligence Linguistic-Verbal Intelligence Logical-Mathematical Intelligence Bodily-Kinesthetic Intelligence Musical Intelligence Interpersonal Intelligence Intrapersonal Intelligence Naturalistic Intelligence Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Sanja, Croatia Sanja, Croatia I'll try to make task about what they're interested in. Before doing it, I'll talk to students and try to find out what are their intereses. Karela Georgia Karela Georgia At the beginning I will try to understand how they want to work. I will prepare activities for both kinds of learners. Cristina Cristina First of all I have to actually 'read' the class so as to find out at what stage they are and also who is who: high or low skilled (assuming they are all in the same class) Then, maybe instead of two different activities, as time is not much, I would opt for 2 different ways of presenting the same activity. As referred in the second video, once in the classroom we have to sense the kind of student we have before us, which is not easy, specially with big classes. I would start by using my regular approach and 'feel' how the class reacts to it. Then I would definitely use a web tool to either a) make the activity more visual b) foster the students interaction c) Provide some movement to the class (literally have them move around) The students would then have the chance to try out their different ways to LEARN. Annibale, Italy Annibale, Italy First I analize the type of audience, after I start to find different tools and I prepare 2 activity with different tools. I test it, I maje some change and after I will have the two activities Sibel Akyılmaz Ateş,Turkey Sibel Akyılmaz Ateş,Turkey I would prepare different types of tasks, lots of exercise assignments and lots of independent. Sevda ER-Turkey Sevda ER-Turkey All students work in the same subject using different materials. a more demanding then i would started with the simple one for all and then i would created pairs to callaboarate for that . Angelo, Rivoli, Italy Angelo, Rivoli, Italy It depends on the learning task. If it consists, for example, in memorizing obligatory contents, then it is necessary to seek together the modality that most facilitates each student, perhaps with the help of ICT. If, on the other hand, the task consists of a project without rigid constraints, then it can be tailored to suit the preferences of each student. Laurrie, Ro Laurrie, Ro I would give them a group task (e.g. project), that might involve both kinds of ss - I would appoint a leader who would lead the group and assign roles: weaker ss might be good at drawing, others might have other good sides. Thus, they all get to collaborate and do sth together. Adeviye Alcıl Turkey Adeviye Alcıl Turkey Observing individual differences is very important.I try to make my students more difficult to understand issues.If we plan the teaching with different visual and audio tools we consider individual differences. Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey I prefer to practice learning and field trips by doing it for the highly qualified low skilled student. I can apply a personalized learning method with question answer method according to the interest of children. Fatma AVCI, Turkey Fatma AVCI, Turkey each of my students have different learning pathways. They have different interests and perceptions. I take this into account Fernando Mota, Portugal! Fernando Mota, Portugal! Above all, we will always have to respect the needs of each student and their differences. In view of this, I think that different learning plans should be drawn up, depending on the case, that is to say, for a highly qualified student, a plan for the development of their skills should be drawn up, whereas for a low-qualified student a recuperation plan. In one case as in the other, with the existence and application of this type of plans, we can better follow the development and the progress of these students. Therefore, a certain topic will be taught differently, taking into account the differentiated characteristics of the students. For the highly qualified students, in addition to the explanation of the concepts, you will be presented with information sheets to deepen them, with exercises of a higher degree of exigency. For the students with little qualification beyond the explanation of the concepts, you will be presented with information sheets explaining them, with exercises of lesser degree of exigency. Adília, Portugal Adília, Portugal In many schools teachers have to work with very large classes, with 30 students, which makes it very difficult to personalise learning or instructions. I like to encourage my students to work in pairs, but it sometimes takes a lot of time, specially if they all choose to present their work. The aim of the learning task would be to describe different types of family. I would encourage them to work in pairs, so that high-skilled and low-skilled students collaboratively could reach their goal. They would have the opportunity to help each other. Then I would give them the chance to submit their work using the format that best suited each of them ; which means that instead of only submitting a short written description, one of them could in fact submit the written essay, but the other could choose a drawing that he would afterwards present to the rest of the class. At the end I would encourage peer-to-peer assessment using pre-discussed criteria. Derya Ümüş CEM, TURKEY Derya Ümüş CEM, TURKEY I give the two different tasks to both students according to their fields of interest and skill. Massimiliano, Italy Massimiliano, Italy For a struggling student iI agree assigned a question card with multiple answers. Aurora, Slovenia Aurora, Slovenia I think that to give each one a different task is the easest way, but I would like to make them work together and to make them realize that together the result is better, greatter and that they feel better. Emma Giurlani Italy Emma Giurlani Italy I totally agree with what Athanasia says . I often make the same as she says with my classes.I try to change often the peers and I ask my students to collaborate to solve more complex activities and tasks.As Maria Helena says we also have the same problem in Italy.We have very big classes and sometime it is not very easy to personalise the activities. But I found a great help with eTwinning projects .The activities are tailored to give each project partner the opportunity to collaborate and to "grow" with the others. As Athanasia says I ask the group to choose their "speaker" among the weakest ones in order to help them becoming more self confident . This way they can improve their skills and abilities both by deepening their knowledge with the help of their group mates and reinforcing their competences Marina Molla, Greece Marina Molla, Greece Athanasia, Greece Athanasia, Greece All students work in the same "subject" using different materials. If there were 2 activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (1 advanced with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pai to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity (meaning that the capable student wouls not just do the job but would be interested in explaining and helping his/her partner, too so that he/she is capable to present the pair's work to the rest in the class) Maria Helena, Portugal Maria Helena, Portugal Context: In Portugal, in secondary schools, one of the problems we have to face daily are classes with many students (26-30 students) that make “personalized instructions” as Randy Bass said quite difficult. So I tried to find some activities that could be implemented without much fuss. Aims: - Improve listening and oral skills - Enlarge vocabulary related to the environment Main activity: 1. Listening to two people speaking about environmental problems and completing a cloze text. 2. Identifying the problems. 3. Suggesting solutions for the problems presented. 4. Presenting the solutions to class. Resources and Materials: Handout with exercises Low-skilled learners: Exercise 1: A cloze text in which all the missing words are given, but they are presented jumbled in a box above the text. Exercise 2: Pictures of the environmental problems with name tags are shown and they have to choose the ones they have heard in the listening text. Exercise 3: Several solutions are presented and they choose the ones they think are appropriate or add others they can think of. (They may use online dictionaries to check for unknown words in this exercise.) Exercise 4: They choose a problem and possible solutions and present it to class. (In this oral presentation they can organize it as they see fit and be creative. These students may also take some notes to look at - similar to a TV program host. However, they musn´t read them out to the class.) High-skilled learners: Exercise 1: A cloze text which they have to complete with what they hear in the listening text. Exercise 2: Completing a table with all problems mentioned in the listening text. Exercise 3: Gathering solutions they think are appropriate for the problems. Exercise 4: They choose a problem and possible solutions and presented it to class. (In this oral presentation they can organize it as they see fit and be creative.) Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Sofia Tsigara, Greece Sofia Tsigara, Greece In kindergarten school , I use different types of activities. For example, drawing and constactions. Sara, Portugal Sara, Portugal A development activity would be the demographic, economic and social research of an African country. For a struggling student, he assigned a question card with multiple answers. Clara, Italy Clara, Italy I do this everyday. I try to prepare different kind of input for the same content. Images, videos, audiofiles, schemes, mindmaps so that my action can meet tha different ways of learning. Then I ask to do graduated activities. Everybody start from the simplest. At the end, the most capable does a pair activity to help the weakest student to go up a level. At the very end, an activity of higher level to let the most capable students express themselves how they want. Iva,Croatia Iva,Croatia I will prepere different types of activites and methods for them. Also we must adapt learning to each of them. Iva,roatia Iva,roatia Selda Türkarslan, TURKEY Selda Türkarslan, TURKEY I would differentiate the activity by using some scaffolding structure, giving some help or example for low-skilled learner. Konstantinos-Greece Konstantinos-Greece We must adapt learning according to the level of pupils and their interests. high-medium-low goals. Nieves, Madrid Nieves, Madrid I would differentiate the activity to meet the needs of these two kinds of students. It could be differentiation based on ability or in students’ personal interests, allowing them to create something based on their different kind of intelligences. Grazia P., Italy Grazia P., Italy If the activity can be assigned in such a way that the two students work collaboratively, I think I would design a type of work in which both can test themselves, each with their own peculiarities and taking responsibility for carrying out their part. In fact, collaborative work allows to assign different roles. For example, one might be suitable for the student with the lowest level in writing, but at a higher level in the creative and design side of the activity. On the other hand, the best student in writing could perform the part of research and writing of the text. Let's say that it depends on the activity. I believe that no one is a genius in everything and even the less good students have propensities towards activities that can perform better than the so-called good in the class. Andrada, Romania Andrada, Romania I think that a teacher can use different types of activities suitable for many kinds of students and intelligences Paola T., Palestrina(Italy) Paola T., Palestrina(Italy) I'm Art History Teacher in the Secondary School. I’m teaching through ICT(padlet, tes teach, thinglink...) Digital learning resources support information processing by helping students to develop mental representations through the mix of media elements presented to them. mihaela, Romania mihaela, Romania The Conscientious Student would ask him to further document a notion that he was interested in during the lesson and to present to colleagues some interesting aspects related to that notion. The student who learns more slowly would ask for the lesson already taught by synthesizing it in some key concepts. Ana, Portugal Ana, Portugal I think I could plan a learning task composed by two activities. Each one of the activities would be focused in different ways of learning, so that they could reach the needs and interests of each one of the students. In the end I would ask students to present their results to each other and to join in both activities, once they would be a complement of each other. This way the students could understand that different ways of learning can help one another to create a more complete learning task. Carmen, Leon Carmen, Leon In general terms, I organize all my activities (I teach languages) in two different levels;if for example,we are learning a particular verbal tense,I have a set of exercises prepared for those who may need more time to learn it. Sometimes I don't need to use these extra exercises because they are able to understand it easily but should the need arise,I always have them within reach. Most times,what I really need are extra activities for those who go a bit ahead of the rest; these students are too quick and ,if I don't want to "lose" them, I have to offer them more difficult alternative tasks. Catherine, Ireland Catherine, Ireland As a history teacher, I often get students to write essays on historical figures. I generally have two activities prepared for students. For the more able students I provide them with a rubric to follow when writing their essay. For students who struggle with this task, I provide a fill in the blanks exercise, to ensure that they are still participating and engaging with the material. Before completing these activities, I would have pre-taught the required information through a variety of tasks including class discussions, videos and role-pay activities. Violeta Cumak, Lithuania Violeta Cumak, Lithuania In case want the student to reach for more or not to feel a loser, I would offer to them different type of activities and tasks. Of course in the very beginning need to recognize what type of intelligence the person is. Lidija Antolić, Croatia Lidija Antolić, Croatia I would make one activity easier and one activity more difficult to solve. After solving the tasks. There would be pair work. The high-skilled children help the low-skilled children. One activity would be group work. So children can develop their communication skills. Kata, Split-Croatia Kata, Split-Croatia I would give different kind of activities: listening activity, reading activity, calculating activity etc. The high-skilled children could help the low-skilled children with tasks. The tasks cuold be easy, medium and hard so everyone can do something. They can work at groups and at the end present their solutions of the tasks in front of the class. Ankica,Croatia Ankica,Croatia I would prepare different types of tasks, lots of exercise assignments and lots of independent work Re Re I believe I believe Sílvia, Portugal Sílvia, Portugal I believe that a good strategy will be to anticipate learning for students with more difficulty and to elaborate complementary tasks for those who feel that what they learn in the classroom is not enough and that they want to challenge themselves. On the other hand, either the teacher or the students can go to different learning environments where they feel more comfortable, for example, a library, using the computer / tablet / mobile phone, trying to relate the content in a day-to-day situation, seeing a film about it, seeking the help of another classmate or teacher for further support ... Isabel Carioca Isabel Carioca Portugal The two activities should be done in group work (each group has high-skilled and low-skilled learners) and each group choose how (time, support materials, place…) to make the activities. Massimiliano, Italy Massimiliano, Italy I would like to prepare exercises based on the characteristics of the students, favoring their positive aspects. Lucía, Spain Lucía, Spain I would try to do the first part of the class with all the levels and then I would separate them into the two different snows. They would be working in a group and I would attend to both groups equally. ort. ort. Pureza Pureza I would prepare different kind of activities and exercises. Lídia, Portugal Lídia, Portugal In a formal learning context, more exactly in the classroom I, as a teacher/facilitator, would have to bear in mind the fact that independently from their learning profiles, both the so-called high-skilled and low-skilled learners must reach the same goals in terms of formal learning at the end of the activity. I could, for example, try to plan the activity by means of a task-based methodology, within which both high- and low skilled learners would follow a set of tasks according to their interests, abilities and skills. Amongst the former, autonomy would be encouraged along with hints for further investigation, and follow-up suggestions; the latter would receive more detailled instructions and would be provided with glossaries; audio and/or visual help, among other possible supports. I, as a teacher, would plan to spend more time assisting this group (and make up for it by putting students in charge in the other group). Project-based teaching methods also prove themselves effective and make it easier for learners to contribute according to their learning style. Concerning this method, I have often implemented the Learning Station method in my classroom amongst DaF learners with quite good results. Dimitra, Greece Dimitra, Greece I would try to find a task and separate my classroom into teams in which there will be both high-skilled and low-skilled learners and the first part of the task will be for the low-skilled learners and the second part of the task will be for the high-skilled learners. The tasks will be bresented in the classroom by every team. By that way, the high-skilled learners could help the low-skilled learners as well as the low-skilled learners will not feel marginalised and incapable of completing a high expetance task. Charo /Spain Charo /Spain I would do a task with different levels of learning. Firstly, an easy level; before a medium level and finally a high level. So, each pupil would do until she/he could it. Demet YILDIRIM, Turkey Demet YILDIRIM, Turkey I would use the "Station technique" which I often use during my class. I would prepare different stations and group students for example; "drawing a picture station", "writing a song station" "creating a game station" etc. I would want them to work on their tasks with their group outside the school with the help of tecnhology (optional). Carla, Portugal Carla, Portugal Different types of tasks, with different types of goals and expectations that appeal to different types of knowledge, learning and intelligence. Tasks should have different degrees of complexity. Maria, Italy Maria, Italy I have prepared different kind of exercises for different levels of learning. Mirela, Croatia Mirela, Croatia I would try to include several type of tasks, so every student can choose their own task. If they wont, after finishing one task they can try task that is level up. Ayşin/Turkey Ayşin/Turkey this is really hard work.because I'm a math teacher and the level difference between the students in the class makes my job very difficult. I would try to make I would try to make the activities include not just cognitive aspect, but the other ones as well, such as spacial, kynaestetic, sensory etc. Cornelia Melcu Cornelia Melcu Task: Understand the written message. According with the type of learners Read and write learners write the story report. Visual learners create a graphic organizer of the story. Auditory learners give an oral report. Kinesthetic learners build a diorama illustrating the story. Learning environment: Break some students into reading groups to discuss the assignment. Allow students to read individually if preferred. Create quiet spaces where there are no distractions. Why? Group working would facilitate both high- skilled and low-skilled students. ÖZNUR/ TURKEY ÖZNUR/ TURKEY Learning, methods and techniques should be adjusted according to the speed of the individuals. Objectives and expectations should be determined accordingly. Students should take part in the activities. Class dynamics should be tried to synchronize Ángel, Spain Ángel, Spain There are no learning goals for all students, but rather the objectives and learning methods and speed are adapted to the individual. Vasiliki Psaridou/Greece Vasiliki Psaridou/Greece Working the last 12 years with first grade Elementary pupils, I personalise my teaching methods so often. I have prepared different kind of exercises for different level of pupils. I also spend more individual time for those who need extra help.

omfayildiz — 2019-01-30 18:17:13 UTC

(high-skilled and low-skilled learners). What would you do? Avatar of European Schoolnet Academy European Schoolnet Academy + 232 ● 1m

Nils / Germany

2019-01-30 18:18:33 UTC

I would use different tasks or would give the low-skilled learner some help. In English lessons for example the high skilled learner would have to write a text without any help and the low-skilled would get some ideas or even some beginnings of sentences.

Ksenija, Croatia

2019-01-30 18:25:04 UTC

Depending on the topic - individual working materials, working in pairs or groups, combination of text and images, creating omething - drawing, designing... It's everydays activity...

Faruk Yıldız, Turkey

omfayildiz — 2019-01-30 18:43:24 UTC

I gave them learning activities in a way that was easy to difficult to work with. I wish they could do as much as they could. As highly skilled learners complete all the tasks, as low-skilled learners will complete less, I would like to help others who complete the study after a certain time.

Yune, Basque Country

2019-01-30 19:02:34 UTC

I would suggest different kind of activities (some of them to relate concepts, other with images, other ones to develop, …) and the students will have to work in groups of 3 to help and learn from each other.

mine selvi

minenihalselvi — 2019-01-30 19:20:00 UTC

I'd give the high-skilled student a subject whatever s/he likes to do and search and present it in the class with the participation of others and help the lower-skilled student read a text without an end and write down his/her ending to the text and roleplay it in the class

Mirela Barcău

2019-01-30 19:20:09 UTC

In such a situation, I think I would prepare workbooks with differentiated workloads.

Seher Güzel, Istanbul, Turkey

2019-01-30 19:22:11 UTC

I would encourage both of them , and I would try to find each one's ability. I would assess their efort on a specific subject.

Gjergji, Albania

2019-01-30 19:37:56 UTC

I would develop different group activities according to their interests, needs and abilities. I will design and implement individual plans based on their needs. Also comprehensive activities for students to learn and from each other.

Giorgia, Romania

giorgiagroza — 2019-01-30 19:38:55 UTC

I always had different students in classroom with different type of inteligence. I tried to personalize the tasks according with their type or inteligence and to establish lower criteria of difficulty of their tasks.

Rodica, Romania

2019-01-30 19:58:33 UTC

I would promote collaborative learning and different kind of tasks. Flipped classroom is also a good idea.

Mary, Italy

mariapia_borghesan — 2019-01-30 20:18:41 UTC

I would prepare two different activities and later I would ask to explain what every student did and learnt. Later we can discuss with the classroom about the two different ways of learning.

sylvie

equipa_multidisciplinar — 2019-01-30 20:58:23 UTC

The teacher´s work is every year harder and harder. We have in our class many students and each one is different and we must adapt the teaching to their characteristics to improve their academic success. I think that either the peer group or team group would help, especially if heterogeneity in the group exists it will overcome the barriers of some students with collaborative work. Also asking to a high-skilled student to be the teacher for a time might be a good idea for him and for the rest of the class

Gül SAKARYA

gulsoy_sakarya — 2019-01-30 20:58:41 UTC

Edirne-TURKEY

Firstly, I am against separating the student because of high or low learning.
In my opinion, the environment in which the student comes from, the nutrition, the important thing that they learn about daily life before starting school is important.
High-quality learning: looking at the student's readiness to determine what he / she wants to learn, what he / she learns and what he / she has gained.
Low-skilled learning: First of all, I will develop a learning environment based on the skills and academic status of the student who cannot win at the calendar age and develop their weaknesses.

2019-01-30 21:01:56 UTC

Reflect

2019-01-30 21:01:58 UTC

Reflect

Feyza, Ankara Turkey

2019-01-30 21:09:13 UTC

To give more responsibility to high-quality students in the classroom environment, to cooperate with low-skilled students and to teach peer education can eliminate the problems created by heterogeneity in the classroom environment.

Carolina, Italy 💡

carolina_biscos — 2019-01-30 21:09:58 UTC

Learning task: learning the pythagorean theorem
1. Activity for high-skilled learners:
using a whiteboard and show a special relationship between the sides of a right triangle and see how it's used to solve for a missing length on a right triangle.
2. Activity for low-skilled learners: Wheel with liquid demonstrates the Pythagorean theorem.

Flipped classroom is a good idea.

mihaela_gab0r — 2019-01-30 21:12:27 UTC

Mustafa ERKOÇ-TURKEY

2019-01-30 21:25:47 UTC

Dimitria, Bulgaria

dimitriaayanska — 2019-01-30 21:29:59 UTC

In both ways I would give the students tasks according to their interests. For example, if high-skilled students are keen readers and they like reading literature in English, I would connect, for instance, a grammar task with their favourite book in English. I would ask them to find examples in a chapter or extract of that book for a particular sentence structure or else. On the other hand, for the low-skilled lerners I would show videos, play games or listen to a recording allowing them more easily to practice and remember what they are supposed to learn.

ROBERTO MARTÍN, SPAIN

2019-01-30 22:46:47 UTC

I would create, by using a webpage called lyrics training, two different exercises, but in the same way, an exercise to fill the blanks with lost words from a song:
1.- high skilled learners will have a high leavel song, with many lost words
2.- low skilled ones will do the same but having a few blanks, and more over than that, easy ones.
So, all the students will have the same exercise but in two ways, asuming that it's the same activity for all of them, what will create the sensation that they are not so different.

Miguel Correia, Portugal

2019-01-30 22:55:24 UTC

It depends of the goal of the task.

In my math lessons, for some tasks, i start with easy examples or exercises and go to more complex ones, and let the students to work collaborativelly, for other tasks i make pairs by the level with almost equal exercises or just one more difficult for some of the pairs.

That´s a way i found to undestand their difficulties, how they think, research or study.

Anunciação, Portugal

2019-01-30 23:01:48 UTC

In my daily practice, heterogeneity is a constant. Each student has a particular view of the world, different interests and ambitions, and different types of intelligence. It is not always easy to reach each one and motivate for meaningful learning. I always try to start with practical examples from day to day life and from there to the more complex subjects. Sometimes I ask high-skilled students to prepare and present a certain content / subject to the class, choosing materials and methodologies. In my classes I very often promote peer or group work to solve multi level exercises, so that low-skilled learners can carry out the activities at their own pace and giving their opinion on solving problems

Andrea, Portugal

andreabilro21 — 2019-01-30 23:09:34 UTC

According to what is said in the videos, nobody is a high-skilled or low-skilled learner. Everyone as its focus or main skill: reading, writing, collaborative work and others.
I would allow the two students to choose the way they feel comfortable to solve the activity. The goal is that both can learn by using their perception, emotions and interests and be able to make connections with other subjects or themes.
Activity:
Hear a story and retell it by: drawing, writing, using puppets, music or games.
It's a pair work. The students choose one idea each. The result must be the fusion of the two ideas.

Burcu

2019-01-30 23:45:02 UTC

I would rather encourge the high-skilled one to create activities about subject for the low-skilled one. I deeple believe in peer learning.

Carla M, Portugal

carlamarinho — 2019-01-31 01:17:52 UTC

To teach a new grammar structure, I elicit the translation of the grammar structure at the end of each presentation. I also complete the first two sentences in a grammar exercise with the high-skilled learners, so the low-skilled learners know exactly what they have to do and so feel more confident.

Reading task – I brainstorm vocabulary before getting students to open their books. I see how many words they can guess that will come up in the text and I pre-teach some difficult words from the text before students read it so low-skilled learners understand it better. It’s important to create a desire to read, so I encourage students to predict the content by asking questions in English, I let the low-skilled learners answer in their own language. I also ask students to look at the pictures and headings, and elicit any information that they already know about the topic. In the end of the lesson, high-skilled learners make up their own vocabulary activities, e.g., word searches to exchange with a partner.

ÖZDEN ARAR MERSİN TÜRKİYE

oz_ogrtmn — 2019-01-31 07:42:41 UTC

I divide the class into groups, and I put students into each group at all levels. So I support peer solidarity.
I am preparing material in 3 different mathematics classes. The student can participate in the course by using the material which is difficult.
In science, I study the subject at the low-level level. I would like high-level students to prepare a high-level research presentation.

Sema/TURKEY

2019-01-31 07:45:30 UTC

I would use different tasks according to high and low skilled students considering the aim of the lesson. It is also good to encourage them work as a pair or group.

Hatice YAZIMCI ÇALIŞKAN ,TURKEY

2019-01-31 08:03:54 UTC

I divide the class into groups, and I put students into each group at all levels. So I support peer solidarity.I use material according to student level.

Mine, Turkey

2019-01-31 08:08:08 UTC

I try to share topics for their abilitis

Emiliana Rufo, Italy

emiliana_rufo — 2019-01-31 09:08:33 UTC

I will use collaborative learning activities to encourage students to learn together, to help each other by peer learning, too.

Fernando Fdez

2019-01-31 09:12:47 UTC

Last time I make groups mixing high and low skills but lower skill students did not participate a lot so next time I will try individual task to improve participation of individuals

Giuseppe, Italy

profgcorsaro — 2019-01-31 10:05:39 UTC

I normally use collaborative learning activities in these cases. I create three or more groups with different levels inside in. Sudents collaborate to learn together and they help each other in theyr own group by peer learning. This way to work stimulates good practices and team working.

Oğuz YAVUZ, TURKEY

2019-01-31 10:50:21 UTC

At the beginning we should keep in mind that each situation and each student requires a specific attention and approach. Then, for high skilled students I generally prefer to challange them with more complex or difficult tasks. However, the low-skilled ones need some low level challange, too. Colloborative approach may even work in this case.

Voinea Axinte Costica, Romania

2019-01-31 10:53:21 UTC

We had different students in class with different types of intelligence. I've tried to personalize tasks according to their type or intelligence

Cristina Dias, Portugal

crisprof7 — 2019-01-31 11:25:44 UTC

Having a class of high-skilled and low-skilled learners I would mingle them in groups, lets imagine to build a chair (as I teach crafts), for instance. The tasks would be divided among them, eventually, the high-skilled would make the project with the ideas of all of the group, and the low-skilled learners would direct the construction of the chair, because, most of them have a better spacial intelligence. Because, in my opinion, learning together and exchanging different knowledges is one of the best ways for students to learn and to get all more socially accepted.

Ksenija, Slovenia

2019-01-31 11:45:35 UTC

By using tablets and Internet and app Draw my story: presenting natural phenomena and learning new vocabulary.

Jana, Slovenia

jana_potocnik85 — 2019-01-31 12:47:20 UTC

I share the theme a learning task in several ways - through photos, concrete material, listening to videos, watching video ...

Tena, Croatia

2019-01-31 13:17:38 UTC

I would like them to sit together so that high-skilled can help the low-skilled learner.

Roberta, Italy

2019-01-31 13:53:40 UTC

I usually work to present the same concept in a different way: sonic, kinesthetic, figurative, graphic catching what children offer me as well

Alex, Germany

2019-01-31 14:01:38 UTC

So-called low-skilled learners (in the terms of schooling) might be grateful for more scaffolding and guidance whereas high-skilled ones could creatively use more liberties in achieving the task assigned to them.
In regards to the multiple intellgences, maybe the low-skilled is only low skilled concerning the intelligences focused on in school systems. So aproaching the task from other directions might be very helpful for them.

Margarida - Portugal

margaridabzzz — 2019-01-31 14:07:35 UTC

Thinking in these groups separately and also in a very general way, I consider that for the group of highly qualified students, I would prepare a relatively complex activity that aimed at creating something (an object, a project, solving a problem), in the development of the activity, the contents would appear as needs. The goal would be to allow students to use their creativity and choose their way by connecting content from various areas, using the resources they understood, knowing (us teachers) that the students would run into the knowledge we wanted them to learn.

For the low-qualified students I also consider the project a good idea, obviously it would have to be a fairly simple project. Presenting a challenge that may be connected to the students' daily lives and that may involve different resources makes the contact with the topic that we want to develop much more motivating. It would have to be a more focused activity that eventually needed to review previously taught content and allow the student the time he needed.

If we have a class with these two types of students, we could consider, in specific situations or activities, put the most qualified students to guide low-skilled students. We would, in this situation, promote the development of other skills in students and it is also interesting to see that sometimes students find ways to explain what they have learned, very different from ours.

Teresa Cândido

tpcandido — 2019-01-31 14:20:00 UTC

It depends on what I’m teaching, but when I want students to learn about something it’s always a good idea to join the best students on the subjects with the weakest. That way they can both give their contribution and I believe they can both learn something. Collaborative learning is great!

Erkan ERDEN, Simav/TURKEY

benerkanerden — 2019-01-31 14:20:12 UTC

It is difficult to find MoNE classes at homogeneous levels of intelligence. However, by discovering the interests and interests of the students in a good teaching class, they can decide what to take. This is not too difficult. It is only necessary to know each student's level of interest, interest and value. If we learn what the student can get, we don't have a problem to blow up every student. Some students like to run instead of flying. Let each student make a bird with two wings and not break their wings.

Lucia, Italy

2019-01-31 14:29:09 UTC

Group work is great to engage different kinds of pupils. Pupils who might not be so brilliant at academic work can be a revelation to their peers, maybe because they are very generous or sensitive or have a knack for technology that some academically clever students do not have. When group work is impossible, I try and provide a variety of stimuli - written, aural, visual... to meet their individual needs.

Kate, Croatia

kate_mihaljevic11 — 2019-01-31 14:54:12 UTC

I would try to connect those two kinds of learners. If for example, there are students who like speaking to others and be in the centre of attention, I would let them use that ability to talk to those who prefer listening and writing and consider those types of learning best.

Filiz Bilici/TURKEY

filizlenirken — 2019-01-31 15:04:16 UTC

I planned two different learning events. I would prepare my lesson plan in this way and try to be effective.

Manuela, Romania

manuela_iacob12 — 2019-01-31 15:15:34 UTC

I definitely plan two activities, one for those with special abilities and one for others. Each of the two activities should be appropriate to the qualities of the students they are addressing.

Lídia Mota, Portugal

sanchesmlidia — 2019-01-31 15:43:53 UTC

It´s hard to personalise learning when you have 200 students, tree different levels and lots of themes to work with few times. But i will try, I imagine my students of 8th grade must learn the concepts related to the distribution of people in the world. The two activities where similar, for example, the information of four countries, the area and the total of the population, and they needed to calculate the density of each country, in the low skilled learners i put an example of how they do that and an exercise of filling spaces.

Ester Degennaro,Italy

esterdegennaro — 2019-01-31 15:47:19 UTC

I would use cooperative learning centred on group activities, which is effective both in promoting school learning, empowering life skills and can stimulate different bits of intelligence and different styles of learning. It is, therefore, an adequate response to create an inclusive environment, as it is based on the principle that each member of the group, with his or her own peculiar and special characteristics, can contribute to the learning of all and each one can become a resource for others.

Gabi, Czech Republic

2019-01-31 15:58:40 UTC

I’d try to connect these two kinds of learners. Collaborative learning is very useful and I’d use collaborative learning activities to encourage students to learn together and help each other.

Elisabetta, Italy

goshprof — 2019-01-31 16:05:11 UTC

I'd try to prepare activities in which both groups can contribute to the success of the activity itself, using games or maybe digital apps that can help a cooperative work.

FilipaGFM, Portugal

filipagfm — 2019-01-31 16:47:53 UTC

I would probably try to engage both students and their different tasks; in that way, they would help each other concluding the activity. Let's imagine preparing a video about teenagers' problems: the high-skilled student would prepare/write the script, while the low-skilled would take over the filming.

Jasenka Kuljak, Croatia

jasenka_kuljak — 2019-01-31 17:12:25 UTC

They would work together because I believe that each of them has the skills and knowledge that one can share with the other.

Anabela Aguiar, Portugal

anabelaguiarprof — 2019-01-31 17:25:06 UTC

I think I would do what I normally do in my classes: have them work collaboratively to solve the challenges together. I think it’s amazing the kind of motivation that collaboration among students in different stages of learning may bring both to high skilled and low skilled students: the first reaches a deeper understanding by helping the latter, while the low skilled student normally welcomes the help of his peers.

gonca esendemir

gesendemir — 2019-01-31 17:38:08 UTC

for high skilled leaners ı would prepare an activity that promotes students' problem solving skills, and for the low skilled learners I would prepare an activity that asks for identification from a given case study.

Manuela, Romania

manuela_iacob12 — 2019-01-31 17:45:22 UTC

I have to communicate more with the students, otherwise I would not know what they want

Naide Baştuğ,BURSA TURKEY

2019-01-31 17:54:20 UTC

No matter what the subject is, every child has something to do.organize topics according to their interests and abilities.it doesn't have to succeed.
but having an idea is important.

Alex_PT

teacheralex_dua — 2019-01-31 18:05:21 UTC

I would definitely use technology, for example, differentiated blogging tasks.
The integration of different media in blogging makes it easier to engage and reach all pupils, all learning styles or the differences in individuals’ learning; class(room) blogging can also be differentiated to meet the pupils’ needs, since the assignment possibilities are endless.

Bearing this in mind and since I’m teaching now social and environmental issues, namely food waste, I would do the following:
In a very straight-forward way, for the low-skilled students I would simply ask them to reflect on their learning so that they would be able to write a personal / reflective blogpost or in case it would be easier, to create a podcast and upload it to the blog; for the high-skilled I would challenge them for a follow-up activity, such as conducting an experiment at home (focus on the amount of food waste and what happens to it) and post their findings and conclusions to the blog (eventually also including tips / measures to prevent home and general food waste). Another possibility would be to ask those students to build graphs / infographics or record a video discussing their data. In this case, by using a class blog, as a language teacher, I’m giving every learner the opportunity to explore a subject / topic in a way that is individually adapted to each one’s skills and needs; in other words, blogs invite participation and have the potential to democratise a classroom since all learners are given the chance of equal participation.

ana freire Portugal

anacristinafrei — 2019-01-31 18:31:37 UTC

I will put a simpler activity to low-skilled students.

2019-01-31 18:32:47 UTC

Imagine that you have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do?

Nina, Croatia

2019-01-31 18:37:03 UTC

In order to achieve the set learning goals, we can adjust the difficulty of each student's task individually. That is especially achievable in the subject that I teach (Informatics), because we can take a lot of different paths and get to the same end goal, by using different examples and tools.
In the end we will have achieved the set goal, though on a different level of completion, both adequate to the level of skill that each of the students has.

Mar7kan

2019-01-31 19:01:23 UTC

Ana, Spain One of the keys to get personalized learning is just to listen to the students before programming activities.

arbenito — 2019-01-31 19:06:10 UTC

Cristina Santos

mcris_espl — 2019-01-31 19:25:15 UTC

Instead of having two different tasks for different students, I will have two tasks for all.

I would start with the easiest activity and put the students working collaboratively because I think everyone have some skills to share and contribute to achieve the goals of the task.

After I will use some games or web tools for the hardest task, so the low-skilled learners can be motivate and, with some help of the high-skilled learners, they could start to understand and, above all, they want to understand. So they will be motivate to taking part in the learning process.

Inma, Spain

inmanegrete — 2019-01-31 19:47:30 UTC

Ioup. have an heterogenous group. They are very different from each other. Some are really skilled,fast finishers who demand lots of extra activities. Others are in the back row and lost. The third group is very low-skilled who need a support from a teacher who comes into the classroom once a week.The rest of the days I deal with all of them. In the maths lesson I ask them to work in collaborative groups where they can help each other no matter the ability they have in the subject. I adapt the concept I want them to learn to their capacties.
The high skilled-ones teach the low-skilled ones as if they were real teachers. The result is that students get motivated and are really engaged in the tasks.

Ana Perak, Croatia

anap2711 — 2019-01-31 20:07:49 UTC

I need to know how my students learn and what thay want to do. I teach Geography, for example,

we can explore our place in a way we go outside and learn or by using ICT. Some students like to go outside and make photos, some prefer using interenet and make presentation.High-skilled students can work without my help, but I need to help low-skilled learners.

Dumitru Moldova.

gruscadumitru20 — 2019-01-31 20:10:00 UTC

It is possibel do realise such tasks only through team-teaching.

Maria Natália Couto, Covilhã, Portugal

niacouto — 2019-01-31 20:23:03 UTC

Though I don’t feel very comfortable referring to students as high-skilled or low-skilled learners, I acknowledge that there are different styles for learners and some are more at ease with thoroughly and guided instructions whereas others respond a lot better to other stimuli. This is the clay humankind is made. The variety in learning styles makes the groups richer and more challenging.

Having said that, and what I do pretty often is sitting students to work in groups where each learner has a special role and responsibility grounded on his/her intelligence type and level of proficiency as I teach EFL. The kind of activities I usually use is a webquest, in which students must collaborate and help one another to achieve a final goal.

As a teacher I would (and usually do) monitor the progress of the work carried out by each group providing the necessary support whenever required or need.

I would probably (and often do) ask them to prepare a roleplay or something alike to present to the class.

This kind of activities usually engages the majority of students. With the huge classes I have (30/31 students) it becomes virtually almost impossible to get ALL of them on the task or the subject.

This is actually my experience.

Rachel

rachelawhis_ra — 2019-01-31 20:29:17 UTC

I would focus on what excites them and what they have interest in. This way, they will learn the same topic at their own pace.

Yasem,n , Turkey

2019-01-31 20:37:28 UTC

First of all; I would divide the tasks into learning stations according to their interests. Second, I would prepare pairs which has high and low skilled learners. Then I would tell the students to work in pairs in each station. Finally, They would learn the tasks easily and collaboratively.

Drazenka Kuzman

drazenka_kuzman — 2019-01-31 20:41:29 UTC

I would designe different activities trough group work so that high-skill learners support and help low-skill learners.

TUĞBA DUYURUCU

tgbdyrc — 2019-01-31 21:09:14 UTC

TURKEY
I do a group activity on a topic that will attract both of them..

Gülümser Şentürk Akkoyun- Turkey

senturkgulumser — 2019-01-31 21:14:11 UTC

if I had to teach the same achievement, I would prefer teaching in an individualized way. Based on the individual characteristics of the two students, I would try to teach about the game, the working activity (for the development of friendship), abundant observation, video, presentation, discussion, decision making, and to what extent the product will work and use. even if they cannot learn at the same speed they can develop ideas.

Abdullah K

2019-01-31 21:41:58 UTC

Abdullah Korkmaz

2019-01-31 21:42:01 UTC

I don't think being high-skilled or low-skilled matters. The thing that matters is how we approach to them. The way we plan the same subject according to the way they learn will make the double success.

Abdullah Korkmaz,

2019-01-31 21:42:03 UTC

Gulum, TURKEY

2019-01-31 21:59:32 UTC

I would let them study in the same group, with
differnt tasks.

Maria Giuseppina Giammetti

2019-01-31 22:08:35 UTC

ITALY
I work in cooperative learning or through a peer education giving the same task and encuraging research by the work in group..certainly the evaluation will be on parameters that consider the skill of each individual student.

2019-01-31 22:11:57 UTC

matters is how we approach to them. The way we plan the same subject according to the way they learn will

Nurcan Değerli / Turkey

ndegerli — 2019-01-31 22:43:25 UTC

I would prepare different activities for both students but I would make them work in the same group. For example , if one of them is good at drawing he/she draws , if the other is good at speaking he/she tells what they did.

Aysel YILDIZ, Turkey

altinokaysel — 2019-01-31 22:54:27 UTC

I would like them to develop their strengths and weaknesses that enable them to discover each other's strengths. In this way, I would ensure that they were respectful and confident to each other without losing their self-esteem. Because it teaches one to learn peer learning, the other is motivated in two dimensions because it teaches and I would reward if necessary.

Arlete Leitão, Portugal

2019-01-31 23:01:42 UTC

As teachers, we all know that some students can be very good at some subjects but struggle to be able to learn others. For instance, some have a great aptitude to learning exact sciences and numbers, others to learn languages, others excel at playing a sport or at dancing or at playing a musical instrument, etc.

This happens because they have different types of experiences, interests and intelligence.

Personalized learning is the best way to reach each student. When I teach English as a foreign language and as not all students have a linguistic intelligence, I try to use different kinds of texts, images, videos and audio texts.

So, when dealing with, for instance, the Past Simple of irregular verbs, why not let kids choose the best way to learn it? A student who is really interested in music (and has a musical intelligence), to choose a song in English he/she likes, in which the verbs are in the past and then choose how to present it to the class?

And, what about the ones who have a creative intelligence? They can invent a story and tell it to the class. Or why can´t others create a quiz or a game using Kahoot, socrative or Google docs? Besides, the help of technology can allow us to spend less time teaching and more time engaging our students.

2019-01-31 23:21:46 UTC

a quiz or a game using kahoot, Socrative or

Okan

2019-01-31 23:28:34 UTC

It can be a cooperative activity in order for them to share.

Simona Mona / Romania

simonaantoanela — 2019-01-31 23:44:50 UTC

I would make mixed teams of high-skilled and low-skilled learners and ask them to express one another's views and views on issues; will be in the position to learn from each other and to seek out solutions that are not known by anyone of them.

Maria P., Greece

petropouloum — 2019-02-01 00:12:29 UTC

I am an IT teacher and very often I have to deal with two (or more) kind of learners. What I do? I personalize teaching methods very often. I give space to activities with different stages of autonomy. All students work in the same “subject” with different levels of difficulty or using different materials. For example, when I teach how to make a presentation, my students have to create a presentation about something or someone who like or admire (a city, a football player, a singer, an actor…). From the most high-skilled students I expect a presentation with images, text, colours, animation but from others I am satisfied with a more simple presentation with images and text. Very often I spend time with my students who need individual attention.

Sunčica, Croatia

2019-02-01 01:35:00 UTC

I would choose a collaboration project where the two of them could decide on the roles they want to take in the project. Maybe one likes reading and browsing on the Internet, and another one writing. Maybe one is good at explaining, and another one at drawing. I am a biology and chemistry teacher, so there are plenty of subjects to do it this way.

NIves Bogdan, Croatia

nives_bogdan — 2019-02-01 08:42:05 UTC

It could be activities in group or working in pairs. It will definitely be cooperative activity

Ana Pereira, Portugal

2019-02-01 09:44:19 UTC

I would start by knowing better the characteristics, the interests and the skills of the students, since only then would I be able to adapt the activities to their profile. Thus, I could provide different resources (written text, video…) and ask different activities. I could ask a student for a written activity while to the other student would request an oral presentation. I could give more time for the task to the less skilled student. I could also encourage peer work, collaboration, so that both benefited from the perspective of the other and in this way, enriched the knowledge gained on the subject.

Dorota, Turkey

dkanbolat — 2019-02-01 09:57:46 UTC

Depends on the task, but in general I would differentiate the task/instruction so the same task would be done in two different ways, easier (for low-skilled learners) and more complex (for high-skilled learners). I would also use the group work, so the students could help or teach each other.

Rebeca, Spain

rebecapeso — 2019-02-01 09:58:53 UTC

I would encourage the strong points of every child in order to work together, to take advantage of them using cooperative learning.

Tina, Croatia

2019-02-01 10:43:19 UTC

One activity would be working on a digital tool. A high - skilled student would make a lesson through a tool nearpod and more difficult types of tasks - open type answers, comparisons, quizzes. Low- skilled learners will work in "learning apps" tool, doing the same thing through simple tasks - joining couples, easier questions. The second activity would be a pair presentation. Student with great abilities would be able to make a presentation, and a low - skilled student would look for picture examples, video examples, and listening examples.

Marta Martins, Portugal

marta_sil_martins — 2019-02-01 12:07:17 UTC

It would start by constructing the task, starting from a previous survey of their potentialities / difficulties, interests and learning styles.

As a mathematics teacher, in the case of highly qualified students, i would choose to create an activity that would allow them, in an autonomous way, to progress in learning a certain content. For example, by using tablets, students would have to perform a set of tasks, which could be done by viewing a video about the content to be studied, followed by a set of interactive exercises, organized by increasing level of difficulty, using the principle of gamification, through which students could, in real time, assess their progress and the teacher, in the end, get the results of their performance. The activity could culminate in a task of investigative character, related to the subject under study and developed according to the interest of the students.

With regard to the low-skilled students, i would seek to give them more individualized support, tasks more directed to their difficulties, using materials that they could manipulate and construct. The use of the tablet, would also be a possibility, but with exercises appropriate to the difficulties identified.

In this way, the two types of students, each in its own rhythm, can go further.

Eugénia Abreu - Portugal

2019-02-01 12:37:56 UTC

The personalized learning is based on different tasks for every student. All students are different and therefore have different needs. The practice of personalized teaching or learning will be more successful when it is directed towards the tasks/activities the student do and according to the pace at which the progress within a topic unit.

However we shouldn’t forget that with this type of teaching brings more work for us as teachers and leaves us with less time to dedicate to every single student. We ought to take into account the organization of the classes into various groups so that we don’t exaggerate with the amount of work.

Concerning the question in this specific task, in both cases, either with high level students and lower level students, we have to take into account the pace at which each are able to work, their characteristics and their personal interests. I would put the standardized activities aside and assessment would be done continually, by using observation grids so that we could register the progress of each student.

I would also implement, in both cases of students, project work within different subjects. These types of projects help students to understand more complex concepts and promote the development of other skills like creativity, leadership, solving problems and the “know how” of working in groups.

These activities should be developed in different dimensions and areas: at school, physically, socially, emotionally and culturally. They could be developed by handling with different technologies and therefore these two groups of students would be able to control their time, their environment and their pace of learning.

As you can see, I would never implement different strategies for each, I would rather differ the way of applying, of developing and of course the assessment, too.

Mara Machado_Portugal

maracamachado — 2019-02-01 12:46:27 UTC

In the classroom it is very important to respect the rhythms of each one but it is equally important to foster collaborative work. In the execution of different activities it is at all pertinent that the groups are heterogeneous. In the concrete example of an activity, in the experimental determination of the speed of sound in the air, for the most qualified students only made available the materials / equipment necessary to determine the value of the speed of sound in the air, under the conditions that existed in the laboratory. In the case of the group of students less qualified beyond the availability of the equipment would provide them with an experimental protocol, which included the step-by-step tasks to perform to obtain the speed in the sound in the air under the actual conditions of the laboratory.

Panagiota Malamou, Greece

2019-02-01 13:54:36 UTC

I will use collaborative learning. I will find an attractive theme which is going to contain activities for the both students.

Štefica, Croatia

2019-02-01 14:59:00 UTC

I'm a teacher of technical culture and ICT. In computer science, especially when programming tasks are involved, highly- skilled learners solve harder tasks because these tasks are challenging, and low-skilled learners solve are easier tasks because they are successful in doing so.

Đurđica, Croatia

durdica_lucek — 2019-02-01 15:03:02 UTC

I would prepare two different activities for students. They would learn in two groups with different speeds and different tasks. At the end of learning they would present their results.

Sabine, Belgium

2019-02-01 15:30:57 UTC

They would all receive a theoritical subject to read and try to understand alone, then would form groups of two (one who says he/she can explain, one who says he/she can't) and work on the lesson so that they both understand it. Than they would receive exercises, from easy to difficult, make them alone and than gather again to hear to the other's solutions.

2019-02-01 15:34:51 UTC

magine that you have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do?

Döndü,Turkey

2019-02-01 15:34:55 UTC

If the ability to have something to do with the low field, I would try to improve it. ability to develop oneself more

Magdalena Brzezinska, Poland

2019-02-01 15:40:16 UTC

This is a very good question, actually. I need to do it all the time. I teach 16 students on 16 different levels, and I never know which ones are going to show up in class. I always have a selection of materials from which to choose. I always ask students which ones they'd like to complete. Sometimes I make high-skilled learners and high-skilled learners work together and "complement" each other.

Aleksandra, Croatia

abrmbota — 2019-02-01 16:01:53 UTC

I will prepare task for work in the pair. The high-skilled learner will try to solve the problem and low-skilled learner will do what his colleague explain to him what must be done.

Ana Santos, Portugal

crissantos2304 — 2019-02-01 16:30:59 UTC

I think that collaborative work can be the key to solve this problem. The high skilled learner can improve his profiency by helping the other student and will be able to refute and correct any mistakes made by the low skilled learner. At the same time the low skilled learner will understand better the concepts because the language is more similar.

Antonija, Croatia

tonka312 — 2019-02-01 17:11:06 UTC

I would organize group or pair work dividing the students and activities according to their abilities. The tasks would be created in a way that both kinds of learners can solve them.

Fikret Yavuz

fyavuzdalaman1 — 2019-02-01 17:17:38 UTC

Fikret Yavuz

fyavuzdalaman1 — 2019-02-01 17:17:38 UTC

Fikret Yavuz

fyavuzdalaman1 — 2019-02-01 17:19:36 UTC

I give them generally same subject,I give some clues and materials to become true their work (he i

Fikret Yavuz

fyavuzdalaman1 — 2019-02-01 17:19:36 UTC

I give them generally same subject,I give some clues and materials to become true their work (he is

Fikret Yavuz

fyavuzdalaman1 — 2019-02-01 17:19:39 UTC

I give them generally same subject,I give some clues and materials to become true their work (he is free

Fikret Yavuz

fyavuzdalaman1 — 2019-02-01 17:19:40 UTC

I give them generally same subject,I give some clues and materials to become true their work (he is free)

Fikret Yavuz

fyavuzdalaman1 — 2019-02-01 17:19:47 UTC

I give them generally same subject,I give some clues and materials to become true their work (he is free)high

Fikret Yavuz

fyavuzdalaman1 — 2019-02-01 17:19:51 UTC

I give them generally same subject,I give some clues and materials to become true their work (he is free)high skill

Fikret Yavuz

fyavuzdalaman1 — 2019-02-01 17:20:01 UTC

I give them generally same subject,I give some clues and materials to become true their work (he is free)high skilled

Fikret Yavuz

fyavuzdalaman1 — 2019-02-01 17:20:01 UTC

I give them generally same subject,I give some clues and materials to become true their work (he is free)high skilled

Fikret Yavuz

fyavuzdalaman1 — 2019-02-01 17:20:11 UTC

I give them generally same subject,I give some clues and materials to become true their work (he is free)high skilled pupli

Fikret Yavuz

fyavuzdalaman1 — 2019-02-01 17:20:16 UTC

I give them generally same subject,I give some clues and materials to become true their work (he is free)high skilled pup

Fikret Yavuz

fyavuzdalaman1 — 2019-02-01 17:20:16 UTC

I give them generally same subject,I give some clues and materials to become true their work (he is free)high skilled pupil

Fikret Yavuz

fyavuzdalaman1 — 2019-02-01 17:20:16 UTC

I give them generally same subject,I give some clues and materials to become true their work (he is free)high skilled pupil

Fikret Yavuz

fyavuzdalaman1 — 2019-02-01 17:20:18 UTC

I give them generally same subject,I give some clues and materials to become true their work (he is free)high skilled pupil I

Fikret Yavuz

fyavuzdalaman1 — 2019-02-01 17:20:18 UTC

I give them generally same subject,I give some clues and materials to become true their work (he is free)high skilled pupil I

Fikret Yavuz

fyavuzdalaman1 — 2019-02-01 17:20:21 UTC

I give them generally same subject,I give some clues and materials to become true their work (he is free)high skilled pupil I want

Fikret Yavuz

fyavuzdalaman1 — 2019-02-01 17:20:22 UTC

I give them generally same subject,I give some clues and materials to become true their work (he is free)high skilled pupil I want him

Fikret Yavuz

fyavuzdalaman1 — 2019-02-01 17:20:23 UTC

I give them generally same subject,I give some clues and materials to become true their work (he is free)high skilled pupil I want him imagi

Fikret Yavuz

fyavuzdalaman1 — 2019-02-01 17:20:24 UTC

I give them generally same subject,I give some clues and materials to become true their work (he is free)high skilled pupil I want him imagine

Fikret Yavuz

fyavuzdalaman1 — 2019-02-01 17:20:24 UTC

I give them generally same subject,I give some clues and materials to become true their work (he is free)high skilled pupil I want him imagine and create his work.

Cinzia Fontanive, Italy

2019-02-01 17:28:59 UTC

I usually have students work on the same topic in mix abilities classes using cooperative pairs or little groups in which I mix abilities in order to have high-skilled and low-skilled students working together and helping each other. it is usually successful.
To help weak students I usually use technology to anticipate topics by sending them videos or mindmaps on the virtual class we have.

Maria Pinto, Portugal

mariafernandes — 2019-02-01 17:34:32 UTC

The question is relevant and should be part of the teacher's day-to-day life: no student equals another. That's why the solution lies in working with small groups where cooperation helps you learn more and better and faster, because we all learn from everyone. It will also help to have a set of different resources (in activity files / scripts), in which the learning process can be done at the learning pace of each one, being able to have the help of the teacher or colleagues.

Clara Vitorino

clara_vitorino — 2019-02-01 17:44:02 UTC

I would use the flipped work as a strategy. I would ask the more qualified student to research on the topic and make a small presentation to class. Then I would give some exercises to class and would ask the more qualified student to sit besides the less qualified to help him when he needed – depending on their age I would be near them or would give them more space to talk alone. Teaching between equals is the best way in my opinion.

Hakan TATLI

2019-02-01 18:16:19 UTC

Talas Kayseri
I'd set the common interest of the two. I would choose a cooperative project that would fit these roles. Like reading books or planting flowers. Maybe someone explains, the other is good at drawing. Maybe listening to music or playing a computer is a common point.

María de Arriba (Spain)

2019-02-01 18:18:12 UTC

On the blackboard they write what they want to learn more, then we organize the contents and they prepare a presentation, a book, film, song... they love related to its favourite theme and they show to the class.

Maria, Portugal

mariatiago — 2019-02-01 18:18:44 UTC

When planning I would articulate what students already understand with the learning goals. That is, I’d have to give different activities or ask the students to do different tasks appropriately paced, and appropriately varied and challenging according their skills and needs and experiences. Probably while some would have to cover a smaller amount of curriculum content others could explore it in greater depth and detail . I’d implement also some collaborative and cooperative activities as well as pair and group work activities.

Diana Pádua, Portugal

dianapatriciapadua — 2019-02-01 18:54:04 UTC

After a diagnosis of what the two different types of students know about the specific topic, I would use different types of activities and different strategies. However, we should bear in mind what it means to be a high-skilled and a low- skilled learner. Actually, a student can be high-skilled in a specific area and low-skilled in others. I normally use mixed ability worksheets. As for the weaker Ss, I use lots of matching exercises, fill-in the gaps, types of exercises which don’t require much written production. If I want them to write a text on a specific topic I give them a guided task with examples, and chunks of language they can use. I try to scaffold the activity with easier instructions in the beginning. To check Ss’ understanding of a concept, problem or process, I would describe or illustrate it in multiple ways, using pictures, videos and slideshows or having a high-skilled student illustrate and explain the concept on the board. Of course, the needs of the high-skilled Ss mustn’t be forgotten and they should feel challenged. For those I would use more complex and demanding tasks, I would ask them to write more freely and give their own opinion on the topic. I also think collaborative work is very useful to deal with these differences in class. Mixing students with different skills, levels and needs is a good strategy. Having the high-skilled Ss help the weaker ones is a good strategy which will help both types of students improve their skills.

I would say that, no matter what kind of activity you choose, the aim should always be to help all students be successful.

SERAP SARI(TURKEY

serapsari70 — 2019-02-01 19:11:22 UTC

I would prepare papers with different parts which would address to both kind of learners.

Susana Peixoto, Portugal The biggest challenge for a foreign language teacher is to plan motivating lessons for a multi-level class. If we focus our attention on advanced level students we will inevitably lose the interest of beginner level students. On the other hand if we teach the basics the advanced student isn’ t learning anything new, will get bored and we will not allow them to progress. Students have different learning styles and interests as well and combine them is a tough task for any teacher. A concern with teaching the multi-level class is holding everyone’s interest and meeting everyone’s needs, no matter their level. A good strategy to personalize a learning task is to create different activities according to the students’ level, for instance if I show them a film or video I can ask a high-skilled learner to summarize the story or write an opinion text about it and to the low-skilled learners I will ask them to fill in a cloze text with some given words in order to summarize the story and then answer a true/ false exercise. I also like to promote group work where students students of different levels can help each other in order to accomplish the given tasks. This way students can develop collaborative work and the weakest ones will get a sense of achievement.

2019-02-01 19:15:26 UTC

Harun CEYLAN/TURKEY

hartulbb — 2019-02-01 19:35:55 UTC

If I give an example from my own lesson, it is a fact that every student does not have the ability to make painting.

Angelamaria Galderisi, Italy

soleemare_a — 2019-02-01 19:54:35 UTC

If I had to personalise a learning task for high-skilled and low-skilled learners, I would ask the former to engage in a flipped classroom performance and the latter to do some reinforcement exercises.

Feri Yaman

2019-02-01 20:31:29 UTC

Aydın/Turkey
I believe in the importance of learning and learning through cooperation. Separate different cultures from preschool and education accordingly. Determining the way the child learns is half of the knowledge of the teacher and the biological learning.

Ana

anaanic — 2019-02-01 20:32:58 UTC

The main action of teaching is to know your students and their abilities. Then,accordingly,adjust and personalise the learning process as much as possible.

selma meral-

selmameral1988 — 2019-02-01 21:15:39 UTC

learning activities in accordance with one's abilities makes them more successful. In particular, the practice and selection of cooperative learning method allows them to be successful.

Andrea. Portugal

hipozzbastos — 2019-02-01 21:19:43 UTC

Nihan

2019-02-01 22:24:01 UTC

As long as the ss work in groups and work collaboratively, they can find a suitable role according to their learning styles for themselves.

Rute Vieira, Portugal

rutecvieira — 2019-02-01 22:32:55 UTC

While planning the lesson, I would considerate the students´ knowledge. I would create activities or give students tasks according to their needs, learning goals, and personal interests.

I would also create activities to promote group work, where collaborative work and sharing knowledge, were the most important aims.

João Nunes, Portugal

2019-02-01 22:41:39 UTC

If I had to personalise a learning task with two activities for high-skilled and low-skilled learners, I would try to find challenging tasks for the former, for example, helping lower-skilled colleagues evolve, or a task that would make them feel they were collaborating with those around them.
As for low-skilled students, I would try to understand their interests and give them a task related to those interests so they would feel more motivated to do the task and more engaged with their learning process.
I believe that if students feel they are participating and, in a certain way, chosing their learning path, they will be more successful, either at school or in "real life".

mcrisroch1 — 2019-02-01 22:48:46 UTC

Maria Cristina Rocha, Portugal At my school, my classe has mixed goups of students with high and low skilled kids. They learn and teach simultaneously. Sometimes they are masters, other times they are disciples, in a sort of speach. We never know everything, and I am alwasy saying that I can always learn from them and always be mistaken for a while. This kind of approch helps my students not to be afraid of being wrong and as for help also. I usually prefer to have mixed high and low skills kids, because they can help each other and explain in a different way. Sometimes I need to make different tasks and they a high-skilled student can work alone or peers in autonomy, by themselves, while I can give some support to low-skills students.

2019-02-01 22:53:03 UTC

f I had to personalise a learning task with two activities for high-skilled and low-skilled learners, I would try to find challenging tasks for the former, for example, helping lower-skilled colleagues evolve, or a task that would make them feel they wer

Sandra Mendes-Portugal

sandrabn_13 — 2019-02-01 23:11:01 UTC

First and foremost I believe that having students sharing their interests is a good start, and as we've been studying, we can get to know them better and choose the best strategies to teach, which will lead to better learning experiences. I'd ask students questions about their interests or even present them with a quiz about it and afterwards I'd prepare a list of activities for them to choose, that way they'd be more free and in charge of their learning tasks. High-skilled learners could be in charge of presenting chosen topics to the class the way they'd like, low-skilled learners could be in charge to develop more practical and creative tasks. Mixing them in groups would also be interesting in order to promote collaborative work

Dilek Erdağ Bek-Turkey

dilekerdag — 2019-02-01 23:20:35 UTC

For example; if I prepare a listening activity, low skilled learner can be expected to fill in the blanks with the given phrases or words. But high skilled learners will be expected to fill in the blanks with the words they heard or answer the questions according to the tape script. In some of the activities they can work in pairs or groups. For example they can find a heading to the tape script together. hey can create a poster about the topic. High skilled learners can find slogans, low skilled learners can design the poster. While discussing on the topic yes/no questions can be asked to low skilled learners and wh- questions to high skilled learners.

d

dilekerdag — 2019-02-01 23:20:50 UTC

Özlem ,Turkey

tyln3506 — 2019-02-01 23:32:43 UTC

I used a collective and collaborative approach. Each student will have a task and interest. At the end of the process, I expect them to perform a self-assessment about their performance. In their later work, I allowed them to evaluate different tasks with their previous performances and discover where their interests were concentrated.

İLKNUR GÖZERİ

2019-02-02 00:06:47 UTC

I think personalized learning is essential for learning to learn.A teaching environment such as a classroom needs to be flexible to raise awareness of multiple intelligences.We need to use multiple methods or change our methods according to the topic and tasks.Our students can participate in projects they chose to proceed.They can also have pair or group workshops for joining projects.The important point here I think is to teach our students learning to learn.We aren't the source of information.We should be a guide for them to learn more about theır abilities and go through theır own interests.Interesting activities will motivate them and lead them to enjoy the lesson during theır active participation.

Maria Zélia Nunes - PORTUGAL

zelia_nunes — 2019-02-02 06:19:06 UTC

An important aspect is the decision regarding the formation of learning groups (cooperative activities). I consider as criteria: the "level" of skills and learning needs. Is the best option to constitute homogeneous or heterogeneous groups?

It depends on the learning goals. In one case, the learning situations of the two groups are different in complexity, considering the learning objectives; in a second case, the situation may be similar but the students' goals will be different. The feedback information will also be differentiated.Learning situations should be as challenging as possible (not so difficult ... nor too easy ...), being able to guarantee learning and motivation to do more and better, the most skilled, as well as the less skilled.

What is important is to alternate the characteristics of the groups, depending on the subjects and needs. The purpose is that both groups learn more and in a motivated and effective context.

Cristina Antal, Romania

cristiantal44 — 2019-02-02 06:54:59 UTC

I believe working in pairs or groups helps a lot. Thinking to the multiple inteligences, each student may be a power for his/her mates or for himself/herself.

Maria Anversa Grasso, Italy

mirellanversa — 2019-02-02 08:26:12 UTC

In order to empower the different types of intellingence, I will make use of the "cooperative learning" and "learning by doing". Dividing the students in mixed heterogeneous small groups , I will lead them to produce different products according to different tasks that range from practical activites in the Lab to study cases and problem solving activities.
In this way the same topic will be analysed from multiple points of view.

Ezgi K. Turkey

ezgikiroglu — 2019-02-02 08:56:58 UTC

Firstly I try to figure out their learning styles. After this I choose the proper materials or methods for each of them. I know , I have to teach them same topic but if I have enough time, proper space and tools it is not difficult. But it is said that like in second video the cirriculum and the system does not allow you to try different ways

Cristina Elena Voicu - ROMANIA

voicuelena18 — 2019-02-02 09:24:17 UTC

I think the best way to help students develop their skills is to work in group based on multiple intelligence theory. Every student can bring the best skills in the group - logical, spatial, musical etc. And to use rubric for the group not individual. Because each contributed to the solution/product with their best skills.

Anita, Croatia

anitabranisa42 — 2019-02-02 09:46:13 UTC

As I teach Math, I do this regularly by giving students different tasks.

Daniela, Malta

daniela_dimech — 2019-02-02 11:13:22 UTC

In class you always have to cater to different types of students. It is not just a matter of having students come from different backgrounds and with different characters. Students have also different learning styles. For a teacher this might seem very difficult and unfortunately the system and the curricula sometimes force the teacher to use a one size fits all approach.
In my class to reach as many students as possible I use learning stations. Students rotate from one station to another and carry out different activities. In this way, students are engaged in different activities that engage students of different skills. Such an activity also allows students themselves to recognize how they learn best.

Laura, Italy

lauranasci — 2019-02-02 11:13:26 UTC

When planning I would think about a cooperative work (expecially pair work), then I usually encourage the students to help each other and to learn together. I would observe and monitor the progress of each child to figure out different types of acrivities and strategies to help both students in learning.

Yasemin Tekbaş, Kahta, Turkey

2019-02-02 11:51:47 UTC

I would try to use peer assistance.

Mirela, Croatia

klaricmi — 2019-02-02 12:42:57 UTC

Since I teach iterature I noticed that not all chldren like to read novels. So, my idea for the activities would be to have high skilled learner (the one who loves to read and can read without any problems) read a whole novel and low skilled learner (the one who doesn't like to read) only summary of it. Summary would be good enough because we could discuss ideas of the novel even if students don't read entire novel and maybe if they are not forced to do something that is very hard for them they would feel less negative about reading and in time they would read whole novels too.

Ivica G. , Croatia

2019-02-02 12:50:30 UTC

As long as the ss work in groups and work collaboratively, they can find a suitable role according to their learning styles for themselves.

peer work can be really helpful

2019-02-02 13:30:57 UTC

Marta Oliveira, Portugal

martoliveira12 — 2019-02-02 13:32:55 UTC

I would try to establish different learning stations, so that students would rotate between them and experience different activities, skills and materials. Tutoring time can also be very helpful. In this way it is possible to understand different learning styles and abbilities as well as what methods and materials can be used to reach to each student.

Seher , Ankara

2019-02-02 13:34:26 UTC

The term personalised learning does not really make sense, because really all learning is personal. Personalised instruction is trying to imagine the greatest amount of ways that you can customise a curriculum to the abilities and the interests of the individual student. – Randy Bass, GeorgeTown University
Because of this information we can say that every student has different styles

Ivana, Croatia

2019-02-02 13:59:41 UTC

I would ask my students to work on a project in groups. There would be different tasks with different levels of difficulty so the students can choose the activity which suits them best (reading, writing, drawing, presenting their work...). High-skilled learners can help low-skilled learners.

I will adapt the materials to their needs.

2019-02-02 14:46:41 UTC

Josip, Croatia

josip_strija — 2019-02-02 15:03:14 UTC

I think that I would prepare different activities for students and make them learn in pairs or groups with different time schedules. They would work together and help each other.

Edurne Andrés Crespo, Spain

edurne_andres — 2019-02-02 15:23:48 UTC

Firstly, I would study if the learning experience would be better forming homogeneous (all the members of the group are high-skilled or low-skilled) or heterogeneous (mixing high-skilled and low-skilled learners) groups. What would be the best in order to reach our learning objectives?

If groups were homoneneous, the different groups would face the task from different levels and we would have to adapt it to the different levels and abilities.

If groups were heterogeneous, high-skilled learners could help low-skilled learners and they would have the opportunity to share their knowledge and experiences. Besides, in this case, high-skilled learners would put themselves in low-skilled learners´place and viceversa. It would be an enriching experience, too.

Hale Şenbaş, Turkey

2019-02-02 15:38:48 UTC

I would adapt the activities to different learning styles. One of them would be more linear and analytical, the other more creative. I could also make them feel free to choose among activities but allowing peerwork and groupwork would help them deal with the activity which they thought was beyond their depth.

Catarina Isabel Brito

caty_brito_5 — 2019-02-02 16:26:26 UTC

In a way, today it is easier to personalise a learning task because some book support gives us an example of the same activity for the two kinds of learners ( high -skilled and low - skilled learners). However, it is very difficult to do that within a class of 30 students! How can a teacher give individual attention to all of them? In my opinion, in these situations the best thing to do is to form groups with different learning levels. Even if they have different tasks within the same topic, the strongest students may help the weakest ones

Sylwia, Poland

2019-02-02 16:37:54 UTC

In class each child has different background, has different learning styles. I'll give them different activities that engage students of different styles. I'll also encourage them to work in groups

HI,I amsofi D ,Greece.

2019-02-02 16:38:29 UTC

Ithink that we can teach anythink by using simple words and making groups of learnersthat is the key for more motivated learning.

Farah, Lebanon

2019-02-02 16:43:48 UTC

I think I will give the same activity for both kinds of learners, but I will add some guiding questions for low-skilled learners. Also, I will design my activities in such a way they are tailored to visual, auditory and kinesthetic learners.

Unity bring us strength

cristiane_parente — 2019-02-02 16:52:09 UTC

Even if we have students with different levels of understanding - at least apparently - I believe that by proposing an activity for them to develop together, we can try to get to know them better, in order to challenge them to solve a problem together, each using their better skills, aesthetic, numerical, etc.)

Marta, Spain

marta_monnav — 2019-02-02 17:36:09 UTC

I am language and literature teacher. I believe that audiobooks are an excellent oportunity for kids who doesn't like read in a "traditional" way.
In fact, oral transmission is the "traditional" way for stories.

Elif Buyukuysal /Turkey

elftheelf — 2019-02-02 17:47:49 UTC

I would give high-skilled student a more detailed research consisting of more knowledge, and as an assesment -writing a paragraph about it. And for the low-skilled learners I try to figure out the activity and clear explanations consisting of not detailed information but making it with games.

Marialena, Greece

2019-02-02 17:49:16 UTC

1) I would pose questions that provoke kids to realate new learning stuff to their lifes.
2) I would observe my kids to find out their very personal unique way of expressing themselves. I would then design learning activities that require students to act in mlultiple ways to complete them.
In every given chance, I would support and praise their efforts.

Elisabete Pires

pirelisabete — 2019-02-02 18:04:27 UTC

I believe that active methodologies are the best way to personalize learning tasks. I start with a survey about the theme of our lesson that the students have to see or read. For example, the students have to see a video about a grammar topic and understand the past tense. After that, I have activities for the students who understood and he has to apply the grammar in the specific text that he wrote. The other students, who couldn't understand, I ask another student to explain him the topic grammar or I try to explain him using an other way/form.

Maria Antónia Brandão PT

dolores_brandao — 2019-02-02 18:31:41 UTC

Heterogeneous grouping is a method of placing students of different skill and ability in classrooms together. Heterogeneous classrooms present different challenges for teachers. The teacher has to try to be sure everyone in a heterogeneous classrooms is being challenged and learning.
Heterogeneous classrooms may help students who have social anxiety or learning disabilities to learn much-needed social skills .

Aiste, Lithuania

2019-02-02 18:33:01 UTC

I will form groups with diferent learning skills. In that way students with high learning skills will improve their knowledges helping other students with lower motivation.

Emilia A./Romania

teacherro — 2019-02-02 18:47:36 UTC

I need to take into account their style of learning, what type of learner is the students.Students' interests are also important factor when designing a task/activity.
For high-skilled students I would give a personalized composition -writing a story on a certain topic and to low-skilled students -to write some sentences using some prompts/visuals.

I will give them different materials and different methods and I will bring them together for collaborative work. (peer to peer learning)

weber13 — 2019-02-02 19:22:52 UTC

merve kapcı/Turkey

hsynkpc84 — 2019-02-02 19:31:38 UTC

Firstly, I try to understand which intenlligence do they have . I do some quiz for them . High-skilled student probably have many skills. But low- skilled student can have some difficulties when he express himself .So I support and encourage student.

Irena Peček, Croatia

2019-02-02 20:21:38 UTC

WRITING TASK
- high-skilled learners: a detailed essay on the given topic
- low-skilled learners: a guided writing composition on the familiar topic

SPEAKING TASK
- high-skilled learners: discussions, debates
- low-skilled learners: more preparation and rehearsal time with a sheet with simple guidelines

Celeste Simões, Portugal

2019-02-02 20:41:50 UTC

Well, first of all, I would need to know what type of learning task this was. Without knowing it it’s difficult to think of adapting the activities. So, I guess the question is a bit vague…
Secondly, I don’t really understand what you mean by “high-skilled” and “low-skilled” learners. If we believe that all students are different, have different learning styles and interests, then what does it mean to categorize students in this way? Aren’t they all skilled? The skills they master are the only thing that can change and differentiate them. So, I don’t feel very comfortable using these terms
Still, trying to answer the question: I would try to adapt the activity to their intelligent type – having them move around the room, if they are kinaesthetic learners, for example, or listen to a song and fill in gaps, if they have a musical intelligence. These are just some basic examples, really, as there are numerous possibilities depending on the learning task you are assigning.

Serenella Silenzi Macerata Italy

2019-02-02 20:44:21 UTC

I would involve them into a pair work/peer learning activity (i.e. problem solving) with a different role. They could share different types of material (tailored to their different forms of intelligence) and responsibilities in order to find a problem solution and construct a common product.

Maria Brauchle, Bulgaria

2019-02-02 20:52:22 UTC

I would split the students in groups and use IBL. The groups would be mixed with the two kinds of learners.

Eleni, Greece

ezalavra — 2019-02-02 21:15:42 UTC

I have learning material that addresses 3 levels: low, middle, high. I ask all my students to deal with the low level exercise and then to choose on their own among the middle and the high level exercise. I encourage them to decide depending on how they assess themselves and how they feel.

Conchi C., Spain

conhiris — 2019-02-02 21:48:50 UTC

I will propose them to make goups of two or three children in order to have heterogeneous groups. Then, they will start doing the activities and I will observ how do they work. If any group doesn´t march at all, we can change children.

Elizabeth, Malta

2019-02-02 21:59:39 UTC

As an LSE, I make any adaptations that my student may have in subjects were they have difficulties. In past years, I have had students who do not follow the class curriculum at all, and will require to have an Individualized programme drawn up for him/her for the thorough scholastic year. However, I also notice that teachers do cater for those students who are not following like the rest of the class, and have their class work adapted or given less work as opposed to the rest of the class, and the same is done for homework.

Olívia, Portugal

2019-02-02 22:06:53 UTC

I think we all have to address the problems of mixed-ability classes. I try to find different strategies of introducing and practising the topics, using different resources and strategies, so I can reach all students with their own different ways of learning. For example, I will give them two or three level activities, according to their own abilities and sometimes I also put them in groups to solve the questions. I use peer learning and active methodologies.

Milijana, Serbia

2019-02-02 22:15:40 UTC

In the case of different student groups, about their abilities, regardless of the number of activities, they created specific learning scenarios.

Hümeyra/TURKEY

2019-02-02 22:29:57 UTC

I will make a different student groups. High and low skilled students about their abilities. Than I will give them topics, exercises or different activities that engage students of different styles. At the end of work I will bring them together to talk each other.
Peer based learning is a good choise.

Sandrina Martins, Portugal

nani_sandrina — 2019-02-02 22:33:48 UTC

After verifying the different forms of learning, I planned different paths for the teaching of contents.

I had a student who did not like being in school at all, but he liked to listen and create music.

One day I challenged him to rap about concepts related to volcanism. While others presented more formal work - written research, posters, power point presentations - this student sang to the class while a classmate did beatboxing!
It was fun for everyone and the student was able to show the best of himself!

Suncezgb, Croatia

2019-02-02 23:25:47 UTC

I would prepare different materials and use collaborative techiques (for example think, pair and share).

Cláudia S. Portugal

2019-02-02 23:54:34 UTC

In our classes, we have different kind of learners so if we want to "reach " them, we need to diversify the way we teach. We must diversify our strategies and methodologies to help them to learn and to keep their knowlegde through life. for example, for low-skilled learners we can show pictures about a specific topic (clothes, for example) and ask them to associate the pictures with the name of each clothes (words given /written on the board by the teacher). For high skilled learner we can make them write by themselves thecaption under each picture.
Thinking about different types of learners and studying the topic of human rights, students can read a text about the topic and do exercises of comprehension. They can also, analyse pictures and associate them to the articles of the UDHR or to the violation of the UDHR. They can watch a movie about a Human Right defender and complete a worksheet about the movie.. They can listen to a song related to the topic and filling in the gaps. These activities aim at providing a good experience of learning to the students, approaching some of their skills and "exciting" their learning process.

Mª Emília Baptista, Portugal

lami_mila — 2019-02-03 04:16:33 UTC

Personalized learning allows to meet the preferences and needs of each student, while the teacher learns to know his students and motivates them for learning. The diversification of methods, strategies and technologies, allows to take into account the different types of intelligence through which students learn.

I like my students to feel that I believe in their abilities. I do not agree with the development of an activity for highly skilled students and other activity for underqualified students. Unless students present a mental difficulty.

I would present students with the same theme. I would divide them into groups of three or four elements. I would present different subthemes with different sources of information. Each group would work on a different subtheme of their choice. The way to present the work to colleagues would also be decided by the group, according to the different suggestions presented.

Another way to put all students to participate in the same theme, but with different subthemes, could be the discussion in rotation. In this case, we would have groups of four students in which each student would play different roles (the communicator; the questioner; the secretary; the timekeeper). I would mix the most qualified students with the least qualified students.

Murat PAZARCIK,Turkey

ayal — 2019-02-03 07:06:09 UTC

Studies requiring more detail for advanced students. I plan to learn a common peer with the more basic studies for the weak student and the cooperation of the two at the end.

Renata, Croatia

renata_bernic — 2019-02-03 08:29:51 UTC

To highly qualified students I would set the task in accordance with their capabilities. For low-skilled students, I would set the task in line with their capabilities but also a little above to motivate them to be better. Both tasks would be linked so they had to work together.

Marina, Croatia

2019-02-03 09:00:18 UTC

Often in class I have students who can do more than others. For them I have different tasks, sometimes a small hour project. Not giving them any extra tasks children lose their motivation because they are bored.

Cândida Passos, Portugal

candidasampaiopassos — 2019-02-03 09:43:14 UTC

My students usually work in groups. So, they can share their ideas, their ways of thinking and all of them respect the time of each one.
In the groups I mix all kind of students.

Renata, Croatia

renata_pintar — 2019-02-03 09:47:58 UTC

Some of my students learn best Through project task, and some are readers , and I saw some make mind map. I try to encourage them to learn in groups and try to teach each other.

fatma/Turkey

fatmasarikayis — 2019-02-03 09:53:21 UTC

some of my students learn best Project task, some of them learn best individual. all of them have different learnng styles such as visual, auditory. group actvies are good option

Tugce Kagizman/TURKEY

tugcekagizman — 2019-02-03 10:04:29 UTC

Imagine that you have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do?

Anamaria Ghiban, Romania

anamariaghiban — 2019-02-03 10:47:51 UTC

I will divide the learners into mixed groups and assign group tasks and individual tasks, giving the occasion to low-skilled learners to learn from the high-skilled learners and to high-skilled learners to exercise their pedagogical skills.

Vera Lourenço - Portugal

vera_lourenco1 — 2019-02-03 11:51:12 UTC

All the students are different, learn in different ways, as mentioned in the videos, there are different styles of learning and each one learns in a certain way. We must, when prepare a lesson, to keep this in mind, to try to adjust the contents and practices so that we can envolve all the students in order they can learn in a more effective way, since whenever students experience failure, they become unmotivated, frustrated and with feelings of insecurity, apathetic and even disinterested.

For the low-skilled students, it would be a matter of providing the students with strategies for accomplishing the task, promoting student success, thus dividing the activity by levels of complexity, starting with giving the easiest and advancing to the next level, giving them visual cues, a model and / or giving clues as to how to perform the activity. I could also promote group activities so that there was an interaction between peers and exchanges of experiences, during the performance of an activity. Likewise, it could ask that the most qualified students be the tutors and help them to solve the activity. I think it is important that all students succeed and feel involved in learning.

For the most qualified students, they would try to do activities that were more challenging and that promoted their abilities and stimulated them to think. It would not put the aid in the accomplishment of the task, therefore this would be to promote the equity of the students also. In my classes, usually the most qualified students do more activities than the students with more difficulties, because they are faster and and they do not always do the same activity.

Jasmina/Serbia

jasmina_micic — 2019-02-03 11:54:41 UTC

My students are used to do math exercises in pairs, making questions to each other and checking the answers, with explanations. It is always high-skilled and low-skilled learner in pair.

Līga, Latvia

kraukle_liigak — 2019-02-03 11:57:24 UTC

I give my pupils learning material in different levels, so they can choose: low, middle, high. I encourage them to decide depending on their ability do the task and how they feel.

Conceição Rodrigues, Portugal

ConceicaoRodrigues — 2019-02-03 12:25:11 UTC

Example of 2 activities:

1) Divided the students into working groups, so that each group was formed by high-skilled and low-skilled learners. It gave a problem to each group, within the subject that was being approached in the discipline, adopting the Problem-Based Learning (PBL) methodology. Students would have to research in various sources, use ICT, construct objects so they can better explain what they have learned, construct concept maps. Within the group, students would have to distribute assignments so that everyone could participate, taking into account the pace of learning and their skills (soft and hard). Thus, the less qualified students would feel that they are also important to the group's work, being motivated more towards learning, and consequently will develop more advanced competence.

2) Divided the class into groups. The groups of high-skilled learns prepared the class using the flipped classroom methodology, having to present to the class the result of their investigation. To the groups of low-skilled learners, the teacher provided support material (texts, diagrams, videos) to analyze in the classroom context, and scripts where they recorded their conclusions. After all were done, the various groups communicated to the class the results of their work.

Jasminka, Croatia

jasminka0909 — 2019-02-03 12:36:25 UTC

I prefer working in pairs or smaller groups so high-skilled learners help low-skilled learners and the benefit is double. Once a week I have one hour for giving them instruction and they can ask whatever they want.

Stefania, Italia

StefaniaMagli — 2019-02-03 13:50:09 UTC

Activity 1: Reading the stave.

Students work with their own devices on interactive apps (NoteDeMusique). In training mode, it allows them to know immediately which notes they have read correctly and which not, and in test mode, it allows them to know how many correct notes they can read in a minute. Each student then learns according to his or her own learning rhythm, concretely verifying his or her own progress week after week. Wow I Assess their work: the students screenshot the test results and send them to me via Telegram, 2 or and times a month. The chats between me and the individual students thus become the portfolio of their progress in the field of stave reading.

Activity 2: duration figures

The practical learning of the duration figures proceeds in the same way with the interactive "Rhythm Teacher" app. Pupils can't tackle the next level (with the new figure combinations) until they've got "Excellent" in the previous level. When a student gets "Excellent", he takes the screenshot and sends it to me via Telegram. So all students are on the same path, and they help each other when there are doubts and questions. But each one does this path according to his or her own learning rhythm, and checks his or her own progress.

Luísa Nogueira, Portugal

luisaltnogueira — 2019-02-03 14:48:37 UTC

activity 1 (high-skilled leaners: read de activity (chemistry book) and doing some questions about the subject. Then, correct the answers, I provide the correction in MS word. At the end, do a quizz in socrative.
activity 2 (low-skilled learners) make a group with this learns, i explain the subject. Then, this group do the questions and correct them, do the quizz in socrative.com.

Iva, Croatia

2019-02-03 14:59:52 UTC

I will divide students into groups connecting students with different interests and skills and give them research task and other different activities so they can choose among them which suits the best to them (their interests and capabilities).

CEREN, TURKEY İZMİR

ceren35 — 2019-02-03 15:28:06 UTC

I do not find it appropriate to divide students according to level groups. This system contradicts the system we are currently learning. I would prefer giving different tasks for the same activity. I would use differentiated learning that can meet the needs of all the students.

Nertila, Albania

nertilamucka — 2019-02-03 15:51:08 UTC

My idea is:
Theme of the lesson: Describe the winter

The task to be assigned to the student is:
High-skilled: Write a 5-6 sentence text to describe the winter season.
Low-skilled: Draw a winter landscape

In conclusion, the first student reads the assignment, while the second student explains the drawing with his words.

Ignacio, Spain

2019-02-03 15:52:20 UTC

Giving the same topic to every students, I will expect them to complete it according to their abilities. We should not expect all of them to write 200 hundred words in English, maybe 50 for the low ability ones could be enough.

Georgeta, Romania

2019-02-03 16:34:34 UTC

I would use the multiple intelligence theory and ( if it's a new text for language skills) I would divide the students in groups of : readers , ( the ones who are skilled at reading), TV speakers ( the ones who can make the news about the text/ happening), the painters, the sculptors, the singers....etc. At the end of the lesson we would have a nice "round" image of the text, seen from different perspectives.

Luisa Lopes, Portugal

2019-02-03 16:46:54 UTC

In any class there are students with different kinds of intelligence and rythms of learning. No student equals to another.Therefore, I would create mixed ability groups – having stronger students working with less strong ones – because through this type of strategy, I would be promoting collaborative work. Besides, students like to perform group work. And I understand why. High-skilled students can give support to the mates who have lower skills. Maybe they have a simpler approach in explaining things. On the other hand, the low-skillled ones would be more at ease in exposing their doubts, difficulties. As for the resources, they could still be designed differently and according to the students in the groups. So, everyone would still be coping with each other. This way the learning process would not be at risk.

2019-02-03 16:49:46 UTC

By giving the students different tasks.
High-skilled: to perform a play.
Low-skilled: Giving instructions and watch them draw.

Isabel Pereira, Portugal

imariacpereira — 2019-02-03 16:52:33 UTC

I believe that the Problem-Based Learning (PBL) methodology would work very well in the case of having to customize a learning topic. To each of the students I would give a guideline to the research with initial research questions and space to add their own questions. At this stage, the orientation of the teacher is fundamental. From there, where each one would have a working script built to their measure, acording to their habilities and interesses, and with their contribution, each student would select how to do the work and the resources that would be considered most effective for the accomplishment of the task.

At their own pace and according to what they devised for the development of the activity, each student would be guided by the teacher at times when constraints arose. It is also important to support the management of time, resources and informations found during the research. In the end, I would share the work that each one has done. This presentation would be performed by each one and would allow the other student to add data that was researched by another student and which, eventually, was not included in their own research.

2019-02-03 17:06:34 UTC

n any class there are students with different kinds of intelligence and rythms of learning. No student equals to another.Therefore, I would create mixed ability groups – having stronger students working with less strong ones – because through this type of strategy, I would be promoting collaborative work. Besides, students like to perform group work. And I understand why. High-skilled students can give support to the mates who have lower skills. Maybe they have a simpler approach in explaining things. On the other hand, the low-skillled ones would be more at ease in exposing their doubts, difficulties. As for the resources, they could still be designed differently and according to the students in the groups. So, everyone would still be coping with each other. This way the learning process would not be at risk.

Maria S. Italia

aquilone331 — 2019-02-03 17:18:39 UTC

The third video really excited me. I thought about the expression of some of my pupils when they can't solve a problem or a math exercise. I have a strong intention to look for a system that can allow everyone to give the best of themselves, but I still don't know how to do it.

Group work and peer assessment is one of the good ways of coping with such situations.

2019-02-03 18:06:14 UTC

Rui, Portugal

ruitei57 — 2019-02-03 18:11:35 UTC

I like to do group and peer work and mix the students with different abbilities/intelligences. I give different tasks and questions that they need to solve.

Helena - Portugal

2019-02-03 18:12:39 UTC

I would use a multiple intelligence approach. I would divide the students according to their learning preferences and ask them to do Project work. This way both high-skilled and low-skilled students would be able to use their learning skills accordinmg to how they preferbably enjoy learning.

Lidija Škrlec, Croatia

2019-02-03 18:22:14 UTC

I completely agreewith the third video - we should give our students the opportunity to show and develop their intrests and preferences. Give them the freedom to evolve into a successful adults. The system really needs a drastic change.
I would give both groups of kids the same task and let them work their way through it. I believe both groups would find a great solution that works for them.

Isabel, Portimão, Portugal

2019-02-03 18:52:09 UTC

For the less qualified student, i proposed a problem-solving approach, with the student being the issue, from real situations. The activity would be done with a pair, following a script, which allows them to find answer to the problem, and having as main resource the Internet.
For the most qualified student, i proposed an inquiry approach to be developed in a group. Students plan a way to respond to the problem, and should articulate contents of various disciplines.

Tomislav, Croatia

2019-02-03 19:02:39 UTC

In such a situation the group approach seems to be the best choice. The task development needs to be thorough so that the weaker students can contribute to the solution. But tasks also must be designed to more advanced students do not get bored.

Luísa Pires, Portugal

luisap36 — 2019-02-03 19:30:23 UTC

For example – topic: Reading comprehension of a text

High-skilled learners: answer comprehension questions, complete sentences, find synonyms

Low-skilled learners: illustrate the text, order pictures according to the events in the text, organize sentences with a summary of the text

Dilek Erdur Ceylan-Turkey

dilek_erdur83 — 2019-02-03 19:35:51 UTC

The activity or the task can be completed and evaluated in many ways: h,gh skilled students can be asked to complete advanced or harder parts or practices, low skilled ones can be asked to match, color etc.

Răzvan

2019-02-03 19:59:16 UTC

It s very Very important to choose your own method of approach to learning.

Đurđica Krtanjek, Croatia

krtanjekdjurdjica — 2019-02-03 20:15:01 UTC

Group work is an excellent activity for all students to take part, each according to their abilities. It is important that the teacher adequately allocates roles in such a situation and takes care that all members of the group are equally involved in the work.

Ceyda DEMİR Trabzon/Turkey

Ceydademir — 2019-02-03 20:22:19 UTC

I'm a pre-school teacher. I usually do "peer teaching" when there are situations like this in my class.

I see more effective learning in my low-skilled students. I'm also trying to support her by giving her personal instructions.

I'm trying to teach in different ways instead of uniform training.

I try to teach story, music, narrative and art in a very different way.

sonia bras

2019-02-03 20:37:11 UTC

In my classe, physical education, i use the good student to help the colleague with more difficult. Both are happy.

ayla_yegnidemir — 2019-02-03 21:12:29 UTC

dvanced students. I pla

ayla_yegnidemir — 2019-02-03 21:15:03 UTC

guarantee learning and motivation to do more and better, the most skilled, as well as the less skilled. What is important is to alternate the characteristics of the groups, depending on the subjects and needs. The purpose is that both groups learn more and in a motivated and effective context. Josip, Croatia Josip, Croatia I think that I would prepare different activities for students and make them learn in pairs or groups with different time schedules. They would work together and help each other. Ivana, Croatia Ivana, Croatia I would ask my students to work on a project in groups. There would be different tasks with different levels of difficulty so the students can choose the activity which suits them best (reading, writing, drawing, presenting their work...). High-skilled learners can help low-skilled learners. Seher , Ankara Seher , Ankara The term personalised learning does not really make sense, because really all learning is personal. Personalised instruction is trying to imagine the greatest amount of ways that you can customise a curriculum to the abilities and the interests of the individual student. – Randy Bass, GeorgeTown University Because of this information we can say that every student has different styles more_vert Marta Oliveira, Portugal Marta Oliveira, Portugal I would try to establish different learning stations, so that students would rotate between them and experience different activities, skills and materials. Tutoring time can also be very helpful. In this way it is possible to understand different learning styles and abbilities as well as what methods and materials can be used to reach to each student. peer work can be really helpful peer work can be really helpful Ivica G. , Croatia Ivica G. , Croatia As long as the ss work in groups and work collaboratively, they can find a suitable role according to their learning styles for themselves. Mirela, Croatia Mirela, Croatia Since I teach iterature I noticed that not all chldren like to read novels. So, my idea for the activities would be to have high skilled learner (the one who loves to read and can read without any problems) read a whole novel and low skilled learner (the one who doesn't like to read) only summary of it. Summary would be good enough because we could discuss ideas of the novel even if students don't read entire novel and maybe if they are not forced to do something that is very hard for them they would feel less negative about reading and in time they would read whole novels too. Yasemin Tekbaş, Kahta, Turkey Yasemin Tekbaş, Kahta, Turkey I would try to use peer assistance. Laura, Italy Laura, Italy When planning I would think about a cooperative work (expecially pair work), then I usually encourage the students to help each other and to learn together. I would observe and monitor the progress of each child to figure out different types of acrivities and strategies to help both students in learning. Daniela, Malta Daniela, Malta In class you always have to cater to different types of students. It is not just a matter of having students come from different backgrounds and with different characters. Students have also different learning styles. For a teacher this might seem very difficult and unfortunately the system and the curricula sometimes force the teacher to use a one size fits all approach. In my class to reach as many students as possible I use learning stations. Students rotate from one station to another and carry out different activities. In this way, students are engaged in different activities that engage students of different skills. Such an activity also allows students themselves to recognize how they learn best. Anita, Croatia Anita, Croatia As I teach Math, I do this regularly by giving students different tasks. Cristina Elena Voicu - ROMANIA Cristina Elena Voicu - ROMANIA I think the best way to help students develop their skills is to work in group based on multiple intelligence theory. Every student can bring the best skills in the group - logical, spatial, musical etc. And to use rubric for the group not individual. Because each contributed to the solution/product with their best skills. Ezgi K. Turkey Ezgi K. Turkey Firstly I try to figure out their learning styles. After this I choose the proper materials or methods for each of them. I know , I have to teach them same topic but if I have enough time, proper space and tools it is not difficult. But it is said that like in second video the cirriculum and the system does not allow you to try different ways Maria Anversa Grasso, Italy Maria Anversa Grasso, Italy In order to empower the different types of intellingence, I will make use of the "cooperative learning" and "learning by doing". Dividing the students in mixed heterogeneous small groups , I will lead them to produce different products according to different tasks that range from practical activites in the Lab to study cases and problem solving activities. In this way the same topic will be analysed from multiple points of view. Cristina Antal, Romania Cristina Antal, Romania I believe working in pairs or groups helps a lot. Thinking to the multiple inteligences, each student may be a power for his/her mates or for himself/herself. İLKNUR GÖZERİ İLKNUR GÖZERİ I think personalized learning is essential for learning to learn.A teaching environment such as a classroom needs to be flexible to raise awareness of multiple intelligences.We need to use multiple methods or change our methods according to the topic and tasks.Our students can participate in projects they chose to proceed.They can also have pair or group workshops for joining projects.The important point here I think is to teach our students learning to learn.We aren't the source of information.We should be a guide for them to learn more about theır abilities and go through theır own interests.Interesting activities will motivate them and lead them to enjoy the lesson during theır active participation. Özlem ,Turkey Özlem ,Turkey I used a collective and collaborative approach. Each student will have a task and interest. At the end of the process, I expect them to perform a self-assessment about their performance. In their later work, I allowed them to evaluate different tasks with their previous performances and discover where their interests were concentrated. d d Dilek Erdağ Bek-Turkey Dilek Erdağ Bek-Turkey

Ayla Akhan

ayla_yegnidemir — 2019-02-03 21:19:05 UTC

I used to form a heterogeneous group. each student has a point of success and completes each other. in addition, peer learning between students becomes easier to learn by taking place

Anita, Croatia1.activity:a) Make a strip of children's romance he has readb)Orally present a fragment of a child's novel he has read2.activitya)List and Write Characteristics of Main and Secondary Characters in Child Romanceb to list the characteristics of one of the main features of the child's novel

anita1_cupic — 2019-02-03 21:24:37 UTC

Sérgio Barroso

sergiobarroso — 2019-02-03 21:30:04 UTC

Tutoring will only be a way to the most skilled “teach” the others their way of problem solving… I would do different activities, letting them choose the process. If the most skilled are more committed to complex intellectual and cognitive exploring, most likely the less skilled would be more creative on the process of researching, analysing and producing results. At least, that’s my experience with these kind of groups. They don’t have to do the same path.

Rosário Sá Pinto

rosariopinto — 2019-02-03 21:54:08 UTC

I believe I would define different types of activities for the two groups.
I would also promote peer work joining students of a higher level with those who show more difficulties.
In my opinion and from my experience a tutor student can be a privileged tool to catch the attention and reach the interest of colleagues.
Students are more at ease and they feel less stressed working with peers because first of all they are talking with or questioning a friend.

Filomena Bianco

menabianco — 2019-02-03 22:11:08 UTC

I imagine we have to create a powerpoint presentation of an English-speaking country. Some kids are low at spelling, grammar and writing skills but they are excellent in technology (download, upload photos, etc.). Others are very good at writing and love searching for information. The second group will get the task of searching for infomation on the web, write texts and check spelling and grammar. The first group will have to read the texts of the previous group and according to it, they will have to find proper pictures and audio files to integrate the texts. I imagine also a sort of peer tutoring

Rosário Sá Pinto

rosariopinto — 2019-02-03 22:30:42 UTC

Well, First of all I need to really know my students: their difficulties, their interests, their expectations for the future and from school, their dislikes.
Then I would defined two different activities: one for the students who show more difficulties and another for the students who are more at ease with the content or the subject. I would also promote the peer help, because I believe that the teen feel more comfortable with their peers.
As far as assessment is concerned, I usually create kahoots which help students to test what they already know. Another advantage of Kahoot is that we can check what itens the students failed and those in which they were successful.
Kahoot also allows to reflect on the itens they need to improve. It gives them instant feedback on their learning and also a group reflection.

AntonioGomes — 2019-02-03 22:35:47 UTC

Rosário Sá Pinto Rosário Sá Pinto Well, First of all I need to really know my students: their difficulties, their interests, their expectations for the future and from school, their dislikes. Then I would defined two different activities: one for the students who show more difficulties and another for the students who are more at ease with the content or the subject. I would also promote the peer help, because I believe that the teen feel more comfortable with their peers. Ayla Akhan Ayla Akhan I used to form a heterogeneous group. each student has a point of success and completes each other. in addition, peer learning between students becomes easier to learn by taking place guarantee learning and mo guarantee learning and motivation to do more and better, the most skilled, as well as the less skilled. What is important is to alternate the characteristics of the groups, depending on the subjects and needs. The purpose is that both groups learn more and in a motivated and effective context. Josip, Croatia Josip, Croatia I think that I would prepare different activities for students and make them learn in pairs or groups with different time schedules. They would work together and help each other. Ivana, Croatia Ivana, Croatia I would ask my students to work on a project in groups. There would be different tasks with different levels of difficulty so the students can choose the activity which suits them best (reading, writing, drawing, presenting their work...). High-skilled learners can help low-skilled learners. Seher , Ankara Seher , Ankara The term personalised learning does not really make sense, because really all learning is personal. Personalised instruction is trying to imagine the greatest amount of ways that you can customise a curriculum to the abilities and the interests of the individual student. – Randy Bass, GeorgeTown University Because of this information we can say that every student has different styles more_vert Marta Oliveira, Portugal Marta Oliveira, Portugal I would try to establish different learning stations, so that students would rotate between them and experience different activities, skills and materials. Tutoring time can also be very helpful. In this way it is possible to understand different learning styles and abbilities as well as what methods and materials can be used to reach to each student. peer work can be really helpful peer work can be really helpful Ivica G. , Croatia Ivica G. , Croatia As long as the ss work in groups and work collaboratively, they can find a suitable role according to their learning styles for themselves. Mirela, Croatia Mirela, Croatia Since I teach iterature I noticed that not all chldren like to read novels. So, my idea for the activities would be to have high skilled learner (the one who loves to read and can read without any problems) read a whole novel and low skilled learner (the one who doesn't like to read) only summary of it. Summary would be good enough because we could discuss ideas of the novel even if students don't read entire novel and maybe if they are not forced to do something that is very hard for them they would feel less negative about reading and in time they would read whole novels too. Yasemin Tekbaş, Kahta, Turkey Yasemin Tekbaş, Kahta, Turkey I would try to use peer assistance. Laura, Italy Laura, Italy When planning I would think about a cooperative work (expecially pair work), then I usually encourage the students to help each other and to learn together. I would observe and monitor the progress of each child to figure out different types of acrivities and strategies to help both students in learning. Daniela, Malta Daniela, Malta In class you always have to cater to different types of students. It is not just a matter of having students come from different backgrounds and with different characters. Students have also different learning styles. For a teacher this might seem very difficult and unfortunately the system and the curricula sometimes force the teacher to use a one size fits all approach. In my class to reach as many students as possible I use learning stations. Students rotate from one station to another and carry out different activities. In this way, students are engaged in different activities that engage students of different skills. Such an activity also allows students themselves to recognize how they learn best. Anita, Croatia Anita, Croatia As I teach Math, I do this regularly by giving students different tasks. Cristina Elena Voicu - ROMANIA Cristina Elena Voicu - ROMANIA I think the best way to help students develop their skills is to work in group based on multiple intelligence theory. Every student can bring the best skills in the group - logical, spatial, musical etc. And to use rubric for the group not individual. Because each contributed to the solution/product with their best skills. Ezgi K. Turkey Ezgi K. Turkey Firstly I try to figure out their learning styles. After this I choose the proper materials or methods for each of them. I know , I have to teach them same topic but if I have enough time, proper space and tools it is not difficult. But it is said that like in second video the cirriculum and the system does not allow you to try different ways Maria Anversa Grasso, Italy Maria Anversa Grasso, Italy In order to empower the different types of intellingence, I will make use of the "cooperative learning" and "learning by doing". Dividing the students in mixed heterogeneous small groups , I will lead them to produce different products according to different tasks that range from practical activites in the Lab to study cases and problem solving activities. In this way the same topic will be analysed from multiple points of view. Cristina Antal, Romania Cristina Antal, Romania I believe working in pairs or groups helps a lot. Thinking to the multiple inteligences, each student may be a power for his/her mates or for himself/herself. İLKNUR GÖZERİ İLKNUR GÖZERİ I think personalized learning is essential for learning to learn.A teaching environment such as a classroom needs to be flexible to raise awareness of multiple intelligences.We need to use multiple methods or change our methods according to the topic and tasks.Our students can participate in projects they chose to proceed.They can also have pair or group workshops for joining projects.The important point here I think is to teach our students learning to learn.We aren't the source of information.We should be a guide for them to learn more about theır abilities and go through theır own interests.Interesting activities will motivate them and lead them to enjoy the lesson during theır active participation. Özlem ,Turkey Özlem ,Turkey I used a collective and collaborative approach. Each student will have a task and interest. At the end of the process, I expect them to perform a self-assessment about their performance. In their later work, I allowed them to evaluate different tasks with their previous performances and discover where their interests were concentrated. d d Dilek Erdağ Bek-Turkey Dilek Erdağ Bek-Turkey dvanced students. I pla dvanced students. I pla Filomena Bianco Filomena Bianco I imagine we have to create a powerpoint presentation of an English-speaking country. Some kids are low at spelling, grammar and writing skills but they are excellent in technology (download, upload photos, etc.). Others are very good at writing and love searching for information. The second group will get the task of searching for infomation on the web, write texts and check spelling and grammar. The first group will have to read the texts of the previous group and according to it, they will have to find proper pictures and audio files to integrate the texts. I imagine also a sort of peer tutoring Rosário Sá Pinto Rosário Sá Pinto I believe I would define different types of activities for the two groups. I would also promote peer work joining students of a higher level with those who show more difficulties. In my opinion and from my experience a tutor student can be a privileged tool to catch the attention and reach the interest of colleagues. Students are more at ease and they feel less stressed working with peers because first of all they are talking with or questioning a friend. Sérgio Barroso Sérgio Barroso Tutoring will only be a way to the most skilled “teach” the others their way of problem solving… I would do different activities, letting them choose the process. If the most skilled are more committed to complex intellectual and cognitive exploring, most likely the less skilled would be more creative on the process of researching, analysing and producing results. At least, that’s my experience with these kind of groups. They don’t have to do the same path. sonia bras sonia bras In my classe, physical education, i use the good student to help the colleague with more difficult. Both are happy. Anita, Croatia1.activity:a) Make a strip of children's romance he has readb)Orally present a fragment of a child's novel he has read2.activitya)List and Write Characteristics of Main and Secondary Characters in Child Romanceb to list the characteristics of one of the main features of the child's novel Anita, Croatia1.activity:a) Make a strip of children's romance he has readb)Orally present a fragment of a child's novel he has read2.activitya)List and Write Characteristics of Main and Secondary Characters in Child Romanceb to list the characteristics of one of the main features of the child's novel Ceyda DEMİR Trabzon/Turkey Ceyda DEMİR Trabzon/Turkey I'm a pre-school teacher. I usually do "peer teaching" when there are situations like this in my class. I see more effective learning in my low-skilled students. I'm also trying to support her by giving her personal instructions. I'm trying to teach in different ways instead of uniform training. I try to teach story, music, narrative and art in a very different way. Đurđica Krtanjek, Croatia Đurđica Krtanjek, Croatia Group work is an excellent activity for all students to take part, each according to their abilities. It is important that the teacher adequately allocates roles in such a situation and takes care that all members of the group are equally involved in the work. Răzvan Răzvan It s very Very important to choose your own method of approach to learning. Dilek Erdur Ceylan-Turkey Dilek Erdur Ceylan-Turkey The activity or the task can be completed and evaluated in many ways: h,gh skilled students can be asked to complete advanced or harder parts or practices, low skilled ones can be asked to match, color etc. Luísa Pires, Portugal Luísa Pires, Portugal For example – topic: Reading comprehension of a text High-skilled learners: answer comprehension questions, complete sentences, find synonyms Low-skilled learners: illustrate the text, order pictures according to the events in the text, organize sentences with a summary of the text Tomislav, Croatia Tomislav, Croatia In such a situation the group approach seems to be the best choice. The task development needs to be thorough so that the weaker students can contribute to the solution. But tasks also must be designed to more advanced students do not get bored. Isabel, Portimão, Portugal Isabel, Portimão, Portugal For the less qualified student, i proposed a problem-solving approach, with the student being the issue, from real situations. The activity would be done with a pair, following a script, which allows them to find answer to the problem, and having as main resource the Internet. For the most qualified student, i proposed an inquiry approach to be developed in a group. Students plan a way to respond to the problem, and should articulate contents of various disciplines. Lidija Škrlec, Croatia Lidija Škrlec, Croatia I completely agreewith the third video - we should give our students the opportunity to show and develop their intrests and preferences. Give them the freedom to evolve into a successful adults. The system really needs a drastic change. I would give both groups of kids the same task and let them work their way through it. I believe both groups would find a great solution that works for them. Rui, Portugal Rui, Portugal I like to do group and peer work and mix the students with different abbilities/intelligences. I give different tasks and questions that they need to solve. Helena - Portugal Helena - Portugal I would use a multiple intelligence approach. I would divide the students according to their learning preferences and ask them to do Project work. This way both high-skilled and low-skilled students would be able to use their learning skills accordinmg to how they preferbably enjoy learning. Group work and peer assessment is one of the good ways of coping with such situations. Group work and peer assessment is one of the good ways of coping with such situations. Maria S. Italia Maria S. Italia The third video really excited me. I thought about the expression of some of my pupils when they can't solve a problem or a math exercise. I have a strong intention to look for a system that can allow everyone to give the best of themselves, but I still don't know how to do it. n any class there are stu n any class there are students with different kinds of intelligence and rythms of learning. No student equals to another.Therefore, I would create mixed ability groups – having stronger students working with less strong ones – because through this type of strategy, I would be promoting collaborative work. Besides, students like to perform group work. And I understand why. High-skilled students can give support to the mates who have lower skills. Maybe they have a simpler approach in explaining things. On the other hand, the low-skillled ones would be more at ease in exposing their doubts, difficulties. As for the resources, they could still be designed differently and according to the students in the groups. So, everyone would still be coping with each other. This way the learning process would not be at risk. Isabel Pereira, Portugal Isabel Pereira, Portugal I believe that the Problem-Based Learning (PBL) methodology would work very well in the case of having to customize a learning topic. To each of the students I would give a guideline to the research with initial research questions and space to add their own questions. At this stage, the orientation of the teacher is fundamental. From there, where each one would have a working script built to their measure, acording to their habilities and interesses, and with their contribution, each student would select how to do the work and the resources that would be considered most effective for the accomplishment of the task. At their own pace and according to what they devised for the development of the activity, each student would be guided by the teacher at times when constraints arose. It is also important to support the management of time, resources and informations found during the research. In the end, I would share the work that each one has done. This presentation would be performed by each one and would allow the other student to add data that was researched by another student and which, eventually, was not included in their own research. By giving the studen By giving the students different tasks. High-skilled: to perform a play. Low-skilled: Giving instructions and watch them draw. Luisa Lopes, Portugal Luisa Lopes, Portugal In any class there are students with different kinds of intelligence and rythms of learning. No student equals to another.Therefore, I would create mixed ability groups – having stronger students working with less strong ones – because through this type of strategy, I would be promoting collaborative work. Besides, students like to perform group work. And I understand why. High-skilled students can give support to the mates who have lower skills. Maybe they have a simpler approach in explaining things. On the other hand, the low-skillled ones would be more at ease in exposing their doubts, difficulties. As for the resources, they could still be designed differently and according to the students in the groups. So, everyone would still be coping with each other. This way the learning process would not be at risk. Georgeta, Romania Georgeta, Romania I would use the multiple intelligence theory and ( if it's a new text for language skills) I would divide the students in groups of : readers , ( the ones who are skilled at reading), TV speakers ( the ones who can make the news about the text/ happening), the painters, the sculptors, the singers....etc. At the end of the lesson we would have a nice "round" image of the text, seen from different perspectives. Ignacio, Spain Ignacio, Spain Giving the same topic to every students, I will expect them to complete it according to their abilities. We should not expect all of them to write 200 hundred words in English, maybe 50 for the low ability ones could be enough. Nertila, Albania Nertila, Albania My idea is: Theme of the lesson: Describe the winter The task to be assigned to the student is: High-skilled: Write a 5-6 sentence text to describe the winter season. Low-skilled: Draw a winter landscape In conclusion, the first student reads the assignment, while the second student explains the drawing with his words. CEREN, TURKEY İZMİR CEREN, TURKEY İZMİR I do not find it appropriate to divide students according to level groups. This system contradicts the system we are currently learning. I would prefer giving different tasks for the same activity. I would use differentiated learning that can meet the needs of all the students. Iva, Croatia Iva, Croatia I will divide students into groups connecting students with different interests and skills and give them research task and other different activities so they can choose among them which suits the best to them (their interests and capabilities). Luísa Nogueira, Portugal Luísa Nogueira, Portugal activity 1 (high-skilled leaners: read de activity (chemistry book) and doing some questions about the subject. Then, correct the answers, I provide the correction in MS word. At the end, do a quizz in socrative. activity 2 (low-skilled learners) make a group with this learns, i explain the subject. Then, this group do the questions and correct them, do the quizz in socrative.com. Stefania, Italia Stefania, Italia Activity 1: Reading the stave. Students work with their own devices on interactive apps (NoteDeMusique). In training mode, it allows them to know immediately which notes they have read correctly and which not, and in test mode, it allows them to know how many correct notes they can read in a minute. Each student then learns according to his or her own learning rhythm, concretely verifying his or her own progress week after week. Wow I Assess their work: the students screenshot the test results and send them to me via Telegram, 2 or and times a month. The chats between me and the individual students thus become the portfolio of their progress in the field of stave reading. Activity 2: duration figures The practical learning of the duration figures proceeds in the same way with the interactive "Rhythm Teacher" app. Pupils can't tackle the next level (with the new figure combinations) until they've got "Excellent" in the previous level. When a student gets "Excellent", he takes the screenshot and sends it to me via Telegram. So all students are on the same path, and they help each other when there are doubts and questions. But each one does this path according to his or her own learning rhythm, and checks his or her own progress. Jasminka, Croatia Jasminka, Croatia I prefer working in pairs or smaller groups so high-skilled learners help low-skilled learners and the benefit is double. Once a week I have one hour for giving them instruction and they can ask whatever they want. Conceição Rodrigues, Portugal Conceição Rodrigues, Portugal Example of 2 activities: 1) Divided the students into working groups, so that each group was formed by high-skilled and low-skilled learners. It gave a problem to each group, within the subject that was being approached in the discipline, adopting the Problem-Based Learning (PBL) methodology. Students would have to research in various sources, use ICT, construct objects so they can better explain what they have learned, construct concept maps. Within the group, students would have to distribute assignments so that everyone could participate, taking into account the pace of learning and their skills (soft and hard). Thus, the less qualified students would feel that they are also important to the group's work, being motivated more towards learning, and consequently will develop more advanced competence. 2) Divided the class into groups. The groups of high-skilled learns prepared the class using the flipped classroom methodology, having to present to the class the result of their investigation. To the groups of low-skilled learners, the teacher provided support material (texts, diagrams, videos) to analyze in the classroom context, and scripts where they recorded their conclusions. After all were done, the various groups communicated to the class the results of their work. Līga, Latvia Līga, Latvia I give my pupils learning material in different levels, so they can choose: low, middle, high. I encourage them to decide depending on their ability do the task and how they feel. Jasmina/Serbia Jasmina/Serbia My students are used to do math exercises in pairs, making questions to each other and checking the answers, with explanations. It is always high-skilled and low-skilled learner in pair. Vera Lourenço - Portugal Vera Lourenço - Portugal All the students are different, learn in different ways, as mentioned in the videos, there are different styles of learning and each one learns in a certain way. We must, when prepare a lesson, to keep this in mind, to try to adjust the contents and practices so that we can envolve all the students in order they can learn in a more effective way, since whenever students experience failure, they become unmotivated, frustrated and with feelings of insecurity, apathetic and even disinterested. For the low-skilled students, it would be a matter of providing the students with strategies for accomplishing the task, promoting student success, thus dividing the activity by levels of complexity, starting with giving the easiest and advancing to the next level, giving them visual cues, a model and / or giving clues as to how to perform the activity. I could also promote group activities so that there was an interaction between peers and exchanges of experiences, during the performance of an activity. Likewise, it could ask that the most qualified students be the tutors and help them to solve the activity. I think it is important that all students succeed and feel involved in learning. For the most qualified students, they would try to do activities that were more challenging and that promoted their abilities and stimulated them to think. It would not put the aid in the accomplishment of the task, therefore this would be to promote the equity of the students also. In my classes, usually the most qualified students do more activities than the students with more difficulties, because they are faster and and they do not always do the same activity. Anamaria Ghiban, Romania Anamaria Ghiban, Romania I will divide the learners into mixed groups and assign group tasks and individual tasks, giving the occasion to low-skilled learners to learn from the high-skilled learners and to high-skilled learners to exercise their pedagogical skills. Tugce Kagizman/TURKEY Tugce Kagizman/TURKEY Imagine that you have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do? fatma/Turkey fatma/Turkey some of my students learn best Project task, some of them learn best individual. all of them have different learnng styles such as visual, auditory. group actvies are good option Renata, Croatia Renata, Croatia Some of my students learn best Through project task, and some are readers , and I saw some make mind map. I try to encourage them to learn in groups and try to teach each other. Cândida Passos, Portugal Cândida Passos, Portugal My students usually work in groups. So, they can share their ideas, their ways of thinking and all of them respect the time of each one. In the groups I mix all kind of students. Marina, Croatia Marina, Croatia Often in class I have students who can do more than others. For them I have different tasks, sometimes a small hour project. Not giving them any extra tasks children lose their motivation because they are bored. Renata, Croatia Renata, Croatia To highly qualified students I would set the task in accordance with their capabilities. For low-skilled students, I would set the task in line with their capabilities but also a little above to motivate them to be better. Both tasks would be linked so they had to work together. Murat PAZARCIK,Turkey Murat PAZARCIK,Turkey Studies requiring more detail for advanced students. I plan to learn a common peer with the more basic studies for the weak student and the cooperation of the two at the end. Mª Emília Baptista, Portugal Mª Emília Baptista, Portugal Personalized learning allows to meet the preferences and needs of each student, while the teacher learns to know his students and motivates them for learning. The diversification of methods, strategies and technologies, allows to take into account the different types of intelligence through which students learn. I like my students to feel that I believe in their abilities. I do not agree with the development of an activity for highly skilled students and other activity for underqualified students. Unless students present a mental difficulty. I would present students with the same theme. I would divide them into groups of three or four elements. I would present different subthemes with different sources of information. Each group would work on a different subtheme of their choice. The way to present the work to colleagues would also be decided by the group, according to the different suggestions presented. Another way to put all students to participate in the same theme, but with different subthemes, could be the discussion in rotation. In this case, we would have groups of four students in which each student would play different roles (the communicator; the questioner; the secretary; the timekeeper). I would mix the most qualified students with the least qualified students. I will adapt the materials to their needs. I will adapt the materials to their needs. Cláudia S. Portugal Cláudia S. Portugal In our classes, we have different kind of learners so if we want to "reach " them, we need to diversify the way we teach. We must diversify our strategies and methodologies to help them to learn and to keep their knowlegde through life. for example, for low-skilled learners we can show pictures about a specific topic (clothes, for example) and ask them to associate the pictures with the name of each clothes (words given /written on the board by the teacher). For high skilled learner we can make them write by themselves thecaption under each picture. Thinking about different types of learners and studying the topic of human rights, students can read a text about the topic and do exercises of comprehension. They can also, analyse pictures and associate them to the articles of the UDHR or to the violation of the UDHR. They can watch a movie about a Human Right defender and complete a worksheet about the movie.. They can listen to a song related to the topic and filling in the gaps. These activities aim at providing a good experience of learning to the students, approaching some of their skills and "exciting" their learning process. Suncezgb, Croatia Suncezgb, Croatia I would prepare different materials and use collaborative techiques (for example think, pair and share). Sandrina Martins, Portugal Sandrina Martins, Portugal After verifying the different forms of learning, I planned different paths for the teaching of contents. I had a student who did not like being in school at all, but he liked to listen and create music. One day I challenged him to rap about concepts related to volcanism. While others presented more formal work - written research, posters, power point presentations - this student sang to the class while a classmate did beatboxing! It was fun for everyone and the student was able to show the best of himself! Hümeyra/TURKEY Hümeyra/TURKEY I will make a different student groups. High and low skilled students about their abilities. Than I will give them topics, exercises or different activities that engage students of different styles. At the end of work I will bring them together to talk each other. Peer based learning is a good choise. Milijana, Serbia Milijana, Serbia In the case of different student groups, about their abilities, regardless of the number of activities, they created specific learning scenarios. Olívia, Portugal Olívia, Portugal I think we all have to address the problems of mixed-ability classes. I try to find different strategies of introducing and practising the topics, using different resources and strategies, so I can reach all students with their own different ways of learning. For example, I will give them two or three level activities, according to their own abilities and sometimes I also put them in groups to solve the questions. I use peer learning and active methodologies. Elizabeth, Malta Elizabeth, Malta As an LSE, I make any adaptations that my student may have in subjects were they have difficulties. In past years, I have had students who do not follow the class curriculum at all, and will require to have an Individualized programme drawn up for him/her for the thorough scholastic year. However, I also notice that teachers do cater for those students who are not following like the rest of the class, and have their class work adapted or given less work as opposed to the rest of the class, and the same is done for homework. Conchi C., Spain Conchi C., Spain I will propose them to make goups of two or three children in order to have heterogeneous groups. Then, they will start doing the activities and I will observ how do they work. If any group doesn´t march at all, we can change children. Eleni, Greece Eleni, Greece I have learning material that addresses 3 levels: low, middle, high. I ask all my students to deal with the low level exercise and then to choose on their own among the middle and the high level exercise. I encourage them to decide depending on how they assess themselves and how they feel. Catarina Isabel Brito Catarina Isabel Brito In a way, today it is easier to personalise a learning task because some book support gives us an example of the same activity for the two kinds of learners ( high -skilled and low - skilled learners). However, it is very difficult to do that within a class of 30 students! How can a teacher give individual attention to all of them? In my opinion, in these situations the best thing to do is to form groups with different learning levels. Even if they have different tasks within the same topic, the strongest students may help the weakest ones Maria Brauchle, Bulgaria Maria Brauchle, Bulgaria I would split the students in groups and use IBL. The groups would be mixed with the two kinds of learners. Serenella Silenzi Macerata Italy Serenella Silenzi Macerata Italy I would involve them into a pair work/peer learning activity (i.e. problem solving) with a different role. They could share different types of material (tailored to their different forms of intelligence) and responsibilities in order to find a problem solution and construct a common product. Celeste Simões, Portugal Celeste Simões, Portugal Well, first of all, I would need to know what type of learning task this was. Without knowing it it’s difficult to think of adapting the activities. So, I guess the question is a bit vague… Secondly, I don’t really understand what you mean by “high-skilled” and “low-skilled” learners. If we believe that all students are different, have different learning styles and interests, then what does it mean to categorize students in this way? Aren’t they all skilled? The skills they master are the only thing that can change and differentiate them. So, I don’t feel very comfortable using these terms Still, trying to answer the question: I would try to adapt the activity to their intelligent type – having them move around the room, if they are kinaesthetic learners, for example, or listen to a song and fill in gaps, if they have a musical intelligence. These are just some basic examples, really, as there are numerous possibilities depending on the learning task you are assigning. Irena Peček, Croatia Irena Peček, Croatia WRITING TASK - high-skilled learners: a detailed essay on the given topic - low-skilled learners: a guided writing composition on the familiar topic SPEAKING TASK - high-skilled learners: discussions, debates - low-skilled learners: more preparation and rehearsal time with a sheet with simple guidelines merve kapcı/Turkey merve kapcı/Turkey Firstly, I try to understand which intenlligence do they have . I do some quiz for them . High-skilled student probably have many skills. But low- skilled student can have some difficulties when he express himself .So I support and encourage student. Marialena, Greece Marialena, Greece 1) I would pose questions that provoke kids to realate new learning stuff to their lifes. 2) I would observe my kids to find out their very personal unique way of expressing themselves. I would then design learning activities that require students to act in mlultiple ways to complete them. In every given chance, I would support and praise their efforts. I will give them different materials and different methods and I will bring them together for collaborative work. (peer to peer learning) I will give them different materials and different methods and I will bring them together for collaborative work. (peer to peer learning) Emilia A./Romania Emilia A./Romania I need to take into account their style of learning, what type of learner is the students.Students' interests are also important factor when designing a task/activity. For high-skilled students I would give a personalized composition -writing a story on a certain topic and to low-skilled students -to write some sentences using some prompts/visuals. Aiste, Lithuania Aiste, Lithuania I will form groups with diferent learning skills. In that way students with high learning skills will improve their knowledges helping other students with lower motivation. Maria Antónia Brandão PT Maria Antónia Brandão PT Heterogeneous grouping is a method of placing students of different skill and ability in classrooms together. Heterogeneous classrooms present different challenges for teachers. The teacher has to try to be sure everyone in a heterogeneous classrooms is being challenged and learning. Heterogeneous classrooms may help students who have social anxiety or learning disabilities to learn much-needed social skills . Elisabete Pires Elisabete Pires I believe that active methodologies are the best way to personalize learning tasks. I start with a survey about the theme of our lesson that the students have to see or read. For example, the students have to see a video about a grammar topic and understand the past tense. After that, I have activities for the students who understood and he has to apply the grammar in the specific text that he wrote. The other students, who couldn't understand, I ask another student to explain him the topic grammar or I try to explain him using an other way/form. Elif Buyukuysal /Turkey Elif Buyukuysal /Turkey I would give high-skilled student a more detailed research consisting of more knowledge, and as an assesment -writing a paragraph about it. And for the low-skilled learners I try to figure out the activity and clear explanations consisting of not detailed information but making it with games. Marta, Spain Marta, Spain I am language and literature teacher. I believe that audiobooks are an excellent oportunity for kids who doesn't like read in a "traditional" way. In fact, oral transmission is the "traditional" way for stories. Unity bring us strength Unity bring us strength Even if we have students with different levels of understanding - at least apparently - I believe that by proposing an activity for them to develop together, we can try to get to know them better, in order to challenge them to solve a problem together, each using their better skills, aesthetic, numerical, etc.) Farah, Lebanon Farah, Lebanon I think I will give the same activity for both kinds of learners, but I will add some guiding questions for low-skilled learners. Also, I will design my activities in such a way they are tailored to visual, auditory and kinesthetic learners. HI,I amsofi D ,Greece. HI,I amsofi D ,Greece. Ithink that we can teach anythink by using simple words and making groups of learnersthat is the key for more motivated learning. Sylwia, Poland Sylwia, Poland In class each child has different background, has different learning styles. I'll give them different activities that engage students of different styles. I'll also encourage them to work in groups Hale Şenbaş, Turkey Hale Şenbaş, Turkey I would adapt the activities to different learning styles. One of them would be more linear and analytical, the other more creative. I could also make them feel free to choose among activities but allowing peerwork and groupwork would help them deal with the activity which they thought was beyond their depth. Edurne Andrés Crespo, Spain Edurne Andrés Crespo, Spain Firstly, I would study if the learning experience would be better forming homogeneous (all the members of the group are high-skilled or low-skilled) or heterogeneous (mixing high-skilled and low-skilled learners) groups. What would be the best in order to reach our learning objectives? If groups were homoneneous, the different groups would face the task from different levels and we would have to adapt it to the different levels and abilities. If groups were heterogeneous, high-skilled learners could help low-skilled learners and they would have the opportunity to share their knowledge and experiences. Besides, in this case, high-skilled learners would put themselves in low-skilled learners´place and viceversa. It would be an enriching experience, too. Maria Zélia Nunes - PORTUGAL Maria Zélia Nunes - PORTUGAL An important aspect is the decision regarding the formation of learning groups (cooperative activities). I consider as criteria: the "level" of skills and learning needs. Is the best option to constitute homogeneous or heterogeneous groups? It depends on the learning goals. In one case, the learning situations of the two groups are different in complexity, considering the learning objectives; in a second case, the situation may be similar but the students' goals will be different. The feedback information will also be differentiated.Learning situations should be as challenging as possible (not so difficult ... nor too easy ...), being able to guarantee learning and motivation to do more and better, the most skilled, as well as the less skilled. What is important is to alternate the characteristics of the groups, depending on the subjects and needs. The purpose is that both groups learn more and in a motivated and effective context. Josip, Croatia Josip, Croatia I think that I would prepare different activities for students and make them learn in pairs or groups with different time schedules. They would work together and help each other. Ivana, Croatia Ivana, Croatia I would ask my students to work on a project in groups. There would be different tasks with different levels of difficulty so the students can choose the activity which suits them best (reading, writing, drawing, presenting their work...). High-skilled learners can help low-skilled learners. Seher , Ankara Seher , Ankara The term personalised learning does not really make sense, because really all learning is personal. Personalised instruction is trying to imagine the greatest amount of ways that you can customise a curriculum to the abilities and the interests of the individual student. – Randy Bass, GeorgeTown University Because of this information we can say that every student has different styles Marta Oliveira, Portugal Marta Oliveira, Portugal I would try to establish different learning stations, so that students would rotate between them and experience different activities, skills and materials. Tutoring time can also be very helpful. In this way it is possible to understand different learning styles and abbilities as well as what methods and materials can be used to reach to each student. peer work can be really helpful peer work can be really helpful Ivica G. , Croatia Ivica G. , Croatia As long as the ss work in groups and work collaboratively, they can find a suitable role according to their learning styles for themselves. Mirela, Croatia Mirela, Croatia Since I teach iterature I noticed that not all chldren like to read novels. So, my idea for the activities would be to have high skilled learner (the one who loves to read and can read without any problems) read a whole novel and low skilled learner (the one who doesn't like to read) only summary of it. Summary would be good enough because we could discuss ideas of the novel even if students don't read entire novel and maybe if they are not forced to do something that is very hard for them they would feel less negative about reading and in time they would read whole novels too. Yasemin Tekbaş, Kahta, Turkey Yasemin Tekbaş, Kahta, Turkey I would try to use peer assistance. Laura, Italy Laura, Italy When planning I would think about a cooperative work (expecially pair work), then I usually encourage the students to help each other and to learn together. I would observe and monitor the progress of each child to figure out different types of acrivities and strategies to help both students in learning. Daniela, Malta Daniela, Malta In class you always have to cater to different types of students. It is not just a matter of having students come from different backgrounds and with different characters. Students have also different learning styles. For a teacher this might seem very difficult and unfortunately the system and the curricula sometimes force the teacher to use a one size fits all approach. In my class to reach as many students as possible I use learning stations. Students rotate from one station to another and carry out different activities. In this way, students are engaged in different activities that engage students of different skills. Such an activity also allows students themselves to recognize how they learn best. Anita, Croatia Anita, Croatia As I teach Math, I do this regularly by giving students different tasks. Cristina Elena Voicu - ROMANIA Cristina Elena Voicu - ROMANIA I think the best way to help students develop their skills is to work in group based on multiple intelligence theory. Every student can bring the best skills in the group - logical, spatial, musical etc. And to use rubric for the group not individual. Because each contributed to the solution/product with their best skills. Ezgi K. Turkey Ezgi K. Turkey Firstly I try to figure out their learning styles. After this I choose the proper materials or methods for each of them. I know , I have to teach them same topic but if I have enough time, proper space and tools it is not difficult. But it is said that like in second video the cirriculum and the system does not allow you to try different ways Maria Anversa Grasso, Italy Maria Anversa Grasso, Italy In order to empower the different types of intellingence, I will make use of the "cooperative learning" and "learning by doing". Dividing the students in mixed heterogeneous small groups , I will lead them to produce different products according to different tasks that range from practical activites in the Lab to study cases and problem solving activities. In this way the same topic will be analysed from multiple points of view. Cristina Antal, Romania Cristina Antal, Romania I believe working in pairs or groups helps a lot. Thinking to the multiple inteligences, each student may be a power for his/her mates or for himself/herself. İLKNUR GÖZERİ İLKNUR GÖZERİ I think personalized learning is essential for learning to learn.A teaching environment such as a classroom needs to be flexible to raise awareness of multiple intelligences.We need to use multiple methods or change our methods according to the topic and tasks.Our students can participate in projects they chose to proceed.They can also have pair or group workshops for joining projects.The important point here I think is to teach our students learning to learn.We aren't the source of information.We should be a guide for them to learn more about theır abilities and go through theır own interests.Interesting activities will motivate them and lead them to enjoy the lesson during theır active participation. Özlem ,Turkey Özlem ,Turkey I used a collective and collaborative approach. Each student will have a task and interest. At the end of the process, I expect them to perform a self-assessment about their performance. In their later work, I allowed them to evaluate different tasks with their previous performances and discover where their interests were concentrated. d d Dilek Erdağ Bek-Turkey Dilek Erdağ Bek-Turkey For example; if I prepare a listening activity, low skilled learner can be expected to fill in the blanks with the given phrases or words. But high skilled learners will be expected to fill in the blanks with the words they heard or answer the questions according to the tape script. In some of the activities they can work in pairs or groups. For example they can find a heading to the tape script together. hey can create a poster about the topic. High skilled learners can find slogans, low skilled learners can design the poster. While discussing on the topic yes/no questions can be asked to low skilled learners and wh- questions to high skilled learners. f I had to personalise a f I had to personalise a learning task with two activities for high-skilled and low-skilled learners, I would try to find challenging tasks for the former, for example, helping lower-skilled colleagues evolve, or a task that would make them feel they wer Maria Cristina Rocha, Por Maria Cristina Rocha, Portugal At my school, my classe has mixed goups of students with high and low skilled kids. They learn and teach simultaneously. Sometimes they are masters, other times they are disciples, in a sort of speach. We never know everything, and I am alwasy saying that I can always learn from them and always be mistaken for a while. This kind of approch helps my students not to be afraid of being wrong and as for help also. I usually prefer to have mixed high and low skills kids, because they can help each other and explain in a different way. Sometimes I need to make different tasks and they a high-skilled student can work alone or peers in autonomy, by themselves, while I can give some support to low-skills students. Rute Vieira, Portugal Rute Vieira, Portugal While planning the lesson, I would considerate the students´ knowledge. I would create activities or give students tasks according to their needs, learning goals, and personal interests. I would also create activities to promote group work, where collaborative work and sharing knowledge, were the most important aims. Sandra Mendes-Portugal Sandra Mendes-Portugal First and foremost I believe that having students sharing their interests is a good start, and as we've been studying, we can get to know them better and choose the best strategies to teach, which will lead to better learning experiences. I'd ask students questions about their interests or even present them with a quiz about it and afterwards I'd prepare a list of activities for them to choose, that way they'd be more free and in charge of their learning tasks. High-skilled learners could be in charge of presenting chosen topics to the class the way they'd like, low-skilled learners could be in charge to develop more practical and creative tasks. Mixing them in groups would also be interesting in order to promote collaborative work Nihan Nihan As long as the ss work in groups and work collaboratively, they can find a suitable role according to their learning styles for themselves. selma meral- selma meral- learning activities in accordance with one's abilities makes them more successful. In particular, the practice and selection of cooperative learning method allows them to be successful. Andrea. Portugal Andrea. Portugal Ana Ana The main action of teaching is to know your students and their abilities. Then,accordingly,adjust and personalise the learning process as much as possible. João Nunes, Portugal João Nunes, Portugal If I had to personalise a learning task with two activities for high-skilled and low-skilled learners, I would try to find challenging tasks for the former, for example, helping lower-skilled colleagues evolve, or a task that would make them feel they were collaborating with those around them. As for low-skilled students, I would try to understand their interests and give them a task related to those interests so they would feel more motivated to do the task and more engaged with their learning process. I believe that if students feel they are participating and, in a certain way, chosing their learning path, they will be more successful, either at school or in "real life". Feri Yaman Feri Yaman Aydın/Turkey I believe in the importance of learning and learning through cooperation. Separate different cultures from preschool and education accordingly. Determining the way the child learns is half of the knowledge of the teacher and the biological learning. Angelamaria Galderisi, Italy Angelamaria Galderisi, Italy If I had to personalise a learning task for high-skilled and low-skilled learners, I would ask the former to engage in a flipped classroom performance and the latter to do some reinforcement exercises. Harun CEYLAN/TURKEY Harun CEYLAN/TURKEY If I give an example from my own lesson, it is a fact that every student does not have the ability to make painting. Susana Peixoto, Portugal The biggest challenge for a foreign language teacher is to plan motivating lessons for a multi-level class. If we focus our attention on advanced level students we will inevitably lose the interest of beginner level students. On the other hand if we teach the basics the advanced student isn’ t learning anything new, will get bored and we will not allow them to progress. Students have different learning styles and interests as well and combine them is a tough task for any teacher. A concern with teaching the multi-level class is holding everyone’s interest and meeting everyone’s needs, no matter their level. A good strategy to personalize a learning task is to create different activities according to the students’ level, for instance if I show them a film or video I can ask a high-skilled learner to summarize the story or write an opinion text about it and to the low-skilled learners I will ask them to fill in a cloze text with some given words in order to summarize the story and then answer a true/ false exercise. I also like to promote group work where students students of different levels can help each other in order to accomplish the given tasks. This way students can develop collaborative work and the weakest ones will get a sense of achievement. Susana Peixoto, Portugal The biggest challenge for a foreign language teacher is to plan motivating lessons for a multi-level class. If we focus our attention on advanced level students we will inevitably lose the interest of beginner level students. On the other hand if we teach the basics the advanced student isn’ t learning anything new, will get bored and we will not allow them to progress. Students have different learning styles and interests as well and combine them is a tough task for any teacher. A concern with teaching the multi-level class is holding everyone’s interest and meeting everyone’s needs, no matter their level. A good strategy to personalize a learning task is to create different activities according to the students’ level, for instance if I show them a film or video I can ask a high-skilled learner to summarize the story or write an opinion text about it and to the low-skilled learners I will ask them to fill in a cloze text with some given words in order to summarize the story and then answer a true/ false exercise. I also like to promote group work where students students of different levels can help each other in order to accomplish the given tasks. This way students can develop collaborative work and the weakest ones will get a sense of achievement. SERAP SARI(TURKEY SERAP SARI(TURKEY I would prepare papers with different parts which would address to both kind of learners. Diana Pádua, Portugal Diana Pádua, Portugal After a diagnosis of what the two different types of students know about the specific topic, I would use different types of activities and different strategies. However, we should bear in mind what it means to be a high-skilled and a low- skilled learner. Actually, a student can be high-skilled in a specific area and low-skilled in others. I normally use mixed ability worksheets. As for the weaker Ss, I use lots of matching exercises, fill-in the gaps, types of exercises which don’t require much written production. If I want them to write a text on a specific topic I give them a guided task with examples, and chunks of language they can use. I try to scaffold the activity with easier instructions in the beginning. To check Ss’ understanding of a concept, problem or process, I would describe or illustrate it in multiple ways, using pictures, videos and slideshows or having a high-skilled student illustrate and explain the concept on the board. Of course, the needs of the high-skilled Ss mustn’t be forgotten and they should feel challenged. For those I would use more complex and demanding tasks, I would ask them to write more freely and give their own opinion on the topic. I also think collaborative work is very useful to deal with these differences in class. Mixing students with different skills, levels and needs is a good strategy. Having the high-skilled Ss help the weaker ones is a good strategy which will help both types of students improve their skills. I would say that, no matter what kind of activity you choose, the aim should always be to help all students be successful. Maria, Portugal Maria, Portugal When planning I would articulate what students already understand with the learning goals. That is, I’d have to give different activities or ask the students to do different tasks appropriately paced, and appropriately varied and challenging according their skills and needs and experiences. Probably while some would have to cover a smaller amount of curriculum content others could explore it in greater depth and detail . I’d implement also some collaborative and cooperative activities as well as pair and group work activities. María de Arriba (Spain) María de Arriba (Spain) On the blackboard they write what they want to learn more, then we organize the contents and they prepare a presentation, a book, film, song... they love related to its favourite theme and they show to the class. Hakan TATLI Hakan TATLI Talas Kayseri I'd set the common interest of the two. I would choose a cooperative project that would fit these roles. Like reading books or planting flowers. Maybe someone explains, the other is good at drawing. Maybe listening to music or playing a computer is a common point. Clara Vitorino Clara Vitorino I would use the flipped work as a strategy. I would ask the more qualified student to research on the topic and make a small presentation to class. Then I would give some exercises to class and would ask the more qualified student to sit besides the less qualified to help him when he needed – depending on their age I would be near them or would give them more space to talk alone. Teaching between equals is the best way in my opinion. Maria Pinto, Portugal Maria Pinto, Portugal The question is relevant and should be part of the teacher's day-to-day life: no student equals another. That's why the solution lies in working with small groups where cooperation helps you learn more and better and faster, because we all learn from everyone. It will also help to have a set of different resources (in activity files / scripts), in which the learning process can be done at the learning pace of each one, being able to have the help of the teacher or colleagues. 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Cinzia Fontanive, Italy Cinzia Fontanive, Italy I usually have students work on the same topic in mix abilities classes using cooperative pairs or little groups in which I mix abilities in order to have high-skilled and low-skilled students working together and helping each other. it is usually successful. To help weak students I usually use technology to anticipate topics by sending them videos or mindmaps on the virtual class we have. Antonija, Croatia Antonija, Croatia I would organize group or pair work dividing the students and activities according to their abilities. The tasks would be created in a way that both kinds of learners can solve them. Ana Santos, Portugal Ana Santos, Portugal I think that collaborative work can be the key to solve this problem. The high skilled learner can improve his profiency by helping the other student and will be able to refute and correct any mistakes made by the low skilled learner. At the same time the low skilled learner will understand better the concepts because the language is more similar. Aleksandra, Croatia Aleksandra, Croatia I will prepare task for work in the pair. The high-skilled learner will try to solve the problem and low-skilled learner will do what his colleague explain to him what must be done. Magdalena Brzezinska, Poland Magdalena Brzezinska, Poland This is a very good question, actually. I need to do it all the time. I teach 16 students on 16 different levels, and I never know which ones are going to show up in class. I always have a selection of materials from which to choose. I always ask students which ones they'd like to complete. Sometimes I make high-skilled learners and high-skilled learners work together and "complement" each other. Döndü,Turkey Döndü,Turkey If the ability to have something to do with the low field, I would try to improve it. ability to develop oneself more magine that you have to p magine that you have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do? Sabine, Belgium Sabine, Belgium They would all receive a theoritical subject to read and try to understand alone, then would form groups of two (one who says he/she can explain, one who says he/she can't) and work on the lesson so that they both understand it. Than they would receive exercises, from easy to difficult, make them alone and than gather again to hear to the other's solutions. Đurđica, Croatia Đurđica, Croatia I would prepare two different activities for students. They would learn in two groups with different speeds and different tasks. At the end of learning they would present their results. Štefica, Croatia Štefica, Croatia I'm a teacher of technical culture and ICT. In computer science, especially when programming tasks are involved, highly- skilled learners solve harder tasks because these tasks are challenging, and low-skilled learners solve are easier tasks because they are successful in doing so. Panagiota Malamou, Greece Panagiota Malamou, Greece I will use collaborative learning. I will find an attractive theme which is going to contain activities for the both students. Mara Machado_Portugal Mara Machado_Portugal In the classroom it is very important to respect the rhythms of each one but it is equally important to foster collaborative work. In the execution of different activities it is at all pertinent that the groups are heterogeneous. In the concrete example of an activity, in the experimental determination of the speed of sound in the air, for the most qualified students only made available the materials / equipment necessary to determine the value of the speed of sound in the air, under the conditions that existed in the laboratory. In the case of the group of students less qualified beyond the availability of the equipment would provide them with an experimental protocol, which included the step-by-step tasks to perform to obtain the speed in the sound in the air under the actual conditions of the laboratory. Eugénia Abreu - Portugal Eugénia Abreu - Portugal The personalized learning is based on different tasks for every student. All students are different and therefore have different needs. The practice of personalized teaching or learning will be more successful when it is directed towards the tasks/activities the student do and according to the pace at which the progress within a topic unit. However we shouldn’t forget that with this type of teaching brings more work for us as teachers and leaves us with less time to dedicate to every single student. We ought to take into account the organization of the classes into various groups so that we don’t exaggerate with the amount of work. Concerning the question in this specific task, in both cases, either with high level students and lower level students, we have to take into account the pace at which each are able to work, their characteristics and their personal interests. I would put the standardized activities aside and assessment would be done continually, by using observation grids so that we could register the progress of each student. I would also implement, in both cases of students, project work within different subjects. These types of projects help students to understand more complex concepts and promote the development of other skills like creativity, leadership, solving problems and the “know how” of working in groups. These activities should be developed in different dimensions and areas: at school, physically, socially, emotionally and culturally. They could be developed by handling with different technologies and therefore these two groups of students would be able to control their time, their environment and their pace of learning. As you can see, I would never implement different strategies for each, I would rather differ the way of applying, of developing and of course the assessment, too. Marta Martins, Portugal Marta Martins, Portugal It would start by constructing the task, starting from a previous survey of their potentialities / difficulties, interests and learning styles. As a mathematics teacher, in the case of highly qualified students, i would choose to create an activity that would allow them, in an autonomous way, to progress in learning a certain content. For example, by using tablets, students would have to perform a set of tasks, which could be done by viewing a video about the content to be studied, followed by a set of interactive exercises, organized by increasing level of difficulty, using the principle of gamification, through which students could, in real time, assess their progress and the teacher, in the end, get the results of their performance. The activity could culminate in a task of investigative character, related to the subject under study and developed according to the interest of the students. With regard to the low-skilled students, i would seek to give them more individualized support, tasks more directed to their difficulties, using materials that they could manipulate and construct. The use of the tablet, would also be a possibility, but with exercises appropriate to the difficulties identified. In this way, the two types of students, each in its own rhythm, can go further. Tina, Croatia Tina, Croatia One activity would be working on a digital tool. A high - skilled student would make a lesson through a tool nearpod and more difficult types of tasks - open type answers, comparisons, quizzes. Low- skilled learners will work in "learning apps" tool, doing the same thing through simple tasks - joining couples, easier questions. The second activity would be a pair presentation. Student with great abilities would be able to make a presentation, and a low - skilled student would look for picture examples, video examples, and listening examples. Rebeca, Spain Rebeca, Spain I would encourage the strong points of every child in order to work together, to take advantage of them using cooperative learning. Ana Pereira, Portugal Ana Pereira, Portugal I would start by knowing better the characteristics, the interests and the skills of the students, since only then would I be able to adapt the activities to their profile. Thus, I could provide different resources (written text, video…) and ask different activities. I could ask a student for a written activity while to the other student would request an oral presentation. I could give more time for the task to the less skilled student. I could also encourage peer work, collaboration, so that both benefited from the perspective of the other and in this way, enriched the knowledge gained on the subject. NIves Bogdan, Croatia NIves Bogdan, Croatia It could be activities in group or working in pairs. It will definitely be cooperative activity Sunčica, Croatia Sunčica, Croatia I would choose a collaboration project where the two of them could decide on the roles they want to take in the project. Maybe one likes reading and browsing on the Internet, and another one writing. Maybe one is good at explaining, and another one at drawing. I am a biology and chemistry teacher, so there are plenty of subjects to do it this way. Dorota, Turkey Dorota, Turkey Depends on the task, but in general I would differentiate the task/instruction so the same task would be done in two different ways, easier (for low-skilled learners) and more complex (for high-skilled learners). I would also use the group work, so the students could help or teach each other. Maria P., Greece Maria P., Greece I am an IT teacher and very often I have to deal with two (or more) kind of learners. What I do? I personalize teaching methods very often. I give space to activities with different stages of autonomy. All students work in the same “subject” with different levels of difficulty or using different materials. For example, when I teach how to make a presentation, my students have to create a presentation about something or someone who like or admire (a city, a football player, a singer, an actor…). From the most high-skilled students I expect a presentation with images, text, colours, animation but from others I am satisfied with a more simple presentation with images and text. Very often I spend time with my students who need individual attention. Simona Mona / Romania Simona Mona / Romania I would make mixed teams of high-skilled and low-skilled learners and ask them to express one another's views and views on issues; will be in the position to learn from each other and to seek out solutions that are not known by anyone of them. Okan Okan It can be a cooperative activity in order for them to share. a quiz or a game using ka a quiz or a game using kahoot, Socrative or Arlete Leitão, Portugal Arlete Leitão, Portugal As teachers, we all know that some students can be very good at some subjects but struggle to be able to learn others. For instance, some have a great aptitude to learning exact sciences and numbers, others to learn languages, others excel at playing a sport or at dancing or at playing a musical instrument, etc. This happens because they have different types of experiences, interests and intelligence. Personalized learning is the best way to reach each student. When I teach English as a foreign language and as not all students have a linguistic intelligence, I try to use different kinds of texts, images, videos and audio texts. So, when dealing with, for instance, the Past Simple of irregular verbs, why not let kids choose the best way to learn it? A student who is really interested in music (and has a musical intelligence), to choose a song in English he/she likes, in which the verbs are in the past and then choose how to present it to the class? And, what about the ones who have a creative intelligence? They can invent a story and tell it to the class. Or why can´t others create a quiz or a game using Kahoot, socrative or Google docs? Besides, the help of technology can allow us to spend less time teaching and more time engaging our students. Aysel YILDIZ, Turkey Aysel YILDIZ, Turkey I would like them to develop their strengths and weaknesses that enable them to discover each other's strengths. In this way, I would ensure that they were respectful and confident to each other without losing their self-esteem. Because it teaches one to learn peer learning, the other is motivated in two dimensions because it teaches and I would reward if necessary. Nurcan Değerli / Turkey Nurcan Değerli / Turkey I would prepare different activities for both students but I would make them work in the same group. For example , if one of them is good at drawing he/she draws , if the other is good at speaking he/she tells what they did. TUĞBA DUYURUCU TUĞBA DUYURUCU TURKEY I do a group activity on a topic that will attract both of them.. matters is how we approac matters is how we approach to them. The way we plan the same subject according to the way they learn will Maria Giuseppina Giammetti Maria Giuseppina Giammetti ITALY I work in cooperative learning or through a peer education giving the same task and encuraging research by the work in group..certainly the evaluation will be on parameters that consider the skill of each individual student. Gulum, TURKEY Gulum, TURKEY I would let them study in the same group, with differnt tasks. Abdullah K Abdullah K Abdullah Korkmaz, Abdullah Korkmaz, Abdullah Korkmaz Abdullah Korkmaz I don't think being high-skilled or low-skilled matters. The thing that matters is how we approach to them. The way we plan the same subject according to the way they learn will make the double success. Gülümser Şentürk Akkoyun- Turkey Gülümser Şentürk Akkoyun- Turkey if I had to teach the same achievement, I would prefer teaching in an individualized way. Based on the individual characteristics of the two students, I would try to teach about the game, the working activity (for the development of friendship), abundant observation, video, presentation, discussion, decision making, and to what extent the product will work and use. even if they cannot learn at the same speed they can develop ideas. Drazenka Kuzman Drazenka Kuzman I would designe different activities trough group work so that high-skill learners support and help low-skill learners. Yasem,n , Turkey Yasem,n , Turkey First of all; I would divide the tasks into learning stations according to their interests. Second, I would prepare pairs which has high and low skilled learners. Then I would tell the students to work in pairs in each station. Finally, They would learn the tasks easily and collaboratively. Rachel Rachel I would focus on what excites them and what they have interest in. This way, they will learn the same topic at their own pace. Maria Natália Couto, Covilhã, Portugal Maria Natália Couto, Covilhã, Portugal Though I don’t feel very comfortable referring to students as high-skilled or low-skilled learners, I acknowledge that there are different styles for learners and some are more at ease with thoroughly and guided instructions whereas others respond a lot better to other stimuli. This is the clay humankind is made. The variety in learning styles makes the groups richer and more challenging. Having said that, and what I do pretty often is sitting students to work in groups where each learner has a special role and responsibility grounded on his/her intelligence type and level of proficiency as I teach EFL. The kind of activities I usually use is a webquest, in which students must collaborate and help one another to achieve a final goal. As a teacher I would (and usually do) monitor the progress of the work carried out by each group providing the necessary support whenever required or need. I would probably (and often do) ask them to prepare a roleplay or something alike to present to the class. This kind of activities usually engages the majority of students. With the huge classes I have (30/31 students) it becomes virtually almost impossible to get ALL of them on the task or the subject. This is actually my experience. Dumitru Moldova. Dumitru Moldova. It is possibel do realise such tasks only through team-teaching. Ana Perak, Croatia Ana Perak, Croatia I need to know how my students learn and what thay want to do. I teach Geography, for example, we can explore our place in a way we go outside and learn or by using ICT. Some students like to go outside and make photos, some prefer using interenet and make presentation.High-skilled students can work without my help, but I need to help low-skilled learners. Inma, Spain Inma, Spain Ioup. have an heterogenous group. They are very different from each other. Some are really skilled,fast finishers who demand lots of extra activities. Others are in the back row and lost. The third group is very low-skilled who need a support from a teacher who comes into the classroom once a week.The rest of the days I deal with all of them. In the maths lesson I ask them to work in collaborative groups where they can help each other no matter the ability they have in the subject. I adapt the concept I want them to learn to their capacties. The high skilled-ones teach the low-skilled ones as if they were real teachers. The result is that students get motivated and are really engaged in the tasks. Cristina Santos Cristina Santos Instead of having two different tasks for different students, I will have two tasks for all. I would start with the easiest activity and put the students working collaboratively because I think everyone have some skills to share and contribute to achieve the goals of the task. After I will use some games or web tools for the hardest task, so the low-skilled learners can be motivate and, with some help of the high-skilled learners, they could start to understand and, above all, they want to understand. So they will be motivate to taking part in the learning process. Ana, Spain One of the keys to get personalized learning is just to listen to the students before programming activities. Ana, Spain One of the keys to get personalized learning is just to listen to the students before programming activities. Mar7kan Mar7kan Naide Baştuğ,BURSA TURKEY Naide Baştuğ,BURSA TURKEY No matter what the subject is, every child has something to do.organize topics according to their interests and abilities.it doesn't have to succeed. but having an idea is important. Nina, Croatia Nina, Croatia In order to achieve the set learning goals, we can adjust the difficulty of each student's task individually. That is especially achievable in the subject that I teach (Informatics), because we can take a lot of different paths and get to the same end goal, by using different examples and tools. In the end we will have achieved the set goal, though on a different level of completion, both adequate to the level of skill that each of the students has. Imagine that you have to Imagine that you have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do? ana freire Portugal ana freire Portugal I will put a simpler activity to low-skilled students. Manuela, Romania Manuela, Romania I have to communicate more with the students, otherwise I would not know what they want Anabela Aguiar, Portugal Anabela Aguiar, Portugal I think I would do what I normally do in my classes: have them work collaboratively to solve the challenges together. I think it’s amazing the kind of motivation that collaboration among students in different stages of learning may bring both to high skilled and low skilled students: the first reaches a deeper understanding by helping the latter, while the low skilled student normally welcomes the help of his peers. Jasenka Kuljak, Croatia Jasenka Kuljak, Croatia They would work together because I believe that each of them has the skills and knowledge that one can share with the other. gonca esendemir gonca esendemir for high skilled leaners ı would prepare an activity that promotes students' problem solving skills, and for the low skilled learners I would prepare an activity that asks for identification from a given case study. FilipaGFM, Portugal FilipaGFM, Portugal I would probably try to engage both students and their different tasks; in that way, they would help each other concluding the activity. Let's imagine preparing a video about teenagers' problems: the high-skilled student would prepare/write the script, while the low-skilled would take over the filming. Elisabetta, Italy Elisabetta, Italy I'd try to prepare activities in which both groups can contribute to the success of the activity itself, using games or maybe digital apps that can help a cooperative work. Gabi, Czech Republic Gabi, Czech Republic I’d try to connect these two kinds of learners. Collaborative learning is very useful and I’d use collaborative learning activities to encourage students to learn together and help each other. Ester Degennaro,Italy Ester Degennaro,Italy I would use cooperative learning centred on group activities, which is effective both in promoting school learning, empowering life skills and can stimulate different bits of intelligence and different styles of learning. It is, therefore, an adequate response to create an inclusive environment, as it is based on the principle that each member of the group, with his or her own peculiar and special characteristics, can contribute to the learning of all and each one can become a resource for others. Lídia Mota, Portugal Lídia Mota, Portugal It´s hard to personalise learning when you have 200 students, tree different levels and lots of themes to work with few times. But i will try, I imagine my students of 8th grade must learn the concepts related to the distribution of people in the world. The two activities where similar, for example, the information of four countries, the area and the total of the population, and they needed to calculate the density of each country, in the low skilled learners i put an example of how they do that and an exercise of filling spaces. Manuela, Romania Manuela, Romania I definitely plan two activities, one for those with special abilities and one for others. Each of the two activities should be appropriate to the qualities of the students they are addressing. Filiz Bilici/TURKEY Filiz Bilici/TURKEY I planned two different learning events. I would prepare my lesson plan in this way and try to be effective. Alex_PT Alex_PT I would definitely use technology, for example, differentiated blogging tasks. The integration of different media in blogging makes it easier to engage and reach all pupils, all learning styles or the differences in individuals’ learning; class(room) blogging can also be differentiated to meet the pupils’ needs, since the assignment possibilities are endless. Bearing this in mind and since I’m teaching now social and environmental issues, namely food waste, I would do the following: In a very straight-forward way, for the low-skilled students I would simply ask them to reflect on their learning so that they would be able to write a personal / reflective blogpost or in case it would be easier, to create a podcast and upload it to the blog; for the high-skilled I would challenge them for a follow-up activity, such as conducting an experiment at home (focus on the amount of food waste and what happens to it) and post their findings and conclusions to the blog (eventually also including tips / measures to prevent home and general food waste). Another possibility would be to ask those students to build graphs / infographics or record a video discussing their data. In this case, by using a class blog, as a language teacher, I’m giving every learner the opportunity to explore a subject / topic in a way that is individually adapted to each one’s skills and needs; in other words, blogs invite participation and have the potential to democratise a classroom since all learners are given the chance of equal participation. Kate, Croatia Kate, Croatia I would try to connect those two kinds of learners. If for example, there are students who like speaking to others and be in the centre of attention, I would let them use that ability to talk to those who prefer listening and writing and consider those types of learning best. Lucia, Italy Lucia, Italy Group work is great to engage different kinds of pupils. Pupils who might not be so brilliant at academic work can be a revelation to their peers, maybe because they are very generous or sensitive or have a knack for technology that some academically clever students do not have. When group work is impossible, I try and provide a variety of stimuli - written, aural, visual... to meet their individual needs. Erkan ERDEN, Simav/TURKEY Erkan ERDEN, Simav/TURKEY It is difficult to find MoNE classes at homogeneous levels of intelligence. However, by discovering the interests and interests of the students in a good teaching class, they can decide what to take. This is not too difficult. It is only necessary to know each student's level of interest, interest and value. If we learn what the student can get, we don't have a problem to blow up every student. Some students like to run instead of flying. Let each student make a bird with two wings and not break their wings. Teresa Cândido Teresa Cândido It depends on what I’m teaching, but when I want students to learn about something it’s always a good idea to join the best students on the subjects with the weakest. That way they can both give their contribution and I believe they can both learn something. Collaborative learning is great! Margarida - Portugal Margarida - Portugal Thinking in these groups separately and also in a very general way, I consider that for the group of highly qualified students, I would prepare a relatively complex activity that aimed at creating something (an object, a project, solving a problem), in the development of the activity, the contents would appear as needs. The goal would be to allow students to use their creativity and choose their way by connecting content from various areas, using the resources they understood, knowing (us teachers) that the students would run into the knowledge we wanted them to learn. For the low-qualified students I also consider the project a good idea, obviously it would have to be a fairly simple project. Presenting a challenge that may be connected to the students' daily lives and that may involve different resources makes the contact with the topic that we want to develop much more motivating. It would have to be a more focused activity that eventually needed to review previously taught content and allow the student the time he needed. If we have a class with these two types of students, we could consider, in specific situations or activities, put the most qualified students to guide low-skilled students. We would, in this situation, promote the development of other skills in students and it is also interesting to see that sometimes students find ways to explain what they have learned, very different from ours. Alex, Germany Alex, Germany So-called low-skilled learners (in the terms of schooling) might be grateful for more scaffolding and guidance whereas high-skilled ones could creatively use more liberties in achieving the task assigned to them. In regards to the multiple intellgences, maybe the low-skilled is only low skilled concerning the intelligences focused on in school systems. So aproaching the task from other directions might be very helpful for them. Roberta, Italy Roberta, Italy I usually work to present the same concept in a different way: sonic, kinesthetic, figurative, graphic catching what children offer me as well Tena, Croatia Tena, Croatia I would like them to sit together so that high-skilled can help the low-skilled learner. Jana, Slovenia Jana, Slovenia I share the theme a learning task in several ways - through photos, concrete material, listening to videos, watching video ... Ksenija, Slovenia Ksenija, Slovenia By using tablets and Internet and app Draw my story: presenting natural phenomena and learning new vocabulary. Cristina Dias, Portugal Cristina Dias, Portugal Having a class of high-skilled and low-skilled learners I would mingle them in groups, lets imagine to build a chair (as I teach crafts), for instance. The tasks would be divided among them, eventually, the high-skilled would make the project with the ideas of all of the group, and the low-skilled learners would direct the construction of the chair, because, most of them have a better spacial intelligence. Because, in my opinion, learning together and exchanging different knowledges is one of the best ways for students to learn and to get all more socially accepted. Voinea Axinte Costica, Romania Voinea Axinte Costica, Romania We had different students in class with different types of intelligence. I've tried to personalize tasks according to their type or intelligence Oğuz YAVUZ, TURKEY Oğuz YAVUZ, TURKEY At the beginning we should keep in mind that each situation and each student requires a specific attention and approach. Then, for high skilled students I generally prefer to challange them with more complex or difficult tasks. However, the low-skilled ones need some low level challange, too. Colloborative approach may even work in this case. Giuseppe, Italy Giuseppe, Italy I normally use collaborative learning activities in these cases. I create three or more groups with different levels inside in. Sudents collaborate to learn together and they help each other in theyr own group by peer learning. This way to work stimulates good practices and team working. Fernando Fdez Fernando Fdez Last time I make groups mixing high and low skills but lower skill students did not participate a lot so next time I will try individual task to improve participation of individuals Emiliana Rufo, Italy Emiliana Rufo, Italy I will use collaborative learning activities to encourage students to learn together, to help each other by peer learning, too. Hatice YAZIMCI ÇALIŞKAN ,TURKEY Hatice YAZIMCI ÇALIŞKAN ,TURKEY I divide the class into groups, and I put students into each group at all levels. So I support peer solidarity.I use material according to student level. ÖZDEN ARAR MERSİN TÜRKİYE ÖZDEN ARAR MERSİN TÜRKİYE I divide the class into groups, and I put students into each group at all levels. So I support peer solidarity. I am preparing material in 3 different mathematics classes. The student can participate in the course by using the material which is difficult. In science, I study the subject at the low-level level. I would like high-level students to prepare a high-level research presentation. Mine, Turkey Mine, Turkey I try to share topics for their abilitis Sema/TURKEY Sema/TURKEY I would use different tasks according to high and low skilled students considering the aim of the lesson. It is also good to encourage them work as a pair or group. Carla M, Portugal Carla M, Portugal To teach a new grammar structure, I elicit the translation of the grammar structure at the end of each presentation. I also complete the first two sentences in a grammar exercise with the high-skilled learners, so the low-skilled learners know exactly what they have to do and so feel more confident. Reading task – I brainstorm vocabulary before getting students to open their books. I see how many words they can guess that will come up in the text and I pre-teach some difficult words from the text before students read it so low-skilled learners understand it better. It’s important to create a desire to read, so I encourage students to predict the content by asking questions in English, I let the low-skilled learners answer in their own language. I also ask students to look at the pictures and headings, and elicit any information that they already know about the topic. In the end of the lesson, high-skilled learners make up their own vocabulary activities, e.g., word searches to exchange with a partner. Burcu Burcu I would rather encourge the high-skilled one to create activities about subject for the low-skilled one. I deeple believe in peer learning. Andrea, Portugal Andrea, Portugal According to what is said in the videos, nobody is a high-skilled or low-skilled learner. Everyone as its focus or main skill: reading, writing, collaborative work and others. I would allow the two students to choose the way they feel comfortable to solve the activity. The goal is that both can learn by using their perception, emotions and interests and be able to make connections with other subjects or themes. Activity: Hear a story and retell it by: drawing, writing, using puppets, music or games. It's a pair work. The students choose one idea each. The result must be the fusion of the two ideas. Anunciação, Portugal Anunciação, Portugal In my daily practice, heterogeneity is a constant. Each student has a particular view of the world, different interests and ambitions, and different types of intelligence. It is not always easy to reach each one and motivate for meaningful learning. I always try to start with practical examples from day to day life and from there to the more complex subjects. Sometimes I ask high-skilled students to prepare and present a certain content / subject to the class, choosing materials and methodologies. In my classes I very often promote peer or group work to solve multi level exercises, so that low-skilled learners can carry out the activities at their own pace and giving their opinion on solving problems Miguel Correia, Portugal Miguel Correia, Portugal It depends of the goal of the task. In my math lessons, for some tasks, i start with easy examples or exercises and go to more complex ones, and let the students to work collaborativelly, for other tasks i make pairs by the level with almost equal exercises or just one more difficult for some of the pairs. That´s a way i found to undestand their difficulties, how they think, research or study. ROBERTO MARTÍN, SPAIN ROBERTO MARTÍN, SPAIN I would create, by using a webpage called lyrics training, two different exercises, but in the same way, an exercise to fill the blanks with lost words from a song: 1.- high skilled learners will have a high leavel song, with many lost words 2.- low skilled ones will do the same but having a few blanks, and more over than that, easy ones. So, all the students will have the same exercise but in two ways, asuming that it's the same activity for all of them, what will create the sensation that they are not so different. Dimitria, Bulgaria Dimitria, Bulgaria In both ways I would give the students tasks according to their interests. For example, if high-skilled students are keen readers and they like reading literature in English, I would connect, for instance, a grammar task with their favourite book in English. I would ask them to find examples in a chapter or extract of that book for a particular sentence structure or else. On the other hand, for the low-skilled lerners I would show videos, play games or listen to a recording allowing them more easily to practice and remember what they are supposed to learn. Mustafa ERKOÇ-TURKEY Mustafa ERKOÇ-TURKEY Flipped classroom is a good idea. Flipped classroom is a good idea. Carolina, Italy 💡 Carolina, Italy 💡 Learning task: learning the pythagorean theorem 1. Activity for high-skilled learners: using a whiteboard and show a special relationship between the sides of a right triangle and see how it's used to solve for a missing length on a right triangle. 2. Activity for low-skilled learners: Wheel with liquid demonstrates the Pythagorean theorem. Feyza, Ankara Turkey Feyza, Ankara Turkey To give more responsibility to high-quality students in the classroom environment, to cooperate with low-skilled students and to teach peer education can eliminate the problems created by heterogeneity in the classroom environment. Reflect Reflect Reflect Reflect Gül SAKARYA Gül SAKARYA Edirne-TURKEY Firstly, I am against separating the student because of high or low learning. In my opinion, the environment in which the student comes from, the nutrition, the important thing that they learn about daily life before starting school is important. High-quality learning: looking at the student's readiness to determine what he / she wants to learn, what he / she learns and what he / she has gained. Low-skilled learning: First of all, I will develop a learning environment based on the skills and academic status of the student who cannot win at the calendar age and develop their weaknesses. sylvie sylvie The teacher´s work is every year harder and harder. We have in our class many students and each one is different and we must adapt the teaching to their characteristics to improve their academic success. I think that either the peer group or team group would help, especially if heterogeneity in the group exists it will overcome the barriers of some students with collaborative work. Also asking to a high-skilled student to be the teacher for a time might be a good idea for him and for the rest of the class Mary, Italy Mary, Italy I would prepare two different activities and later I would ask to explain what every student did and learnt. Later we can discuss with the classroom about the two different ways of learning. Rodica, Romania Rodica, Romania I would promote collaborative learning and different kind of tasks. Flipped classroom is also a good idea. Giorgia, Romania Giorgia, Romania I always had different students in classroom with different type of inteligence. I tried to personalize the tasks according with their type or inteligence and to establish lower criteria of difficulty of their tasks. Gjergji, Albania Gjergji, Albania I would develop different group activities according to their interests, needs and abilities. I will design and implement individual plans based on their needs. Also comprehensive activities for students to learn and from each other. Seher Güzel, Istanbul, Turkey Seher Güzel, Istanbul, Turkey I would encourage both of them , and I would try to find each one's ability. I would assess their efort on a specific subject. mine selvi mine selvi I'd give the high-skilled student a subject whatever s/he likes to do and search and present it in the class with the participation of others and help the lower-skilled student read a text without an end and write down his/her ending to the text and roleplay it in the class Mirela Barcău Mirela Barcău In such a situation, I think I would prepare workbooks with differentiated workloads. Yune, Basque Country Yune, Basque Country I would suggest different kind of activities (some of them to relate concepts, other with images, other ones to develop, …) and the students will have to work in groups of 3 to help and learn from each other. Faruk Yıldız, Turkey Faruk Yıldız, Turkey I gave them learning activities in a way that was easy to difficult to work with. I wish they could do as much as they could. As highly skilled learners complete all the tasks, as low-skilled learners will complete less, I would like to help others who complete the study after a certain time. Ksenija, Croatia Ksenija, Croatia Depending on the topic - individual working materials, working in pairs or groups, combination of text and images, creating omething - drawing, designing... It's everydays activity... Nils / Germany Nils / Germany I would use different tasks or would give the low-skilled learner some help. In English lessons for example the high skilled learner would have to write a text without any help and the low-skilled would get some ideas or even some beginnings of sentences. (high-skilled and low-ski (high-skilled and low-skilled learners). What would you do? Avatar of European Schoolnet Academy European Schoolnet Academy + 232 ● 1m Lucia Italy Lucia Italy N Lucia Italy Lucia Italy Nowadays it is very difficult to motivate children's attention because they have a variety of interesting offers outside of school starting Sara, Spain Sara, Spain We usually have heterogeneous classes, so we have to deal with this every day. I tend to have open activities that every one can complete to some extent, some will give a more elaborate answer, others will Yıldız Yıldız I would encourage them to do some creative tasks to fin out the degree of their skills.ı would let them do their works optionally. Ana, Portugal Ana, Portugal In my daily practice I have to deal with many different students with different "intelligences" , different skills and different interest. Sometimes I give them different tasks, other times I try to join them in mixed hability groupsor I simply let them suggest how they want to carry on that task . Silvia, Spain Silvia, Spain I encourage cooperative learning, pairing students so that they can help each other with the activities Claudya, Romania Claudya, Romania Peer work, team work. Antonietta, Italy Antonietta, Italy I DON’T NEED TO IMAGINE BECAUSE IT’S A DAILY ROUTINE: IN A LEARNING TASK I ALWAYS TRY TO ASK MY STUDENTS TAILORED PERFORMANCE IN ORDER TO CREATE COLLABORATION AND MOTIVATION. It often works but sometimes it doesn’t, so I have to redistribute activities. Elsa Ramos, Portugal Elsa Ramos, Portugal In my class I usually use peer work, one more facility to learn and one with more difficulty to understand. I use the best student as a tutor. Sometimes I use different activities for different students, but I try to go to their interested. For this, I use digital media, mobile phone and some web games. Hara, Cyprus Hara, Cyprus The activities will be planned according to each groups learning preferences. Some students may need audiovisual material while others may prefer text. Some may prefer to work collaboratively while others individually. Manuela Silva, Portugal Manuela Silva, Portugal Nowadays classrooms are learning environments where students must be perceived as unique human beings waiting for supporting conditions where they can fully develop their skills, abilities and enrich their knowledge of the world. In my daily teaching practice, I have to adapt activities to meet students interests or learning styles. It is very challenging to find instructional approaches that answer the needs of learners with a variety of aptitudes and learning styles preferences (the first video highlights this aspect quite clearly – students have different cognitive learning styles). As I teach English as a second language, I always try to vary my approach to the tasks. Recently I’ve been reading and analysing a text about studying abroad and discussing with them how this experience is enriching for students. I always try to bring to class texts that students can listen to (read by English speakers) so that aural learners can process the information in their preferred way but we also comment on the pictures that accompany the text so that visual learners can also participate and present their ideas. I try to ensure activities that are varied to accommodate learners with different cognitive learning styles. Besides adapting the comprehension questions for high and low skilled learners (which is relatively easy to do), the final product of our sequence of learning tasks may be different for each group of students. High achievers who have a more analytical and communicative learning style can do research work and roleplay a situation where two friends are planning to go on an exchange programme. In the same class, lower achievers can work based on the ideas in the text and prepare a list of advantages and disadvantages of going on an exchange programme; more creative students can elaborate a poster to persuade other students to have such an experience. I believe that by diversifying the final product we can engage students and make lessons more appealing. Melek GÖKSU /Turkey Melek GÖKSU /Turkey I can use more sophisticated disciplined teaching steps for my student with higher education level. but I have to explain the steps to my low-level student one by one and proceed slowly. Aida LS Aida LS I guess I'd change some questions so everybody reaches the minimum but those who can, get the most of everythhing Isabel, Portugal Isabel, Portugal In our days, most of us use different methologies in the classroom. But we also know that is difficult, the rules of school and the parent´s somethimes don’t let the teachers execute diferente activities. In this particullary case, i will make groups of students with different skills to equilibrate the activities solving . Žaklina Kvesić Croatia Žaklina Kvesić Croatia i think there is no needto imagine such a situation as it happens in nearly all of the teacher classroom everyday .I would arrange different groups according to their level. Dimitra Zorba,Gree Dimitra Zorba,Gree As a P.E. teacher i always create mexed groups of high skilled and low skilled students.So they can support each other.But sometimes i must personalized the activities and create groups with the same learning skills .I prepare different types of tasks. Stanley,Nigeria Stanley,Nigeria I would structure the task according to their learning abilities.The more skilled will have more complex and challenging task while the other group will get simplified assignment possibly with guidance. İSHAK KUR İSHAK KUR First, I explore their learning areas and intelligence types. I learn family status and physical capacity. I try to prepare learning environments suitable for their interests and abilities by putting them into learning projects. Despoina Amarantidou, Greece Despoina Amarantidou, Greece I will involve both collaboration and team work so that students feel safe. Feruze from Turkey Feruze from Turkey I create mixed grups and make the high skilled students to help the low skilled ones. YASİN TABANLI YASİN TABANLI KIRIKKALE-TÜRKİYE I use a lot of visual material to reach all students in the history class. take into account the interests and needs of the students. Lalitha India Lalitha India I would group them in a heterogenous group of high skilled and low skilled students. Students are more open to peers for learning and expressing their difficulties.(specially the teenagers ). Then have graded task , starting from the simplest to the toughest. Though the low skilled learner may not get in one go, his friends will devise a method to simplify to his reach. Carlos, Portugal Carlos, Portugal As a Math teacher this is my diary scenario. Every single class i have to adjust and personlize ativities. I usualy use pairs colaborative work ; speech to each other how they do; multi level exercises; tecnologies; vídeos; work with real materials; diary evaluation (progress and products) and a portfolio of seleted tasks. Simona, the Czech Republic Simona, the Czech Republic The high-skilled learner could be asked to help the low-skilled learner to understand a rule, explain things, correct mistakes. The high-skilled learner would have to find out how to explain things logically and understand links between things. The low-skilled one would ask questions that could motivate the high-skilled learner. Roberto Italy Roberto Italy I like peer group with one high skill and one low skilled. The best student can tutor the other and both can grow in different ways. On the other hand I face a lack of enough students with the skills of a tutor. An activity for high skilled could be to create an infographic. For a low skilled I would suggest to highlight relevant concepts in a document Ana Croatia Ana Croatia I have been trying to involve my students in various activities that one day will be useful skills - presentation skills, how to write a complaint, how to do research online finding proper pages and sites not only for entertainment purposes, i often demand in some tasks to email me their homework and to practise attaching documents for example. I struggle with collaborative learning watching in a group of 4-5 that only 2 are doing the hard work... combine tasks so tha combine tasks so that they could help each other and collaborate together HAKAN DOĞAN-Sivas_TURKEY HAKAN DOĞAN-Sivas_TURKEY I would try to organize some different homework to high levels and low levels by using some technological devices that they were interested. Neslihan, Turkey Neslihan, Turkey I can try to blend their skills. They can support each other. They can perform both personalized learning and collaborative learning. Fatma Banu Özbek/Tur Fatma Banu Özbek/Tur First of all,I couldn't make up a certain categorization for high and low skilled learners but I'll try to give an answer. I think one way is to provide different options for learners to choose from within the task. Also, as mentioned in one of the videos, I would expect different outcomes from different learners, expecting them to reach the same goal would be for vain Teach yourself and tell me what you find Teach yourself and tell me what you find Imagine a narrative unit: the reading and understanding of the actions of the characters. We have two groups of students: one with high reading and comprehension literacy and the other with low literacy. For the first group privilege the autonomous activities: reading, identification of the characters by physical portrait and by psychological or psychosocial portrait; recording of relevant narrative actions, interactions between characters, final meaning of each intervention. You can present the results in text, in theater or in a graphic slide. For the second group I propose: oral narrativity on the part of the teacher, the so-called retelling of the story, with challenge to the students to complete, fill gaps, both on the marks of identity of the characters and on the actions narrated, with a visual, in the picture, of the interactions between the characters. I suggest oral or schematic presentations of free choice José Machado First of all, at the First of all, at the very beginning of the year, I would apply different types of activities and get the info about each student's learning types. After that I would do group works and gather the students who have the same learning skills. On the other hand, in some activities I would mix those kids and let them figure out the best way they can. Fahrettin AKTAŞ, Turkey Fahrettin AKTAŞ, Turkey I think the best way is to offer a learning environment. Jagoda, Croatia Jagoda, Croatia There is no news that children are learning on different ways. The challenge is to find the way to facilitate them to reach their goals using their own ways ad powers. Ecem, İzmir Ecem, İzmir According to my own perspective, I will give the task to my students and set them free to do it in their own way. Because when I personalise it, then it'll be my task and my own personalised learning. If I categorised my students before the task, like which way they learn best and if I know which type of learners they are, then it will be that way. Halil SÜNBÜL TURKEY/OSMANİYE Halil SÜNBÜL TURKEY/OSMANİYE In two different students, I would make a difference. Teresa Lacerda, Portugal Teresa Lacerda, Portugal I didn't like the categorazition the students in "high-skilled and low-skilled learners". The third video show us a different perspective. Students and adults have different kinds of intelligence. So, one teacher must work with this in your own classroom. In my classroom I always have the tables arranged in a group and the students that are part of each group are quite heterogeneous. Thus, in the same group are students who have more difficult to learn, others more disinterested and others with more ease and interest in the subjects that integrate the curriculum of the discipline. At this moment I am teaching the theme "Extinction and conservation of species" and the work of the students is to be carried out as follows: - In each group, each student has a leading role, time keeper, materials organizer, responsible for the presentation, evaluator - that was chosen by the students according to their competencies; - The theme will be explored by members of the group as agreed between them and using resources that they find most interesting. For example, Internet searches of videos, articles, environmental advocacy organizations or through questions put to people who can give them information they deem relevant, including the teacher; - Students have to define tasks well and hold each element responsible for their execution; - In appropriate intervals, students have to gather the materials they have, discuss ideas to decide whether to continue along the same path, or make changes; - The final work is placed in the class portfolio, a Padlet, and is presented to all colleagues; - Finishing groups will have to comment and evaluate each other's work in Padlet. My role is to be constantly circulating through the groups to put questions and support what is needed. This is one of the ways I have found to be able to involve all students in learning the subjects of the discipline. Obviously, with this group organization I am fortunate enough to have the students tutor each other, helping themselves in the process of learning. Anita, Croatia Anita, Croatia 1.activity: -Visokokokirani disciple: Make a power point presentation about seed germination and plant growth -nisk-qualified student: Orally present how he sowed bean seeds and followed germination and growth 2.aktivnost: - Vocationally qualified disciple: graphically shows the growth rate of leaves and stems with growing conditions (air temperature, water .....) - a disadvantaged student: Practical work in the schoolyard is the task of sowing two seeds in the same living conditions (one dry and the old and the other healthy) in a notebook the lines of the days he noticed Raquel Santiago, Portugal Raquel Santiago, Portugal First of all, I usually sit a high skilled learner with a low-skilled learner on each table. I speak to them and explain that one can help the other. Specially in a foreign language class, this can work out well because students who know more vocabulary, for example, can help the others who are, sometimes, too shy to ask basic vocabulary. Secondly, I would probably give them a webquest, for example and ask them to work collaboratively or have them work on a project together so one would help the other, with my assistance or close attention if necessary. Lastly, I would like to refer that the second video about lost and confused students really resonates with me. We all know that sometimes we have students who are just not interested, maybe because they are not learning the way they prefer or the tasks are not directed to their type of intelligence. These students are happy to just let others do the work and they don't really participate and, thus, they aren't learning anything. In this situation, I would probably give the high skilled student a webquest or another type of task he could do independently; and try to give the low skilled student a task about the same topic, but I would try to work with him more individually. Obviously, this is difficult to do with large classes and I'm still struggling with some students and trying to understand them. So, the third video really touched me too. Ana Correia, Guarda, Portugal Ana Correia, Guarda, Portugal Students with different intelligences or with different learning abilities are the daily basis of any teachers’ work. In a primary English class, I would define different types of objectives, different kind of tasks, different timing and different assessment procedures, if possible different input sources according to the students, the class or the school characteristics. I would have exercises (oral or written) with different levels of difficulty or adapted to the kids’ interests/abilities, give clues according to needs, give room to activities with different stages of autonomy and build from that on. Spoken interaction differentiation is quicker to organize for me as we can build it almost as we go and there is a stronger sense of class and of common purpose. But preparing such personalised activities when there is a written format (even if they have an oral purpose) is overwhelming, not only to produce, but also to manage in class without losing track of the group. It is even more so if we are not dealing with a single class, a single school or even a single level in the same room (which is my context). The way I’m doing it right now doesn’t match the second video’s idea that personalized learning is about making things easier and “getting quality time” with students or “spend(ing) more time… engaging them”… Rosalba, Rome Rosalba, Rome Next week, after the end of the first term, we' ll organize a one-week period of recovery and empowering activities. This morning I told my high skilled students that in turn they will be engaged to be teachers to their lower skilled schoolmates: first of all they will present a lesson on the already studied topics to the class, presenting, in particular, the Mind maps and all the google presentations they have shared on google classroom; next they will work in groups implementing peer to peerr support. All the class accepted my proposal enthusiastically. Alma, Bosnia and Herzegovina Alma, Bosnia and Herzegovina I would ask them what is the best way according to their opinion to do or learn specific assignment and I will prepare those activities on that way. Same activities from other perspectives. Eduardo López. Spain Eduardo López. Spain With primary students you sometimes need to use miming, gestures o keywords to help them remember. With students having more problems to understand the lessons, you have to combine all kind of strategies, make the necessary adjustments, labelling is very good to boost memory, this way, you reinforce writing while fostering speaking. Raquel Martins Raquel Martins Content can be taught in different ways and using different materials. The main objective is that the strategies used take into account the students' individual needs and promote their success. I divided the class into groups, for example, giving the most qualified students tools to guide them in discovering, on a given topic, to construct simple questions to put the group of low-skilled students. This group of students, the poorly qualified, would freely research the subject, in the Library, on the web or even questioning adults about the subject. This group would present to the most qualified students what they discovered with the research they did, with an exchange of information between the groups. The group of qualified students would go through interactive games created for this purpose, using the Kahoot for example, question the students on the topic. Fun and interactive, everyone learned. Rute Vieira, Portugal Rute Vieira, Portugal Firstly it would set what the ultimate goal to achieve for both students. Based on this, it would propose differentiated tasks for each of the students. In the student with more difficulties it would be important to have recourse to material (in the case of mathematics, for example) and using day-to-day situations. For the student with great ease it would be important to give him the freedom to learn more if he wanted to go further. In this type of situations, I also use group work among students since the way to reach colleagues, the way they speak, the motivation ... are different from when I am developing a theme. Gamze, Turkey Gamze, Turkey In math lessons mostly I try to start with easy examples and go on more complex ones. Moreover let the students collaborate is an effective way. Sometimes I let high-skilled students to work with low-skilled students as groups. Mira, Croatia Mira, Croatia I believe that all teachers daily have such a situation. My way is to help students in group work by giving them tasks of varying weight, in individual work I also tailor assignments, give additional instructions, learners with writing and reading difficulties, help with instructions and adjust the weight of tasks. Paulo Almeida, Portugal & Belgium Paulo Almeida, Portugal & Belgium I would probably give them the same task. However, I would put them to work collaboratively, where the high skilled student would help the low skilled student in solving the task. In this way, not only the high skilled student would develop his / her competences in helping the other, but also the low skilled student could develop his / her competences, being accompanied by a tutor who speaks the same language and who can feel closer, in terms of relation and age level. I could do the same type of practice, but with different tasks. Zekiye KAFALİ, Turkey Zekiye KAFALİ, Turkey I think there is no need to imagine such a situation, as it happens in nearly all of the teachers' classrooms everyday. The best way, in my opinion, is to get them to communicate and collaborate. Thanks to peer work or group work and different activities, high-skilled learners can help low-skilled learners. Zvonko, Serbia Zvonko, Serbia I would give more difficult task for high-skilled learner and easier task for low-skilled learner. Seyhan yilmaz Seyhan yilmaz All students who have different intelligence have the same education because of our system.We hve to strugle to have any idea about stdent's intelligence they should be educated according to their speed of learning and interests Nurcan Korkmaz Karataş-Turkey Nurcan Korkmaz Karataş-Turkey My My students are learning better with the game Banu Güven, Konya/Türkiye Banu Güven, Konya/Türkiye First of all try to learn what kind of intelligence they have, then try to makke a task which contains knowledge according to their ıntelligence type Ana Teresa Gonçalves Ana Teresa Gonçalves I would give them diferent tasks. They should be adapted to their capacities. first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them Elena SpainThe s Elena Spain The students are different levels I would teach differents activities María, Segovia María, Segovia My school has a very wide range of diverse students: different cultural backgrounds, different economic levels, diverse ethnic groups, etc. In my first grade class I find kids already reading and others still struggling with recognising letters. That's why I like to present open-level activities, so the whole class can work on the same topic but at different levels, according to their capacities. Sanja, Croatia Sanja, Croatia I will designe different activitis trough group work so that high-skill learners help and support low-skill learners. Dan Sovan-Romania Dan Sovan-Romania Generally, our classrooms are extremely heterogeneous and numerous in terms of the number of students. Moreover, as a result of an inclusive education policy, we also have work with students with ESC. It is extremely difficult for an early teacher to find a way to optimize the teaching-learning process, but the didactic experience tells the word. First of all, a preliminary diagnosis of pupils' competencies should be made and, depending on the results, we will adjust the process and workloads on low, medium and advanced levels. Of course, for low-level people, remedial or recovery classes can be made, and other students can be trained to perform by participating in various competitions, school Olympiads. em differentiated work ta em differentiated work tasks Alina, Romania Alina, Romania Of course, give them differentiated work tasks Ali CEM Ali CEM It will be appropriate to assign tasks to all kinds of students according to their skills. Maria, Larissa Greece Maria, Larissa Greece I will make mixed groups with high and low skilled learners in each group. Irina,Latvia Irina,Latvia I would make these two learners work over. They can both split tasks as they wish. They can work together to help and support each other. Edita,Croatia Edita,Croatia I would create groups with fewer students and give them tasks of different level. Each student would have the chance to choose a task that he could solve. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Rosa M Reina (Spain) Rosa M Reina (Spain) Probably i will desing different activities in the same test. I will adapt to their abilities. Different intelligences, different teaching. Melita, Croatia Melita, Croatia It's an everyday situation. The classes are heterogeneous. I would do tasks of different levels, with different skills, where such a heterogeneous group would have to come up with a solution. They should also use the skills of the weakest one. Sara Sara I will use stratified and differentiated activities promoting collaboration among students. José Teixeira, PT José Teixeira, PT I must admit that I don't like to categorise my students in “high-skilled” and “low-skilled”, just because all of them have different skills, so the best strategy to personalise a learning task, in my opinion, is to encourage cooperative learning. Students should work in small groups and inside the group they have different tasks according to their skills. All of them should collaborate to accomplish the task. Rukiye/TURKEY Rukiye/TURKEY I would arrange different groups according to their level José María, Spain José María, Spain I understand that I shoul prepare activities that motivate first and foremost and then propose activities in which they feel more comfortable attending to their personal skills. Always with a common goal and with the help of a collaborative work. Madalena, Ponte de Lima, Portugal Madalena, Ponte de Lima, Portugal As an English teacher, grammar is usually an issue for students who are less analytical or are more prone to engage in activities in which they use their rather visual intelligence. In that sense, if I were to teach a specific grammar item, I'd start by showing the students a video (maybe a cartoon or a part from a TV series or film) in which the structure was being used; then after aknowledging the structure, the students would be able to choose between either practising that structure using a previously selected interactive online ESL site or draw their own cartoon on paper, creating a story with characters that would have to use the grammar structure in their lines. Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Güney /TURKEY Güney /TURKEY each student's interests are different so we should use different methods and techniques,flexible content and student reflection. Klaudija/Croatia Klaudija/Croatia Every student has the right to learning, only needs to adapt. We can work through group work so that better students help and encourage students with lesser abilities. Another way is to adapt working methods to students with reduced spouses. Carla Carla Every single day I have to adjust and find new solutions, what worked just the day before may not work the following day. Anyway, I'll give a simple example for a writing task in a mixed abilities class: some students receive a writing task with a bullet list with main ideas to develop (the scaffold) and always an extra bullet to suggest with his/her own idea; some other students will receive the task to write a story which begins with a given initial sentence, wider writing task Each child's developmental characteristics are different, differences should be considered. Each child's developmental characteristics are different, differences should be considered. Gonca Gonca I would teach different types of activities for understand how pupils learn easy. Fabiola Fabiola I think that the activities to personalise learning are: 1) the group work where the best guys can help others overcome their difficulty 2) individual paths where teacher helps the pupil to achieve the goals based on his skills Gülhan KIZILKAYA UÇUCU Gülhan KIZILKAYA UÇUCU I have to understand the level of students first. I can focus on what you can learn better and learn Marianthi Arvanitidou- Greece Marianthi Arvanitidou- Greece Teaching is very difficult because you have to faced with different types of students A high-skilled stude A high-skilled student can be offered more creative tasks, with many unknowns, but they can also compose problems that reflect some industrial processes or everyday life. Unskilled students happily solve the tasks in which they apply skill and less use memory and logic. Patrizia, Italy Patrizia, Italy Every day I am in contact with at least two types of students: really good but not motivated students, who sometimes call themselves bored, motivated students but with poor attitudes that reach satisfactory results with great effort. With such structured classes, depending on the subjects to be presented to the students, I use different strategies: 1) Group work: the group is mixed, that is, formed by particularly gifted pupils who work alongside students with difficulties to whom they propose activities to be presented through a report, presentations 2) Particularly gifted pupils monitor and support the activities of the weakest and help them overcome difficulties 3) Use of technologies that favor the creativity of the best but at the same time facilitate the learning of students with difficulty Elena Quiles Elena Quiles I think that in that particular case, I would group students in different teams mixing high-skilled students with low-skilled ones so that the former can help the latter. In addition, I would prepare an activity adapted to high-skilled learners and another one to low-skilled learners according to their abilities Salva. Spain Salva. Spain I would adapt a part of the activity for each of them. However, I would design another part of the activity so that they could work together taking into account the differences in each one of them. I believe that collaborative works help my students respect and value the differences between them as a positive aspect in social relationships. Elisa, Italy Elisa, Italy Different students with different strong and weak points: we have to face this problem every day and it is not so easy to find always a solution to get a good balance in the individual involvement. So for me it is enough to succeed in finding the right solution at least from time to time. For example I engage students in group work and I try to help each of them to do their best, for ex those who are very good at art will be asked to look for graphic solutions, those who can write very well will be responsible for the writing of the whole group's ideas etc. A later stage is for them to teach their mates what they can do better. I always present them a schedule with different phases they have to cover and this helps to Patrícia Campos, Portugal Patrícia Campos, Portugal For these two kinds of learners I could vary: - the way the tasks were presented, for example one could receive the instructions in a more formal way, for example a text and the others would receive a video or a audio recording, were teacher could use a more simple vocabulary; - the difficulty of the tasks; - the time given to complete each task; - the number of tasks; - the type of tasks; - the focus on evaluation (results vs. process). Hakan Can Hakan Can I join Lilia's idea. I would do such a practice. I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Lília, Portugal Lília, Portugal In order to truly personalize the learning environment for students, I first need to have a comprehensive understanding of my students. This means knowing their academic strengths and weakness as part of a complete learner profile that gives a holistic view of each student. As a teacher, I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Furthermore, I would suggest and provide a variety of activities, through viewing videos, listening to podcasts, view presentations, read articles or texts, participate in discussion boards online, etc. Throughout all the process, assessment is extremely important in assuring student success. The assessment process should be embedded within each lesson and used as a tool for immediate and consistent feedback. Students need some form of direction and timely as well as constructive feedback. Lejla Hujdur, B&H Lejla Hujdur, B&H I would create cooperatives groups with differrent types of tasks so every student can express themself in the best way. I would also use peer to peer learning. Leticia Gil from Spain Leticia Gil from Spain I would try to create cooperative groups in order to learn in a motivated way. Each child is different and needs particular attention so, as teachers, we should personalize our way of teaching taking into account their interests and abilities of learners. Claudia Italy 🐏 Claudia Italy 🐏 In my classes there are students with different skills and abilities. Every child is unique and unrepeatable. I try to enhance the different characteristics. I propose group work and games. Sometimes I use peer tutoring. i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs António, Portugal António, Portugal In all my/our classes it is as inevitable as life itself that there are different skill levels. In autonomous group activities I tend to create different roles and tasks. In some cases with the highest skilled ones tutoring/supervising the other students. Nilüfer Güreşçi Nilüfer Güreşçi I'd start by getting to know the interests and abilities of the learner. I prepare an education and training plan and activities that I can use in my interests. I ensure that a student with a high level of learning maintains his level of questions and activities to keep his curiosity and motivation going on. Rosa Barros, Portugal Rosa Barros, Portugal It is not necessary for me to imagine I have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners) because I do it on a daily basis. As a starting point, I must emphasise that I do not like to “label” my students as each one of them has different skills and abilities and it is by sharing and taking advantage of differences that our classroom becomes a healthy learning environment. In my classes, students help each other all the time, either in groups or in pairs, but in a peer-coaching/tutoring strategy, and at the end of each tasks, students share what they have done/learnt. Throughout the schoolyear, I try to plan diversified activities that involve all range of intelligences, interests and knowledge (being it the result of formal, non-formal or informal learning) so that each student can put the most of him into the class and engage in a collaborative lifelong learning process. But we are referring to a more formal learning activity, take for instance, a listening-comprehension task, I would plan a T/F exercise for the “low-skilled” learner and maybe a gap-filling or a completion exercise to the high-skilled one. João Teixeira, Portugal João Teixeira, Portugal I would give each student or group of students a different role and different tasks according to their levels, skills, abilities and interests. Each student/group will perform the task on his/their own way for the setting time or, depending on the aim of the task, for the time he/they need(s). All these activities would be supervised by the teacher or, preferably, by other students. Anita, Croatia Anita, Croatia The truth is that we are faced with the need to personalize learning every day. The intellectual abilities of our pupils vary and I find myself preparing one lesson in different ways so those with dyslexia or dysgraphia can follow my teaching. Sílvia Teixeira, Portugal Sílvia Teixeira, Portugal As experts, we do not need to imagine this kind of situation, because it happens every day inside our classroom, not necessarily based in high-skilled and low-skilled learners, but having in mind different students, with different interests, different intelligences, different needs… The best way to personalise learning is through “autonomous learning time” (Tempo de Estudo Autónomo – TEA). It is a situation where students learn to formulate goal, plan their learning process, identify resources of learning, select materials which are suitable for their ability and interest, choose and implement appropriate strategies to learn, evaluate their learning process and manage their time to learn, even outside the classroom. Esada Čirić-Delić Esada Čirić-Delić This is a reality in my country. We have mixed-ability classes with multiple intelligences and I like to include various activities to suite all those intelligences. Sometimes I change materials to suit, sometimes pair work is best and sometimes group work brings the results. Aslo Aslo Aslı Aslı I would divide the class into groups and give each student a different role according to their levels and interests. Then, I would assign them differnt tasks according to the pace of the lesson Teresa M., Spain Teresa M., Spain I'd have to adapt the activities: same format but different tasks for different learners for them to fulfil their capabilities. Leyla, Turkey Leyla, Turkey Making mixed groups with different intelligence and asking them to create a product by which each individual can take out his/her strength among others. Preparing and delivering personalized teaching/learning material and leading each student to a reachable goal would make them feel proficient. Heidi, Germany Heidi, Germany The best way to personalize a task in my opinion is preparing a project with a question. In a project every student works with its personal ability, at its own pace, in groups or alone. Erhan Erhan Yes, every students have different kind of intelligence. They can use them more efficently but teacher have to use not only his/her teaching method but also in a school . So every unit must bring different areas of interest (intelligence) in english. Teachers pay attention to this and organise their teaching method for their students. Eduarda Sousa, Portugal Eduarda Sousa, Portugal This is not an imaginary situation. It's truly part of teachers " daily struggle. So generally I divide the class in mixed level group so that the fast learners can help low level learners. My teen students just love this as it's easier for them to understand their peers' "lecture. I also try to give my high level students a bit of a challenge by working on their own and solving problems using for instance thei mobiles while I help the other ones. Bosiljko, Croatia Bosiljko, Croatia I will create groups with max 4 pupils in, and give them tasks with different level of complexity. probably I will explore their possibilities before... Each student will perform Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zehra Tuğçe Özgel, Turkey Zehra Tuğçe Özgel, Turkey I determine their needs, speaking both by doing survey. I prepare lesson plans for their needs along with the curriculum. Vida , Lithuania Vida , Lithuania For the purpose of studying the topic, the students are divided into groups and tasks of different complexity. Anca, Romania Anca, Romania I would divide the class into groups, same topic, different tasks. Temel Gövce Turkey Temel Gövce Turkey First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. All students work in the same Subject using different materials. If there were two activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (A High skilled learner with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pair to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity. I would implement group work strategy and try to apply myteaching steps for students'different skills I would implement group work strategy and try to apply myteaching steps for students'different skills D., Croatia D., Croatia This is an every day situation. Classes are heterogeneous. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Demet - Turkey Demet - Turkey Mixed groups can be created. Serge from Belgium Serge from Belgium Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zrinka, croatia Zrinka, croatia Divide them into groups or pairs and give them projects according to theirs skills. Something similar but different level activities. Brankica, Croatia Brankica, Croatia I would put them in a group to work on a topic together, and I would assign them various, personalized tasks and adjusted to their skills. They would have to cooperate and help each other, and I would also give them pair-work homework. Audronė, Lithuania Audronė, Lithuania I'd preteach a low-skilled learner, later they could work together and benefit from each other. Cláudia de Sousa, PORTUGAL, D Cláudia de Sousa, PORTUGAL, D This is what actually happens on a daily basis. Classes are heterogeneous and our work demands reflecting over this question regularly. In my opinion these two students obviously need two different approaches. The highly-skilled student is, normally, a more motivated student in a learning context because learning isn’t a difficult task, whereas the low-skilled student may be a less engaged one because he/she finds it difficult to keep up with what is being taught. This last student might feel lost, confused, may need more attention for many and diverse reasons. However, without knowing both students well, we can’t jump to conclusions this easily and we should definitely not decide over strategies without bearing in mind why they are being defined as high-skilled and low-skilled. In other words, is the high-skilled student so just because of his high grades? Does that mean he is highly motivated? And concerning the low-skilled student, are his grades low because he/she struggles with assessment and tests? Does that mean he/she is less motivated? According to what happens at school, teachers are expected to be more concerned with low-skilled students, because we would like them to get better grades. We tend to spend more time thinking about how we can help these in becoming successful as if high grades were synonym of success in life. Nevertheless, I defend that in both cases the key to help these students is motivating them towards different non-formal learning activities because in both cases each will have to undergo different processes at different their own pace. Learning is long-term process and this is what students are to be reminded regularly! Antonino, Portugal Antonino, Portugal In my opinion, personalizing learning does not necessarily imply assigning a task to each student. Herculean task for sure. However, you can assign different tasks to two different groups to work on the same topic. Strategy to implement: Group work in the design mode. The groups would be with a small number of students in order to enhance the collaborative and participative work; In the formation of the groups it would take into account the different intelligences / capacities forming heterogeneous groups; The project modality allows to maximize the capacities of each one because, with the constant orientation of the teacher, it is possible to demonstrate skills of the less qualified students, namely in the operationalization and more practical parts; This modality obliges the students to diversify their abilities and not always the most qualified academically they are in parts that leave its scope, like for example to organize a structure to present the final work. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Cecília, Portuga Cecília, Portuga I organized the class into work groups by proficiency levels, characteristics or similar interests, in order to create an excellent learning environment. It would do the same activity but would adjust the level of activity requirement to the actual ability of the students to allow them to succeed. Susana Carneiro, Portugal Susana Carneiro, Portugal I could use collaborative groups in PBL or a "menu" of tasks for the students to choose with the same goal (for example: research paper about sustainable projects around the world or ation plan to do at home and make the daily life more sustainable). Low-skilled? It depends on the skills you`re looking for :) Olivera, Montenegro Olivera, Montenegro Gathering children according to interests, needs and skills. Adapting activities that include reading and writing, for one group; and for the other group in the lecture I also insert digital media. Aleka, Greece. Aleka, Greece. It depends on various factors such as the age of the students, the kind and purpose of the activity, how well I've known them... Jorge Estrela, Portugal Jorge Estrela, Portugal Start teaching from the level at which the students are. This is why it is fundamental to diagnose knowledge, assessing the level of student performance, interests and learning profiles. When planning activities, take into account the profile of each student, so that everyone has an opportunity to learn, for those who present more difficulties and those who are already on the road to school success. There are some aspects to be differentiated in the planning and dynamization of activities: consider the students' learning style (visual, auditory, schematic); repeat the information, explain in other words; explain the topic in small groups; use activities that work the same theme for all students and adapt the level of difficulty; provide concrete material for the students with more difficulties; adapt the time of activities; diversifying the forms of production (text production, oral presentation, drawing, painting ); use facilities outside the classroom, such as the school library. Jasna, Croatia Jasna, Croatia I would divide the class into groups and make my students work on a similar but different level activities or a would connect high -skilled learner with low-skilled learner. High – skilled learner can help low-skilled learner. Hacı Ömer Erarslan Bursa-Turkey Hacı Ömer Erarslan Bursa-Turkey I would divide the class into groups and make children work on similar but different level activities. Feruze from Turkey Feruze from Turkey I make mixed small groups and give projects them and make the high skilled students help the low skilled one. CAMINO, ESPAÑA CAMINO, ESPAÑA Nobody will know the difference between both levels of learning between the students. Nobody will know the differences between the contents of the activities. I would be the only one to know about it. Students would work together, helping each other to understand contents of the exercises. I could help low-skilled and high-skilled learners in different ways at the same time. Sandra Oliveira, Portugal Sandra Oliveira, Portugal I woul divided students into small groups of 3 to 4 elements:groups of highly qualified and low-skilled students. I would provid them with a list of research topics, so that they chose the more interested one. then I would explain them the essential learning and objectives and contents of the activity. Students will research the theme and then present their work to the class. For the groups of low-skilled students I would provided them diferent level activities and guide them, if they want. It would give them more individualized support. In the end, thye also present the research results. All students would transpose their research into the learning journal. Jorge Conde Jorge Conde I would make the collaborate with each other in different tasks, allowing them to help each other. I usually give assignments and when students end their task they can go to other groups and support their colleagues. Sandra Gomes, Portugal Sandra Gomes, Portugal I could either ask the high-skilled learner to help the low-skilled one or choose to adapt the activities according to their skills/level. For instance, I could hand out a worksheet on a vocabulary topic we had studied in class and grade the tasks. Imagine it is a word search on technology. I could give it to the low-skilled student with the words he/she was supposed to find, whereas I wouldn't give this hint to the high-skilled one. Or I could just pair them and allow them to find the words together! If it's a reading comprehension exercise where students have to complete a sentence according to the ideas in the text, I can give the low-skilled learner options to help him/her complete it. Doinita B., Romania Doinita B., Romania I would use the "teacher method": high-skilled learners to teach low-skilled learners, and at the end I would provide feedback to both kinds of learners. Renata, Zadar Renata, Zadar In some lessons I always connect high-skilled learner with low-skilled learner. The task is that high-skilled learner found a way to teach other student thru discussion, drowning, explanation with their own words. After that, very often, low-skilled learners know better than after my explanation. Ana Paula, Portugal Ana Paula, Portugal Çölban-Turkey Çölban-Turkey I personalize teaching methods very often. I try to prepare activities according to my students' development processes, intelligence types and needs. I spend time with my students who need individual attention. Daniela, Italy Daniela, Italy I would divide the class into groups and make children work on similar but different level activities. Soraya, Portugal Soraya, Portugal I would probably try to adjust the activity to their personal interests. I would let them choose the way to get to the purpose of the activity. I would also let them choose how to present the results. sebahat yalçın,İzmir Turkey sebahat yalçın,İzmir Turkey I prepare the activities of the the learning task according to the learners' abilities,their preparedness about the task ,their intersets and also theirtype of intelligence. Sarah Mallia, Malta Sarah Mallia, Malta I would give a shorter task to the low-skilled learners and include some challenging tasks for the high skilled learners. I would use visuals , auditory and technology so that I 'll try to reach all sorts of many students at the same time. HEVAL DURAK MUĞLA TURKEY HEVAL DURAK MUĞLA TURKEY I personalise my teaching methods so often.I have prepared different kind of exercises for different level of pupils.I spend more individual time for those who need extra help. Lurdes - Portugal Lurdes - Portugal Let’s say that the task is “Asking for and giving directions”. For the high-skilled learners, the activity would be writing down all the instructions to get from point A (it could be our school) to point B (a hospital, for instance). For the low-skilled students, the task would be, using Google maps, drawing the way from A to B, according to the instructions given by their colleagues. Elsa Martins - Portugal Elsa Martins - Portugal After presenting the topic and showing flashcards to all the students at the same time I would ask some questions about the pictures. Firstly I would ask high-skilled and then ask the low-skilled ones so that they can listen to their classmates answers. For low-skilled learners I might whisper the words if they can't remember them or give them some answer clues. For other activities it could be in small groups with both high-skilled and low-skilled learners, collaborating throught the activity. If it is an individual task/ activity low-skilled students could have different stategies like matching exercises instead of open questions, fill in the gaps (with given words), true false questions. I usually to this for students with special needs. Sandra V. Sandra V. I would put those two learners to work in pair. They can split assignments as they want or they can work together, helping each other. Ş.G.Gundem/İzmir Ş.G.Gundem/İzmir I can set up working groups with children at different levels. They learn to work together. I can give you homework based on the children's level. Lina, CRO Lina, CRO Group work is a great way to help children with difficulties but also to motivate children with high skills. It can be a theme where children with difficulties can draw something or read basic text in book, and high skilled students can explore something more on internet. Berkant Berkant Some of my students are learning from the examples ,some of their classmates' group work.And some of learning a part of one to one work Nițescu Emilia-Elisabeta, Romania Nițescu Emilia-Elisabeta, Romania To begin with, I start with differentiated activities. For those with difficulties, I will have different tasks than those advanced. I will try to work on teams by using each other's skills. All of this will be accomplished without the pupils observing the difference between given tasks. Nilay Dokur, Turkey Nilay Dokur, Turkey I think the first step for the different learning levels of students for the same activity would be defining and categorising the student's intelligence types before the activity. For instance a brainstorming activity about the subject matter. Then I would prepare learning corners to let them perform their abilities. Paulo Alves - Portugal Paulo Alves - Portugal Group project based learning with both - high and low-skilled learners (lsl). They have to draw a plan and execute it with several tasks. The aim is the high-skilled learners help the low-skilled learners making them (lsl) aware of the "how-to" process. In future tasks, with those skills, they (lsl) can improve applying knowledge and get feedback from high-skilled learners and also from the teacher. I think that it should I think that it should Adriana, Romania Adriana, Romania It is important to work with both types of students and to let them feel they are equally important for the teacher and for the learning process of the entire group. I think I would, at a certain point, let the advanced ones "teach" the others in their particular manner and then ask for feedback. Marina, Zadar, Croatia Marina, Zadar, Croatia It would take them to nature and there would be activities for both of them. I would give them different activities - watching, calculating, climbing and it would be interesting for all. 9 9 Sanja, Croatia Sanja, Croatia I would give them a group project with different activities, for example calculate something, use technology, make a presentation so each student can pick which part of the task suits him best I I Göksel Ogalan , Manisa/Turke Göksel Ogalan , Manisa/Turke First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. If the high skilled student shows really great potential, I would start with more complex structures as I would do with the lower skilled one. If I would see that they can compete with the tasks , I would guide them by learning new and more complex structures and assure that they learn how to handle with the problems on their own way. Providing them opportunity to discover their own potential and being aware of own intelligence type. FátimaM, Portugal FátimaM, Portugal I would think of a very interesting, challenging, fun question and let my high-skilled and low-skilled students get to the answer through whichever way they prefer. Fatih TOPÇU/Türkiye Fatih TOPÇU/Türkiye For example, in the theme of mother's love, I would give a student the task of composition and the other a task of telling painting. Slađana Kristek Slađana Kristek I think it depends on the task. I would like that the student that is high skilled helps them that is low skilled. The low skilled sholud make set of questions and the other sholud explain the task. Lacramioara Cazangiu,Romania Lacramioara Cazangiu,Romania If students have a different level of training, I will prepare a lesson in which I will work differently. The same theme should be understood by all but by different ways of understanding. HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY First of all it can be accepted that personalise learning or instruction is very difficult to implement for teachers in large classes. Analyzing the class to find out who they are, what is their interest is important step when giving the task to high skilled and low skilled learners. Then I try to encourage my students to work in pairs. I give all of them the same project work and decide and collaborate with each other how to prepare and represent it. nurcihan,istanbul/Turkey nurcihan,istanbul/Turkey as an english teacherI usually try to personalise the learning task in my classes.for example at he end of a unit I gives tasks to low skilled learners writing about that unit topic or asking and aswering questions with their partner about topic but I want high skilled learners to prepare a sketch about new topic and act it out I would survey the s I would survey the students to identify styles first then vary the activities according to their interests - different activities but same But same learning objectives Ella, Croatia Ella, Croatia I would make a learning scenario with project based learning and flipped classroom. So both of the learners can in non-formal way, at own pace, do the activities Serap OZDEMIR ORUC Serap OZDEMIR ORUC I would give the same task to them. And I would let them to present their work by their own way: by drawing-painting, by using technology-making slideshows, by searching on the net or library and writing the results with hand or on computer, by presenting with a drama , by just talking about the topic/giving examples about it. Adina Geczi, Romania Adina Geczi, Romania Being different, they will be lost in the process if I won't be able to help them. So, for the same subjects I will create different learning activities. Using a rich set of methods I will find a way to make every student to understand what they have to learn. After that I will know how to elaborate the tests using different types of skills. Maija Maija I would start with a game or other activity that is interesting for both levels to get involved Latife Çeri,Turkey Latife Çeri,Turkey At first,İt is difficult for us because our educatıon system has to make our pupils similirazed.But we can change our by collobrative or group activity lessons and also we could adapt techonolgy to most of our lessons.This makes our lessons enjoyable... Nicolette - Malta Nicolette - Malta I would start by giving my students a task to work on in groups. I would spend some time observing them working together to get a clearer picture of the different types of learners. I would adapt the activity according to the abilities of the students using different types of questions which can help them grasp the learning task. Mehtap Öz Mehtap Öz Their differences make them unique.I would give the same topic and make them free.The results are not important,The most important is their own effort Mustafa Özdemir/Turkey Mustafa Özdemir/Turkey For both students, I would set up activities with technology that wouldn't be different from each other. Barbara Matysek, Poland Barbara Matysek, Poland I would try to prepare different activities for high -skilled students and different for low-skilled students. It is important to know your students well, to know their abilities. Low -skilled students would get easier exercises to make them feel successful and high-skilled more difficult to let them practice and learn more. A group work would also be a good idea because students can work together, decide what they can do , divide the work between each other according to their abilities and produce the final outcome. Željana, Croatia Željana, Croatia I "m testing my Students which tipe of inteligence they are and then I try to show them the best ways of learning and the methods Mmmo Mmmo Mmm Mmm Monique Malta Monique Malta I would first gather evidence on what my learners know visa vis the topic being discussed. The next step is to prepare engaging material within the learners abilities. Mia Mia I would make a same task but with different activities, different kind of question, different methods etc. For example, today i have worked rythm with one class and there were 3 students with special needs. I gave them easier task and they answered correct. That was great because they were so happy and I was happy, too. Dilay Dilay I would differentiate the activity types according to learners' intelligences and levels. To do this, I should know my students very well. h-skilled and low-skilled h-skilled and low-skilled learners). What would you do? Adela Gabriela Adela Gabriela I am testing my students to know what kind of learner they are. Using Gardner Theory about Multiple Intelligences... Marina Molla, Greece Marina Molla, Greece Gardner' s "Theory of Multiple Intelligence" suggested that we all have different kinds of "intelligences". As teachers we have to try and find our students' abilities and talents and adjust their learning tasks to these: Visual-Spatial Intelligence Linguistic-Verbal Intelligence Logical-Mathematical Intelligence Bodily-Kinesthetic Intelligence Musical Intelligence Interpersonal Intelligence Intrapersonal Intelligence Naturalistic Intelligence Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Sanja, Croatia Sanja, Croatia I'll try to make task about what they're interested in. Before doing it, I'll talk to students and try to find out what are their intereses. Karela Georgia Karela Georgia At the beginning I will try to understand how they want to work. I will prepare activities for both kinds of learners. Cristina Cristina First of all I have to actually 'read' the class so as to find out at what stage they are and also who is who: high or low skilled (assuming they are all in the same class) Then, maybe instead of two different activities, as time is not much, I would opt for 2 different ways of presenting the same activity. As referred in the second video, once in the classroom we have to sense the kind of student we have before us, which is not easy, specially with big classes. I would start by using my regular approach and 'feel' how the class reacts to it. Then I would definitely use a web tool to either a) make the activity more visual b) foster the students interaction c) Provide some movement to the class (literally have them move around) The students would then have the chance to try out their different ways to LEARN. Annibale, Italy Annibale, Italy First I analize the type of audience, after I start to find different tools and I prepare 2 activity with different tools. I test it, I maje some change and after I will have the two activities Sibel Akyılmaz Ateş,Turkey Sibel Akyılmaz Ateş,Turkey I would prepare different types of tasks, lots of exercise assignments and lots of independent. Sevda ER-Turkey Sevda ER-Turkey All students work in the same subject using different materials. a more demanding then i would started with the simple one for all and then i would created pairs to callaboarate for that . Angelo, Rivoli, Italy Angelo, Rivoli, Italy It depends on the learning task. If it consists, for example, in memorizing obligatory contents, then it is necessary to seek together the modality that most facilitates each student, perhaps with the help of ICT. If, on the other hand, the task consists of a project without rigid constraints, then it can be tailored to suit the preferences of each student. Laurrie, Ro Laurrie, Ro I would give them a group task (e.g. project), that might involve both kinds of ss - I would appoint a leader who would lead the group and assign roles: weaker ss might be good at drawing, others might have other good sides. Thus, they all get to collaborate and do sth together. Adeviye Alcıl Turkey Adeviye Alcıl Turkey Observing individual differences is very important.I try to make my students more difficult to understand issues.If we plan the teaching with different visual and audio tools we consider individual differences. Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey I prefer to practice learning and field trips by doing it for the highly qualified low skilled student. I can apply a personalized learning method with question answer method according to the interest of children. Fatma AVCI, Turkey Fatma AVCI, Turkey each of my students have different learning pathways. They have different interests and perceptions. I take this into account Fernando Mota, Portugal! Fernando Mota, Portugal! Above all, we will always have to respect the needs of each student and their differences. In view of this, I think that different learning plans should be drawn up, depending on the case, that is to say, for a highly qualified student, a plan for the development of their skills should be drawn up, whereas for a low-qualified student a recuperation plan. In one case as in the other, with the existence and application of this type of plans, we can better follow the development and the progress of these students. Therefore, a certain topic will be taught differently, taking into account the differentiated characteristics of the students. For the highly qualified students, in addition to the explanation of the concepts, you will be presented with information sheets to deepen them, with exercises of a higher degree of exigency. For the students with little qualification beyond the explanation of the concepts, you will be presented with information sheets explaining them, with exercises of lesser degree of exigency. Adília, Portugal Adília, Portugal In many schools teachers have to work with very large classes, with 30 students, which makes it very difficult to personalise learning or instructions. I like to encourage my students to work in pairs, but it sometimes takes a lot of time, specially if they all choose to present their work. The aim of the learning task would be to describe different types of family. I would encourage them to work in pairs, so that high-skilled and low-skilled students collaboratively could reach their goal. They would have the opportunity to help each other. Then I would give them the chance to submit their work using the format that best suited each of them ; which means that instead of only submitting a short written description, one of them could in fact submit the written essay, but the other could choose a drawing that he would afterwards present to the rest of the class. At the end I would encourage peer-to-peer assessment using pre-discussed criteria. Derya Ümüş CEM, TURKEY Derya Ümüş CEM, TURKEY I give the two different tasks to both students according to their fields of interest and skill. Massimiliano, Italy Massimiliano, Italy For a struggling student iI agree assigned a question card with multiple answers. Aurora, Slovenia Aurora, Slovenia I think that to give each one a different task is the easest way, but I would like to make them work together and to make them realize that together the result is better, greatter and that they feel better. Emma Giurlani Italy Emma Giurlani Italy I totally agree with what Athanasia says . I often make the same as she says with my classes.I try to change often the peers and I ask my students to collaborate to solve more complex activities and tasks.As Maria Helena says we also have the same problem in Italy.We have very big classes and sometime it is not very easy to personalise the activities. But I found a great help with eTwinning projects .The activities are tailored to give each project partner the opportunity to collaborate and to "grow" with the others. As Athanasia says I ask the group to choose their "speaker" among the weakest ones in order to help them becoming more self confident . This way they can improve their skills and abilities both by deepening their knowledge with the help of their group mates and reinforcing their competences Marina Molla, Greece Marina Molla, Greece Athanasia, Greece Athanasia, Greece All students work in the same "subject" using different materials. If there were 2 activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (1 advanced with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pai to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity (meaning that the capable student wouls not just do the job but would be interested in explaining and helping his/her partner, too so that he/she is capable to present the pair's work to the rest in the class) Maria Helena, Portugal Maria Helena, Portugal Context: In Portugal, in secondary schools, one of the problems we have to face daily are classes with many students (26-30 students) that make “personalized instructions” as Randy Bass said quite difficult. So I tried to find some activities that could be implemented without much fuss. Aims: - Improve listening and oral skills - Enlarge vocabulary related to the environment Main activity: 1. Listening to two people speaking about environmental problems and completing a cloze text. 2. Identifying the problems. 3. Suggesting solutions for the problems presented. 4. Presenting the solutions to class. Resources and Materials: Handout with exercises Low-skilled learners: Exercise 1: A cloze text in which all the missing words are given, but they are presented jumbled in a box above the text. Exercise 2: Pictures of the environmental problems with name tags are shown and they have to choose the ones they have heard in the listening text. Exercise 3: Several solutions are presented and they choose the ones they think are appropriate or add others they can think of. (They may use online dictionaries to check for unknown words in this exercise.) Exercise 4: They choose a problem and possible solutions and present it to class. (In this oral presentation they can organize it as they see fit and be creative. These students may also take some notes to look at - similar to a TV program host. However, they musn´t read them out to the class.) High-skilled learners: Exercise 1: A cloze text which they have to complete with what they hear in the listening text. Exercise 2: Completing a table with all problems mentioned in the listening text. Exercise 3: Gathering solutions they think are appropriate for the problems. Exercise 4: They choose a problem and possible solutions and presented it to class. (In this oral presentation they can organize it as they see fit and be creative.) Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Sofia Tsigara, Greece Sofia Tsigara, Greece In kindergarten school , I use different types of activities. For example, drawing and constactions. Sara, Portugal Sara, Portugal A development activity would be the demographic, economic and social research of an African country. For a struggling student, he assigned a question card with multiple answers. Clara, Italy Clara, Italy I do this everyday. I try to prepare different kind of input for the same content. Images, videos, audiofiles, schemes, mindmaps so that my action can meet tha different ways of learning. Then I ask to do graduated activities. Everybody start from the simplest. At the end, the most capable does a pair activity to help the weakest student to go up a level. At the very end, an activity of higher level to let the most capable students express themselves how they want. Iva,Croatia Iva,Croatia I will prepere different types of activites and methods for them. Also we must adapt learning to each of them. Iva,roatia Iva,roatia Selda Türkarslan, TURKEY Selda Türkarslan, TURKEY I would differentiate the activity by using some scaffolding structure, giving some help or example for low-skilled learner. Konstantinos-Greece Konstantinos-Greece We must adapt learning according to the level of pupils and their interests. high-medium-low goals. Nieves, Madrid Nieves, Madrid I would differentiate the activity to meet the needs of these two kinds of students. It could be differentiation based on ability or in students’ personal interests, allowing them to create something based on their different kind of intelligences. Grazia P., Italy Grazia P., Italy If the activity can be assigned in such a way that the two students work collaboratively, I think I would design a type of work in which both can test themselves, each with their own peculiarities and taking responsibility for carrying out their part. In fact, collaborative work allows to assign different roles. For example, one might be suitable for the student with the lowest level in writing, but at a higher level in the creative and design side of the activity. On the other hand, the best student in writing could perform the part of research and writing of the text. Let's say that it depends on the activity. I believe that no one is a genius in everything and even the less good students have propensities towards activities that can perform better than the so-called good in the class. Andrada, Romania Andrada, Romania I think that a teacher can use different types of activities suitable for many kinds of students and intelligences Paola T., Palestrina(Italy) Paola T., Palestrina(Italy) I'm Art History Teacher in the Secondary School. I’m teaching through ICT(padlet, tes teach, thinglink...) Digital learning resources support information processing by helping students to develop mental representations through the mix of media elements presented to them. mihaela, Romania mihaela, Romania The Conscientious Student would ask him to further document a notion that he was interested in during the lesson and to present to colleagues some interesting aspects related to that notion. The student who learns more slowly would ask for the lesson already taught by synthesizing it in some key concepts. Ana, Portugal Ana, Portugal I think I could plan a learning task composed by two activities. Each one of the activities would be focused in different ways of learning, so that they could reach the needs and interests of each one of the students. In the end I would ask students to present their results to each other and to join in both activities, once they would be a complement of each other. This way the students could understand that different ways of learning can help one another to create a more complete learning task. Carmen, Leon Carmen, Leon In general terms, I organize all my activities (I teach languages) in two different levels;if for example,we are learning a particular verbal tense,I have a set of exercises prepared for those who may need more time to learn it. Sometimes I don't need to use these extra exercises because they are able to understand it easily but should the need arise,I always have them within reach. Most times,what I really need are extra activities for those who go a bit ahead of the rest; these students are too quick and ,if I don't want to "lose" them, I have to offer them more difficult alternative tasks. Catherine, Ireland Catherine, Ireland As a history teacher, I often get students to write essays on historical figures. I generally have two activities prepared for students. For the more able students I provide them with a rubric to follow when writing their essay. For students who struggle with this task, I provide a fill in the blanks exercise, to ensure that they are still participating and engaging with the material. Before completing these activities, I would have pre-taught the required information through a variety of tasks including class discussions, videos and role-pay activities. Violeta Cumak, Lithuania Violeta Cumak, Lithuania In case want the student to reach for more or not to feel a loser, I would offer to them different type of activities and tasks. Of course in the very beginning need to recognize what type of intelligence the person is. Lidija Antolić, Croatia Lidija Antolić, Croatia I would make one activity easier and one activity more difficult to solve. After solving the tasks. There would be pair work. The high-skilled children help the low-skilled children. One activity would be group work. So children can develop their communication skills. Kata, Split-Croatia Kata, Split-Croatia I would give different kind of activities: listening activity, reading activity, calculating activity etc. The high-skilled children could help the low-skilled children with tasks. The tasks cuold be easy, medium and hard so everyone can do something. They can work at groups and at the end present their solutions of the tasks in front of the class. Ankica,Croatia Ankica,Croatia I would prepare different types of tasks, lots of exercise assignments and lots of independent work Re Re I believe I believe Sílvia, Portugal Sílvia, Portugal I believe that a good strategy will be to anticipate learning for students with more difficulty and to elaborate complementary tasks for those who feel that what they learn in the classroom is not enough and that they want to challenge themselves. On the other hand, either the teacher or the students can go to different learning environments where they feel more comfortable, for example, a library, using the computer / tablet / mobile phone, trying to relate the content in a day-to-day situation, seeing a film about it, seeking the help of another classmate or teacher for further support ... Isabel Carioca Isabel Carioca Portugal The two activities should be done in group work (each group has high-skilled and low-skilled learners) and each group choose how (time, support materials, place…) to make the activities. Massimiliano, Italy Massimiliano, Italy I would like to prepare exercises based on the characteristics of the students, favoring their positive aspects. Lucía, Spain Lucía, Spain I would try to do the first part of the class with all the levels and then I would separate them into the two different snows. They would be working in a group and I would attend to both groups equally. ort. ort. Pureza Pureza I would prepare different kind of activities and exercises. Lídia, Portugal Lídia, Portugal In a formal learning context, more exactly in the classroom I, as a teacher/facilitator, would have to bear in mind the fact that independently from their learning profiles, both the so-called high-skilled and low-skilled learners must reach the same goals in terms of formal learning at the end of the activity. I could, for example, try to plan the activity by means of a task-based methodology, within which both high- and low skilled learners would follow a set of tasks according to their interests, abilities and skills. Amongst the former, autonomy would be encouraged along with hints for further investigation, and follow-up suggestions; the latter would receive more detailled instructions and would be provided with glossaries; audio and/or visual help, among other possible supports. I, as a teacher, would plan to spend more time assisting this group (and make up for it by putting students in charge in the other group). Project-based teaching methods also prove themselves effective and make it easier for learners to contribute according to their learning style. Concerning this method, I have often implemented the Learning Station method in my classroom amongst DaF learners with quite good results. Dimitra, Greece Dimitra, Greece I would try to find a task and separate my classroom into teams in which there will be both high-skilled and low-skilled learners and the first part of the task will be for the low-skilled learners and the second part of the task will be for the high-skilled learners. The tasks will be bresented in the classroom by every team. By that way, the high-skilled learners could help the low-skilled learners as well as the low-skilled learners will not feel marginalised and incapable of completing a high expetance task. Charo /Spain Charo /Spain I would do a task with different levels of learning. Firstly, an easy level; before a medium level and finally a high level. So, each pupil would do until she/he could it. Demet YILDIRIM, Turkey Demet YILDIRIM, Turkey I would use the "Station technique" which I often use during my class. I would prepare different stations and group students for example; "drawing a picture station", "writing a song station" "creating a game station" etc. I would want them to work on their tasks with their group outside the school with the help of tecnhology (optional). Carla, Portugal Carla, Portugal Different types of tasks, with different types of goals and expectations that appeal to different types of knowledge, learning and intelligence. Tasks should have different degrees of complexity. Maria, Italy Maria, Italy I have prepared different kind of exercises for different levels of learning. Mirela, Croatia Mirela, Croatia I would try to include several type of tasks, so every student can choose their own task. If they wont, after finishing one task they can try task that is level up. Ayşin/Turkey Ayşin/Turkey this is really hard work.because I'm a math teacher and the level difference between the students in the class makes my job very difficult. I would try to make I would try to make the activities include not just cognitive aspect, but the other ones as well, such as spacial, kynaestetic, sensory etc. Cornelia Melcu Cornelia Melcu Task: Understand the written message. According with the type of learners Read and write learners write the story report. Visual learners create a graphic organizer of the story. Auditory learners give an oral report. Kinesthetic learners build a diorama illustrating the story. Learning environment: Break some students into reading groups to discuss the assignment. Allow students to read individually if preferred. Create quiet spaces where there are no distractions. Why? Group working would facilitate both high- skilled and low-skilled students. ÖZNUR/ TURKEY ÖZNUR/ TURKEY Learning, methods and techniques should be adjusted according to the speed of the individuals. Objectives and expectations should be determined accordingly. Students should take part in the activities. Class dynamics should be tried to synchronize Ángel, Spain Ángel, Spain There are no learning goals for all students, but rather the objectives and learning methods and speed are adapted to the individual. Vasiliki Psaridou/Greece Vasiliki Psaridou/Greece Working the last 12 years with first grade Elementary pupils, I personalise my teaching methods so often. I have prepared different kind of exercises for different level of pupils. I also spend more individual time for those who need extra help. Lucia Italy Lucia Italy Nowadays it is very difficult to motivate children's attention because they have a variety of interesting offers outside of school starting From sports clubs, multiple videogames....And so it is very difficult to find topics that can be shared, Perhaps it is good to come back to propose ancient things that for children They look really fabulous Sara, Spain Sara, Spain We usually have heterogeneous classes, so we have to deal with this every day. I tend to have open activities that everyone can complete to some extent, some will give a more elaborate answer, others will complete the activity giving in a simpler way. Sometimes it's also a good idea to have group work or pairs. Yıldız Yıldız I would encourage them to do some creative tasks to fin out the degree of their skills.ı would give them tasks with different alternatives , some easy some difficult. So that I can encourage them for a better result each day Ana, Portugal Ana, Portugal In my daily practice I have to deal with many different students with different "intelligences" , different skills and different interest. Sometimes I give them different tasks, other times I try to join them in mixed hability groupsor I simply let them suggest how they want to carry on that task . Another aspect which I find essential is that I recognise which student needs that "extra" support, a bit more attention or just a "well done". Silvia, Spain Silvia, Spain I encourage cooperative learning, pairing students so that they can help each other with the activities Claudya, Romania Claudya, Romania Peer work, team work. Antonietta, Italy Antonietta, Italy I DON’T NEED TO IMAGINE BECAUSE IT’S A DAILY ROUTINE: IN A LEARNING TASK I ALWAYS TRY TO ASK MY STUDENTS TAILORED PERFORMANCE IN ORDER TO CREATE COLLABORATION AND MOTIVATION. It often works but sometimes it doesn’t, so I have to redistribute activities. Elsa Ramos, Portugal Elsa Ramos, Portugal In my class I usually use peer work, one more facility to learn and one with more difficulty to understand. I use the best student as a tutor. Sometimes I use different activities for different students, but I try to go to their interested. For this, I use digital media, mobile phone and some web games. Hara, Cyprus Hara, Cyprus The activities will be planned according to each groups learning preferences. Some students may need audiovisual material while others may prefer text. Some may prefer to work collaboratively while others individually. Manuela Silva, Portugal Manuela Silva, Portugal Nowadays classrooms are learning environments where students must be perceived as unique human beings waiting for supporting conditions where they can fully develop their skills, abilities and enrich their knowledge of the world. In my daily teaching practice, I have to adapt activities to meet students interests or learning styles. It is very challenging to find instructional approaches that answer the needs of learners with a variety of aptitudes and learning styles preferences (the first video highlights this aspect quite clearly – students have different cognitive learning styles). As I teach English as a second language, I always try to vary my approach to the tasks. Recently I’ve been reading and analysing a text about studying abroad and discussing with them how this experience is enriching for students. I always try to bring to class texts that students can listen to (read by English speakers) so that aural learners can process the information in their preferred way but we also comment on the pictures that accompany the text so that visual learners can also participate and present their ideas. I try to ensure activities that are varied to accommodate learners with different cognitive learning styles. Besides adapting the comprehension questions for high and low skilled learners (which is relatively easy to do), the final product of our sequence of learning tasks may be different for each group of students. High achievers who have a more analytical and communicative learning style can do research work and roleplay a situation where two friends are planning to go on an exchange programme. In the same class, lower achievers can work based on the ideas in the text and prepare a list of advantages and disadvantages of going on an exchange programme; more creative students can elaborate a poster to persuade other students to have such an experience. I believe that by diversifying the final product we can engage students and make lessons more appealing. Melek GÖKSU /Turkey Melek GÖKSU /Turkey I can use more sophisticated disciplined teaching steps for my student with higher education level. but I have to explain the steps to my low-level student one by one and proceed slowly. Aida LS Aida LS I guess I'd change some questions so everybody reaches the minimum but those who can, get the most of everythhing Isabel, Portugal Isabel, Portugal In our days, most of us use different methologies in the classroom. But we also know that is difficult, the rules of school and the parent´s somethimes don’t let the teachers execute diferente activities. In this particullary case, i will make groups of students with different skills to equilibrate the activities solving . Žaklina Kvesić Croatia Žaklina Kvesić Croatia i think there is no needto imagine such a situation as it happens in nearly all of the teacher classroom everyday .I would arrange different groups according to their level. Dimitra Zorba,Gree Dimitra Zorba,Gree As a P.E. teacher i always create mexed groups of high skilled and low skilled students.So they can support each other.But sometimes i must personalized the activities and create groups with the same learning skills .I prepare different types of tasks. Stanley,Nigeria Stanley,Nigeria I would structure the task according to their learning abilities.The more skilled will have more complex and challenging task while the other group will get simplified assignment possibly with guidance. İSHAK KUR İSHAK KUR First, I explore their learning areas and intelligence types. I learn family status and physical capacity. I try to prepare learning environments suitable for their interests and abilities by putting them into learning projects. Despoina Amarantidou, Greece Despoina Amarantidou, Greece I will involve both collaboration and team work so that students feel safe. Feruze from Turkey Feruze from Turkey I create mixed grups and make the high skilled students to help the low skilled ones. YASİN TABANLI YASİN TABANLI KIRIKKALE-TÜRKİYE I use a lot of visual material to reach all students in the history class. take into account the interests and needs of the students. Lalitha India Lalitha India I would group them in a heterogenous group of high skilled and low skilled students. Students are more open to peers for learning and expressing their difficulties.(specially the teenagers ). Then have graded task , starting from the simplest to the toughest. Though the low skilled learner may not get in one go, his friends will devise a method to simplify to his reach. Carlos, Portugal Carlos, Portugal As a Math teacher this is my diary scenario. Every single class i have to adjust and personlize ativities. I usualy use pairs colaborative work ; speech to each other how they do; multi level exercises; tecnologies; vídeos; work with real materials; diary evaluation (progress and products) and a portfolio of seleted tasks. Simona, the Czech Republic Simona, the Czech Republic The high-skilled learner could be asked to help the low-skilled learner to understand a rule, explain things, correct mistakes. The high-skilled learner would have to find out how to explain things logically and understand links between things. The low-skilled one would ask questions that could motivate the high-skilled learner. Roberto Italy Roberto Italy I like peer group with one high skill and one low skilled. The best student can tutor the other and both can grow in different ways. On the other hand I face a lack of enough students with the skills of a tutor. An activity for high skilled could be to create an infographic. For a low skilled I would suggest to highlight relevant concepts in a document Ana Croatia Ana Croatia I have been trying to involve my students in various activities that one day will be useful skills - presentation skills, how to write a complaint, how to do research online finding proper pages and sites not only for entertainment purposes, i often demand in some tasks to email me their homework and to practise attaching documents for example. I struggle with collaborative learning watching in a group of 4-5 that only 2 are doing the hard work... combine tasks so tha combine tasks so that they could help each other and collaborate together HAKAN DOĞAN-Sivas_TURKEY HAKAN DOĞAN-Sivas_TURKEY I would try to organize some different homework to high levels and low levels by using some technological devices that they were interested. Neslihan, Turkey Neslihan, Turkey I can try to blend their skills. They can support each other. They can perform both personalized learning and collaborative learning. Fatma Banu Özbek/Tur Fatma Banu Özbek/Tur First of all,I couldn't make up a certain categorization for high and low skilled learners but I'll try to give an answer. I think one way is to provide different options for learners to choose from within the task. Also, as mentioned in one of the videos, I would expect different outcomes from different learners, expecting them to reach the same goal would be for vain Teach yourself and tell me what you find Teach yourself and tell me what you find Imagine a narrative unit: the reading and understanding of the actions of the characters. We have two groups of students: one with high reading and comprehension literacy and the other with low literacy. For the first group privilege the autonomous activities: reading, identification of the characters by physical portrait and by psychological or psychosocial portrait; recording of relevant narrative actions, interactions between characters, final meaning of each intervention. You can present the results in text, in theater or in a graphic slide. For the second group I propose: oral narrativity on the part of the teacher, the so-called retelling of the story, with challenge to the students to complete, fill gaps, both on the marks of identity of the characters and on the actions narrated, with a visual, in the picture, of the interactions between the characters. I suggest oral or schematic presentations of free choice José Machado First of all, at the First of all, at the very beginning of the year, I would apply different types of activities and get the info about each student's learning types. After that I would do group works and gather the students who have the same learning skills. On the other hand, in some activities I would mix those kids and let them figure out the best way they can. Fahrettin AKTAŞ, Turkey Fahrettin AKTAŞ, Turkey I think the best way is to offer a learning environment. Jagoda, Croatia Jagoda, Croatia There is no news that children are learning on different ways. The challenge is to find the way to facilitate them to reach their goals using their own ways ad powers. Ecem, İzmir Ecem, İzmir According to my own perspective, I will give the task to my students and set them free to do it in their own way. Because when I personalise it, then it'll be my task and my own personalised learning. If I categorised my students before the task, like which way they learn best and if I know which type of learners they are, then it will be that way. Halil SÜNBÜL TURKEY/OSMANİYE Halil SÜNBÜL TURKEY/OSMANİYE In two different students, I would make a difference. Teresa Lacerda, Portugal Teresa Lacerda, Portugal I didn't like the categorazition the students in "high-skilled and low-skilled learners". The third video show us a different perspective. Students and adults have different kinds of intelligence. So, one teacher must work with this in your own classroom. In my classroom I always have the tables arranged in a group and the students that are part of each group are quite heterogeneous. Thus, in the same group are students who have more difficult to learn, others more disinterested and others with more ease and interest in the subjects that integrate the curriculum of the discipline. At this moment I am teaching the theme "Extinction and conservation of species" and the work of the students is to be carried out as follows: - In each group, each student has a leading role, time keeper, materials organizer, responsible for the presentation, evaluator - that was chosen by the students according to their competencies; - The theme will be explored by members of the group as agreed between them and using resources that they find most interesting. For example, Internet searches of videos, articles, environmental advocacy organizations or through questions put to people who can give them information they deem relevant, including the teacher; - Students have to define tasks well and hold each element responsible for their execution; - In appropriate intervals, students have to gather the materials they have, discuss ideas to decide whether to continue along the same path, or make changes; - The final work is placed in the class portfolio, a Padlet, and is presented to all colleagues; - Finishing groups will have to comment and evaluate each other's work in Padlet. My role is to be constantly circulating through the groups to put questions and support what is needed. This is one of the ways I have found to be able to involve all students in learning the subjects of the discipline. Obviously, with this group organization I am fortunate enough to have the students tutor each other, helping themselves in the process of learning. Anita, Croatia Anita, Croatia 1.activity: -Visokokokirani disciple: Make a power point presentation about seed germination and plant growth -nisk-qualified student: Orally present how he sowed bean seeds and followed germination and growth 2.aktivnost: - Vocationally qualified disciple: graphically shows the growth rate of leaves and stems with growing conditions (air temperature, water .....) - a disadvantaged student: Practical work in the schoolyard is the task of sowing two seeds in the same living conditions (one dry and the old and the other healthy) in a notebook the lines of the days he noticed Raquel Santiago, Portugal Raquel Santiago, Portugal First of all, I usually sit a high skilled learner with a low-skilled learner on each table. I speak to them and explain that one can help the other. Specially in a foreign language class, this can work out well because students who know more vocabulary, for example, can help the others who are, sometimes, too shy to ask basic vocabulary. Secondly, I would probably give them a webquest, for example and ask them to work collaboratively or have them work on a project together so one would help the other, with my assistance or close attention if necessary. Lastly, I would like to refer that the second video about lost and confused students really resonates with me. We all know that sometimes we have students who are just not interested, maybe because they are not learning the way they prefer or the tasks are not directed to their type of intelligence. These students are happy to just let others do the work and they don't really participate and, thus, they aren't learning anything. In this situation, I would probably give the high skilled student a webquest or another type of task he could do independently; and try to give the low skilled student a task about the same topic, but I would try to work with him more individually. Obviously, this is difficult to do with large classes and I'm still struggling with some students and trying to understand them. So, the third video really touched me too. Ana Correia, Guarda, Portugal Ana Correia, Guarda, Portugal Students with different intelligences or with different learning abilities are the daily basis of any teachers’ work. In a primary English class, I would define different types of objectives, different kind of tasks, different timing and different assessment procedures, if possible different input sources according to the students, the class or the school characteristics. I would have exercises (oral or written) with different levels of difficulty or adapted to the kids’ interests/abilities, give clues according to needs, give room to activities with different stages of autonomy and build from that on. Spoken interaction differentiation is quicker to organize for me as we can build it almost as we go and there is a stronger sense of class and of common purpose. But preparing such personalised activities when there is a written format (even if they have an oral purpose) is overwhelming, not only to produce, but also to manage in class without losing track of the group. It is even more so if we are not dealing with a single class, a single school or even a single level in the same room (which is my context). The way I’m doing it right now doesn’t match the second video’s idea that personalized learning is about making things easier and “getting quality time” with students or “spend(ing) more time… engaging them”… Rosalba, Rome Rosalba, Rome Next week, after the end of the first term, we' ll organize a one-week period of recovery and empowering activities. This morning I told my high skilled students that in turn they will be engaged to be teachers to their lower skilled schoolmates: first of all they will present a lesson on the already studied topics to the class, presenting, in particular, the Mind maps and all the google presentations they have shared on google classroom; next they will work in groups implementing peer to peerr support. All the class accepted my proposal enthusiastically. Alma, Bosnia and Herzegovina Alma, Bosnia and Herzegovina I would ask them what is the best way according to their opinion to do or learn specific assignment and I will prepare those activities on that way. Same activities from other perspectives. Eduardo López. Spain Eduardo López. Spain With primary students you sometimes need to use miming, gestures o keywords to help them remember. With students having more problems to understand the lessons, you have to combine all kind of strategies, make the necessary adjustments, labelling is very good to boost memory, this way, you reinforce writing while fostering speaking. Raquel Martins Raquel Martins Content can be taught in different ways and using different materials. The main objective is that the strategies used take into account the students' individual needs and promote their success. I divided the class into groups, for example, giving the most qualified students tools to guide them in discovering, on a given topic, to construct simple questions to put the group of low-skilled students. This group of students, the poorly qualified, would freely research the subject, in the Library, on the web or even questioning adults about the subject. This group would present to the most qualified students what they discovered with the research they did, with an exchange of information between the groups. The group of qualified students would go through interactive games created for this purpose, using the Kahoot for example, question the students on the topic. Fun and interactive, everyone learned. Rute Vieira, Portugal Rute Vieira, Portugal Firstly it would set what the ultimate goal to achieve for both students. Based on this, it would propose differentiated tasks for each of the students. In the student with more difficulties it would be important to have recourse to material (in the case of mathematics, for example) and using day-to-day situations. For the student with great ease it would be important to give him the freedom to learn more if he wanted to go further. In this type of situations, I also use group work among students since the way to reach colleagues, the way they speak, the motivation ... are different from when I am developing a theme. Gamze, Turkey Gamze, Turkey In math lessons mostly I try to start with easy examples and go on more complex ones. Moreover let the students collaborate is an effective way. Sometimes I let high-skilled students to work with low-skilled students as groups. Mira, Croatia Mira, Croatia I believe that all teachers daily have such a situation. My way is to help students in group work by giving them tasks of varying weight, in individual work I also tailor assignments, give additional instructions, learners with writing and reading difficulties, help with instructions and adjust the weight of tasks. Paulo Almeida, Portugal & Belgium Paulo Almeida, Portugal & Belgium I would probably give them the same task. However, I would put them to work collaboratively, where the high skilled student would help the low skilled student in solving the task. In this way, not only the high skilled student would develop his / her competences in helping the other, but also the low skilled student could develop his / her competences, being accompanied by a tutor who speaks the same language and who can feel closer, in terms of relation and age level. I could do the same type of practice, but with different tasks. Zekiye KAFALİ, Turkey Zekiye KAFALİ, Turkey I think there is no need to imagine such a situation, as it happens in nearly all of the teachers' classrooms everyday. The best way, in my opinion, is to get them to communicate and collaborate. Thanks to peer work or group work and different activities, high-skilled learners can help low-skilled learners. Zvonko, Serbia Zvonko, Serbia I would give more difficult task for high-skilled learner and easier task for low-skilled learner. Seyhan yilmaz Seyhan yilmaz All students who have different intelligence have the same education because of our system.We hve to strugle to have any idea about stdent's intelligence they should be educated according to their speed of learning and interests Nurcan Korkmaz Karataş-Turkey Nurcan Korkmaz Karataş-Turkey My My students are learning better with the game Banu Güven, Konya/Türkiye Banu Güven, Konya/Türkiye First of all try to learn what kind of intelligence they have, then try to makke a task which contains knowledge according to their ıntelligence type Ana Teresa Gonçalves Ana Teresa Gonçalves I would give them diferent tasks. They should be adapted to their capacities. first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them Elena SpainThe s Elena Spain The students are different levels I would teach differents activities María, Segovia María, Segovia My school has a very wide range of diverse students: different cultural backgrounds, different economic levels, diverse ethnic groups, etc. In my first grade class I find kids already reading and others still struggling with recognising letters. That's why I like to present open-level activities, so the whole class can work on the same topic but at different levels, according to their capacities. Sanja, Croatia Sanja, Croatia I will designe different activitis trough group work so that high-skill learners help and support low-skill learners. Dan Sovan-Romania Dan Sovan-Romania Generally, our classrooms are extremely heterogeneous and numerous in terms of the number of students. Moreover, as a result of an inclusive education policy, we also have work with students with ESC. It is extremely difficult for an early teacher to find a way to optimize the teaching-learning process, but the didactic experience tells the word. First of all, a preliminary diagnosis of pupils' competencies should be made and, depending on the results, we will adjust the process and workloads on low, medium and advanced levels. Of course, for low-level people, remedial or recovery classes can be made, and other students can be trained to perform by participating in various competitions, school Olympiads. em differentiated work ta em differentiated work tasks Alina, Romania Alina, Romania Of course, give them differentiated work tasks Ali CEM Ali CEM It will be appropriate to assign tasks to all kinds of students according to their skills. Maria, Larissa Greece Maria, Larissa Greece I will make mixed groups with high and low skilled learners in each group. Irina,Latvia Irina,Latvia I would make these two learners work over. They can both split tasks as they wish. They can work together to help and support each other. Edita,Croatia Edita,Croatia I would create groups with fewer students and give them tasks of different level. Each student would have the chance to choose a task that he could solve. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Rosa M Reina (Spain) Rosa M Reina (Spain) Probably i will desing different activities in the same test. I will adapt to their abilities. Different intelligences, different teaching. Melita, Croatia Melita, Croatia It's an everyday situation. The classes are heterogeneous. I would do tasks of different levels, with different skills, where such a heterogeneous group would have to come up with a solution. They should also use the skills of the weakest one. Sara Sara I will use stratified and differentiated activities promoting collaboration among students. José Teixeira, PT José Teixeira, PT I must admit that I don't like to categorise my students in “high-skilled” and “low-skilled”, just because all of them have different skills, so the best strategy to personalise a learning task, in my opinion, is to encourage cooperative learning. Students should work in small groups and inside the group they have different tasks according to their skills. All of them should collaborate to accomplish the task. Rukiye/TURKEY Rukiye/TURKEY I would arrange different groups according to their level José María, Spain José María, Spain I understand that I shoul prepare activities that motivate first and foremost and then propose activities in which they feel more comfortable attending to their personal skills. Always with a common goal and with the help of a collaborative work. Madalena, Ponte de Lima, Portugal Madalena, Ponte de Lima, Portugal As an English teacher, grammar is usually an issue for students who are less analytical or are more prone to engage in activities in which they use their rather visual intelligence. In that sense, if I were to teach a specific grammar item, I'd start by showing the students a video (maybe a cartoon or a part from a TV series or film) in which the structure was being used; then after aknowledging the structure, the students would be able to choose between either practising that structure using a previously selected interactive online ESL site or draw their own cartoon on paper, creating a story with characters that would have to use the grammar structure in their lines. Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Güney /TURKEY Güney /TURKEY each student's interests are different so we should use different methods and techniques,flexible content and student reflection. Klaudija/Croatia Klaudija/Croatia Every student has the right to learning, only needs to adapt. We can work through group work so that better students help and encourage students with lesser abilities. Another way is to adapt working methods to students with reduced spouses. Carla Carla Every single day I have to adjust and find new solutions, what worked just the day before may not work the following day. Anyway, I'll give a simple example for a writing task in a mixed abilities class: some students receive a writing task with a bullet list with main ideas to develop (the scaffold) and always an extra bullet to suggest with his/her own idea; some other students will receive the task to write a story which begins with a given initial sentence, wider writing task Each child's developmental characteristics are different, differences should be considered. Each child's developmental characteristics are different, differences should be considered. Gonca Gonca I would teach different types of activities for understand how pupils learn easy. Fabiola Fabiola I think that the activities to personalise learning are: 1) the group work where the best guys can help others overcome their difficulty 2) individual paths where teacher helps the pupil to achieve the goals based on his skills Gülhan KIZILKAYA UÇUCU Gülhan KIZILKAYA UÇUCU I have to understand the level of students first. I can focus on what you can learn better and learn Marianthi Arvanitidou- Greece Marianthi Arvanitidou- Greece Teaching is very difficult because you have to faced with different types of students A high-skilled stude A high-skilled student can be offered more creative tasks, with many unknowns, but they can also compose problems that reflect some industrial processes or everyday life. Unskilled students happily solve the tasks in which they apply skill and less use memory and logic. Patrizia, Italy Patrizia, Italy Every day I am in contact with at least two types of students: really good but not motivated students, who sometimes call themselves bored, motivated students but with poor attitudes that reach satisfactory results with great effort. With such structured classes, depending on the subjects to be presented to the students, I use different strategies: 1) Group work: the group is mixed, that is, formed by particularly gifted pupils who work alongside students with difficulties to whom they propose activities to be presented through a report, presentations 2) Particularly gifted pupils monitor and support the activities of the weakest and help them overcome difficulties 3) Use of technologies that favor the creativity of the best but at the same time facilitate the learning of students with difficulty Elena Quiles Elena Quiles I think that in that particular case, I would group students in different teams mixing high-skilled students with low-skilled ones so that the former can help the latter. In addition, I would prepare an activity adapted to high-skilled learners and another one to low-skilled learners according to their abilities Salva. Spain Salva. Spain I would adapt a part of the activity for each of them. However, I would design another part of the activity so that they could work together taking into account the differences in each one of them. I believe that collaborative works help my students respect and value the differences between them as a positive aspect in social relationships. Elisa, Italy Elisa, Italy Different students with different strong and weak points: we have to face this problem every day and it is not so easy to find always a solution to get a good balance in the individual involvement. So for me it is enough to succeed in finding the right solution at least from time to time. For example I engage students in group work and I try to help each of them to do their best, for ex those who are very good at art will be asked to look for graphic solutions, those who can write very well will be responsible for the writing of the whole group's ideas etc. A later stage is for them to teach their mates what they can do better. I always present them a schedule with different phases they have to cover and this helps to Patrícia Campos, Portugal Patrícia Campos, Portugal For these two kinds of learners I could vary: - the way the tasks were presented, for example one could receive the instructions in a more formal way, for example a text and the others would receive a video or a audio recording, were teacher could use a more simple vocabulary; - the difficulty of the tasks; - the time given to complete each task; - the number of tasks; - the type of tasks; - the focus on evaluation (results vs. process). Hakan Can Hakan Can I join Lilia's idea. I would do such a practice. I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Lília, Portugal Lília, Portugal In order to truly personalize the learning environment for students, I first need to have a comprehensive understanding of my students. This means knowing their academic strengths and weakness as part of a complete learner profile that gives a holistic view of each student. As a teacher, I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Furthermore, I would suggest and provide a variety of activities, through viewing videos, listening to podcasts, view presentations, read articles or texts, participate in discussion boards online, etc. Throughout all the process, assessment is extremely important in assuring student success. The assessment process should be embedded within each lesson and used as a tool for immediate and consistent feedback. Students need some form of direction and timely as well as constructive feedback. Lejla Hujdur, B&H Lejla Hujdur, B&H I would create cooperatives groups with differrent types of tasks so every student can express themself in the best way. I would also use peer to peer learning. Leticia Gil from Spain Leticia Gil from Spain I would try to create cooperative groups in order to learn in a motivated way. Each child is different and needs particular attention so, as teachers, we should personalize our way of teaching taking into account their interests and abilities of learners. Claudia Italy 🐏 Claudia Italy 🐏 In my classes there are students with different skills and abilities. Every child is unique and unrepeatable. I try to enhance the different characteristics. I propose group work and games. Sometimes I use peer tutoring. i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs António, Portugal António, Portugal In all my/our classes it is as inevitable as life itself that there are different skill levels. In autonomous group activities I tend to create different roles and tasks. In some cases with the highest skilled ones tutoring/supervising the other students. Nilüfer Güreşçi Nilüfer Güreşçi I'd start by getting to know the interests and abilities of the learner. I prepare an education and training plan and activities that I can use in my interests. I ensure that a student with a high level of learning maintains his level of questions and activities to keep his curiosity and motivation going on. Rosa Barros, Portugal Rosa Barros, Portugal It is not necessary for me to imagine I have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners) because I do it on a daily basis. As a starting point, I must emphasise that I do not like to “label” my students as each one of them has different skills and abilities and it is by sharing and taking advantage of differences that our classroom becomes a healthy learning environment. In my classes, students help each other all the time, either in groups or in pairs, but in a peer-coaching/tutoring strategy, and at the end of each tasks, students share what they have done/learnt. Throughout the schoolyear, I try to plan diversified activities that involve all range of intelligences, interests and knowledge (being it the result of formal, non-formal or informal learning) so that each student can put the most of him into the class and engage in a collaborative lifelong learning process. But we are referring to a more formal learning activity, take for instance, a listening-comprehension task, I would plan a T/F exercise for the “low-skilled” learner and maybe a gap-filling or a completion exercise to the high-skilled one. João Teixeira, Portugal João Teixeira, Portugal I would give each student or group of students a different role and different tasks according to their levels, skills, abilities and interests. Each student/group will perform the task on his/their own way for the setting time or, depending on the aim of the task, for the time he/they need(s). All these activities would be supervised by the teacher or, preferably, by other students. Anita, Croatia Anita, Croatia The truth is that we are faced with the need to personalize learning every day. The intellectual abilities of our pupils vary and I find myself preparing one lesson in different ways so those with dyslexia or dysgraphia can follow my teaching. Sílvia Teixeira, Portugal Sílvia Teixeira, Portugal As experts, we do not need to imagine this kind of situation, because it happens every day inside our classroom, not necessarily based in high-skilled and low-skilled learners, but having in mind different students, with different interests, different intelligences, different needs… The best way to personalise learning is through “autonomous learning time” (Tempo de Estudo Autónomo – TEA). It is a situation where students learn to formulate goal, plan their learning process, identify resources of learning, select materials which are suitable for their ability and interest, choose and implement appropriate strategies to learn, evaluate their learning process and manage their time to learn, even outside the classroom. Esada Čirić-Delić Esada Čirić-Delić This is a reality in my country. We have mixed-ability classes with multiple intelligences and I like to include various activities to suite all those intelligences. Sometimes I change materials to suit, sometimes pair work is best and sometimes group work brings the results. Aslo Aslo Aslı Aslı I would divide the class into groups and give each student a different role according to their levels and interests. Then, I would assign them differnt tasks according to the pace of the lesson Teresa M., Spain Teresa M., Spain I'd have to adapt the activities: same format but different tasks for different learners for them to fulfil their capabilities. Leyla, Turkey Leyla, Turkey Making mixed groups with different intelligence and asking them to create a product by which each individual can take out his/her strength among others. Preparing and delivering personalized teaching/learning material and leading each student to a reachable goal would make them feel proficient. Heidi, Germany Heidi, Germany The best way to personalize a task in my opinion is preparing a project with a question. In a project every student works with its personal ability, at its own pace, in groups or alone. Erhan Erhan Yes, every students have different kind of intelligence. They can use them more efficently but teacher have to use not only his/her teaching method but also in a school . So every unit must bring different areas of interest (intelligence) in english. Teachers pay attention to this and organise their teaching method for their students. Eduarda Sousa, Portugal Eduarda Sousa, Portugal This is not an imaginary situation. It's truly part of teachers " daily struggle. So generally I divide the class in mixed level group so that the fast learners can help low level learners. My teen students just love this as it's easier for them to understand their peers' "lecture. I also try to give my high level students a bit of a challenge by working on their own and solving problems using for instance thei mobiles while I help the other ones. Bosiljko, Croatia Bosiljko, Croatia I will create groups with max 4 pupils in, and give them tasks with different level of complexity. probably I will explore their possibilities before... Each student will perform Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zehra Tuğçe Özgel, Turkey Zehra Tuğçe Özgel, Turkey I determine their needs, speaking both by doing survey. I prepare lesson plans for their needs along with the curriculum. Vida , Lithuania Vida , Lithuania For the purpose of studying the topic, the students are divided into groups and tasks of different complexity. Anca, Romania Anca, Romania I would divide the class into groups, same topic, different tasks. Temel Gövce Turkey Temel Gövce Turkey First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. All students work in the same Subject using different materials. If there were two activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (A High skilled learner with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pair to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity. I would implement group work strategy and try to apply myteaching steps for students'different skills I would implement group work strategy and try to apply myteaching steps for students'different skills D., Croatia D., Croatia This is an every day situation. Classes are heterogeneous. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Demet - Turkey Demet - Turkey Mixed groups can be created. Serge from Belgium Serge from Belgium Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zrinka, croatia Zrinka, croatia Divide them into groups or pairs and give them projects according to theirs skills. Something similar but different level activities. Brankica, Croatia Brankica, Croatia I would put them in a group to work on a topic together, and I would assign them various, personalized tasks and adjusted to their skills. They would have to cooperate and help each other, and I would also give them pair-work homework. Audronė, Lithuania Audronė, Lithuania I'd preteach a low-skilled learner, later they could work together and benefit from each other. Cláudia de Sousa, PORTUGAL, D Cláudia de Sousa, PORTUGAL, D This is what actually happens on a daily basis. Classes are heterogeneous and our work demands reflecting over this question regularly. In my opinion these two students obviously need two different approaches. The highly-skilled student is, normally, a more motivated student in a learning context because learning isn’t a difficult task, whereas the low-skilled student may be a less engaged one because he/she finds it difficult to keep up with what is being taught. This last student might feel lost, confused, may need more attention for many and diverse reasons. However, without knowing both students well, we can’t jump to conclusions this easily and we should definitely not decide over strategies without bearing in mind why they are being defined as high-skilled and low-skilled. In other words, is the high-skilled student so just because of his high grades? Does that mean he is highly motivated? And concerning the low-skilled student, are his grades low because he/she struggles with assessment and tests? Does that mean he/she is less motivated? According to what happens at school, teachers are expected to be more concerned with low-skilled students, because we would like them to get better grades. We tend to spend more time thinking about how we can help these in becoming successful as if high grades were synonym of success in life. Nevertheless, I defend that in both cases the key to help these students is motivating them towards different non-formal learning activities because in both cases each will have to undergo different processes at different their own pace. Learning is long-term process and this is what students are to be reminded regularly! Antonino, Portugal Antonino, Portugal In my opinion, personalizing learning does not necessarily imply assigning a task to each student. Herculean task for sure. However, you can assign different tasks to two different groups to work on the same topic. Strategy to implement: Group work in the design mode. The groups would be with a small number of students in order to enhance the collaborative and participative work; In the formation of the groups it would take into account the different intelligences / capacities forming heterogeneous groups; The project modality allows to maximize the capacities of each one because, with the constant orientation of the teacher, it is possible to demonstrate skills of the less qualified students, namely in the operationalization and more practical parts; This modality obliges the students to diversify their abilities and not always the most qualified academically they are in parts that leave its scope, like for example to organize a structure to present the final work. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Cecília, Portuga Cecília, Portuga I organized the class into work groups by proficiency levels, characteristics or similar interests, in order to create an excellent learning environment. It would do the same activity but would adjust the level of activity requirement to the actual ability of the students to allow them to succeed. Susana Carneiro, Portugal Susana Carneiro, Portugal I could use collaborative groups in PBL or a "menu" of tasks for the students to choose with the same goal (for example: research paper about sustainable projects around the world or ation plan to do at home and make the daily life more sustainable). Low-skilled? It depends on the skills you`re looking for :) Olivera, Montenegro Olivera, Montenegro Gathering children according to interests, needs and skills. Adapting activities that include reading and writing, for one group; and for the other group in the lecture I also insert digital media. Aleka, Greece. Aleka, Greece. It depends on various factors such as the age of the students, the kind and purpose of the activity, how well I've known them... Jorge Estrela, Portugal Jorge Estrela, Portugal Start teaching from the level at which the students are. This is why it is fundamental to diagnose knowledge, assessing the level of student performance, interests and learning profiles. When planning activities, take into account the profile of each student, so that everyone has an opportunity to learn, for those who present more difficulties and those who are already on the road to school success. There are some aspects to be differentiated in the planning and dynamization of activities: consider the students' learning style (visual, auditory, schematic); repeat the information, explain in other words; explain the topic in small groups; use activities that work the same theme for all students and adapt the level of difficulty; provide concrete material for the students with more difficulties; adapt the time of activities; diversifying the forms of production (text production, oral presentation, drawing, painting ); use facilities outside the classroom, such as the school library. Jasna, Croatia Jasna, Croatia I would divide the class into groups and make my students work on a similar but different level activities or a would connect high -skilled learner with low-skilled learner. High – skilled learner can help low-skilled learner. Hacı Ömer Erarslan Bursa-Turkey Hacı Ömer Erarslan Bursa-Turkey I would divide the class into groups and make children work on similar but different level activities. Feruze from Turkey Feruze from Turkey I make mixed small groups and give projects them and make the high skilled students help the low skilled one. CAMINO, ESPAÑA CAMINO, ESPAÑA Nobody will know the difference between both levels of learning between the students. Nobody will know the differences between the contents of the activities. I would be the only one to know about it. Students would work together, helping each other to understand contents of the exercises. I could help low-skilled and high-skilled learners in different ways at the same time. Sandra Oliveira, Portugal Sandra Oliveira, Portugal I woul divided students into small groups of 3 to 4 elements:groups of highly qualified and low-skilled students. I would provid them with a list of research topics, so that they chose the more interested one. then I would explain them the essential learning and objectives and contents of the activity. Students will research the theme and then present their work to the class. For the groups of low-skilled students I would provided them diferent level activities and guide them, if they want. It would give them more individualized support. In the end, thye also present the research results. All students would transpose their research into the learning journal. Jorge Conde Jorge Conde I would make the collaborate with each other in different tasks, allowing them to help each other. I usually give assignments and when students end their task they can go to other groups and support their colleagues. Sandra Gomes, Portugal Sandra Gomes, Portugal I could either ask the high-skilled learner to help the low-skilled one or choose to adapt the activities according to their skills/level. For instance, I could hand out a worksheet on a vocabulary topic we had studied in class and grade the tasks. Imagine it is a word search on technology. I could give it to the low-skilled student with the words he/she was supposed to find, whereas I wouldn't give this hint to the high-skilled one. Or I could just pair them and allow them to find the words together! If it's a reading comprehension exercise where students have to complete a sentence according to the ideas in the text, I can give the low-skilled learner options to help him/her complete it. Doinita B., Romania Doinita B., Romania I would use the "teacher method": high-skilled learners to teach low-skilled learners, and at the end I would provide feedback to both kinds of learners. Renata, Zadar Renata, Zadar In some lessons I always connect high-skilled learner with low-skilled learner. The task is that high-skilled learner found a way to teach other student thru discussion, drowning, explanation with their own words. After that, very often, low-skilled learners know better than after my explanation. Ana Paula, Portugal Ana Paula, Portugal Çölban-Turkey Çölban-Turkey I personalize teaching methods very often. I try to prepare activities according to my students' development processes, intelligence types and needs. I spend time with my students who need individual attention. Daniela, Italy Daniela, Italy I would divide the class into groups and make children work on similar but different level activities. Soraya, Portugal Soraya, Portugal I would probably try to adjust the activity to their personal interests. I would let them choose the way to get to the purpose of the activity. I would also let them choose how to present the results. sebahat yalçın,İzmir Turkey sebahat yalçın,İzmir Turkey I prepare the activities of the the learning task according to the learners' abilities,their preparedness about the task ,their intersets and also theirtype of intelligence. Sarah Mallia, Malta Sarah Mallia, Malta I would give a shorter task to the low-skilled learners and include some challenging tasks for the high skilled learners. I would use visuals , auditory and technology so that I 'll try to reach all sorts of many students at the same time. HEVAL DURAK MUĞLA TURKEY HEVAL DURAK MUĞLA TURKEY I personalise my teaching methods so often.I have prepared different kind of exercises for different level of pupils.I spend more individual time for those who need extra help. Lurdes - Portugal Lurdes - Portugal Let’s say that the task is “Asking for and giving directions”. For the high-skilled learners, the activity would be writing down all the instructions to get from point A (it could be our school) to point B (a hospital, for instance). For the low-skilled students, the task would be, using Google maps, drawing the way from A to B, according to the instructions given by their colleagues. Elsa Martins - Portugal Elsa Martins - Portugal After presenting the topic and showing flashcards to all the students at the same time I would ask some questions about the pictures. Firstly I would ask high-skilled and then ask the low-skilled ones so that they can listen to their classmates answers. For low-skilled learners I might whisper the words if they can't remember them or give them some answer clues. For other activities it could be in small groups with both high-skilled and low-skilled learners, collaborating throught the activity. If it is an individual task/ activity low-skilled students could have different stategies like matching exercises instead of open questions, fill in the gaps (with given words), true false questions. I usually to this for students with special needs. Sandra V. Sandra V. I would put those two learners to work in pair. They can split assignments as they want or they can work together, helping each other. Ş.G.Gundem/İzmir Ş.G.Gundem/İzmir I can set up working groups with children at different levels. They learn to work together. I can give you homework based on the children's level. Lina, CRO Lina, CRO Group work is a great way to help children with difficulties but also to motivate children with high skills. It can be a theme where children with difficulties can draw something or read basic text in book, and high skilled students can explore something more on internet. Berkant Berkant Some of my students are learning from the examples ,some of their classmates' group work.And some of learning a part of one to one work Nițescu Emilia-Elisabeta, Romania Nițescu Emilia-Elisabeta, Romania To begin with, I start with differentiated activities. For those with difficulties, I will have different tasks than those advanced. I will try to work on teams by using each other's skills. All of this will be accomplished without the pupils observing the difference between given tasks. Nilay Dokur, Turkey Nilay Dokur, Turkey I think the first step for the different learning levels of students for the same activity would be defining and categorising the student's intelligence types before the activity. For instance a brainstorming activity about the subject matter. Then I would prepare learning corners to let them perform their abilities. Paulo Alves - Portugal Paulo Alves - Portugal Group project based learning with both - high and low-skilled learners (lsl). They have to draw a plan and execute it with several tasks. The aim is the high-skilled learners help the low-skilled learners making them (lsl) aware of the "how-to" process. In future tasks, with those skills, they (lsl) can improve applying knowledge and get feedback from high-skilled learners and also from the teacher. I think that it should I think that it should Adriana, Romania Adriana, Romania It is important to work with both types of students and to let them feel they are equally important for the teacher and for the learning process of the entire group. I think I would, at a certain point, let the advanced ones "teach" the others in their particular manner and then ask for feedback. Marina, Zadar, Croatia Marina, Zadar, Croatia It would take them to nature and there would be activities for both of them. I would give them different activities - watching, calculating, climbing and it would be interesting for all. 9 9 Sanja, Croatia Sanja, Croatia I would give them a group project with different activities, for example calculate something, use technology, make a presentation so each student can pick which part of the task suits him best I I Göksel Ogalan , Manisa/Turke Göksel Ogalan , Manisa/Turke First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. If the high skilled student shows really great potential, I would start with more complex structures as I would do with the lower skilled one. If I would see that they can compete with the tasks , I would guide them by learning new and more complex structures and assure that they learn how to handle with the problems on their own way. Providing them opportunity to discover their own potential and being aware of own intelligence type. FátimaM, Portugal FátimaM, Portugal I would think of a very interesting, challenging, fun question and let my high-skilled and low-skilled students get to the answer through whichever way they prefer. Fatih TOPÇU/Türkiye Fatih TOPÇU/Türkiye For example, in the theme of mother's love, I would give a student the task of composition and the other a task of telling painting. Slađana Kristek Slađana Kristek I think it depends on the task. I would like that the student that is high skilled helps them that is low skilled. The low skilled sholud make set of questions and the other sholud explain the task. Lacramioara Cazangiu,Romania Lacramioara Cazangiu,Romania If students have a different level of training, I will prepare a lesson in which I will work differently. The same theme should be understood by all but by different ways of understanding. HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY First of all it can be accepted that personalise learning or instruction is very difficult to implement for teachers in large classes. Analyzing the class to find out who they are, what is their interest is important step when giving the task to high skilled and low skilled learners. Then I try to encourage my students to work in pairs. I give all of them the same project work and decide and collaborate with each other how to prepare and represent it. nurcihan,istanbul/Turkey nurcihan,istanbul/Turkey as an english teacherI usually try to personalise the learning task in my classes.for example at he end of a unit I gives tasks to low skilled learners writing about that unit topic or asking and aswering questions with their partner about topic but I want high skilled learners to prepare a sketch about new topic and act it out I would survey the s I would survey the students to identify styles first then vary the activities according to their interests - different activities but same But same learning objectives Ella, Croatia Ella, Croatia I would make a learning scenario with project based learning and flipped classroom. So both of the learners can in non-formal way, at own pace, do the activities Serap OZDEMIR ORUC Serap OZDEMIR ORUC I would give the same task to them. And I would let them to present their work by their own way: by drawing-painting, by using technology-making slideshows, by searching on the net or library and writing the results with hand or on computer, by presenting with a drama , by just talking about the topic/giving examples about it. Adina Geczi, Romania Adina Geczi, Romania Being different, they will be lost in the process if I won't be able to help them. So, for the same subjects I will create different learning activities. Using a rich set of methods I will find a way to make every student to understand what they have to learn. After that I will know how to elaborate the tests using different types of skills. Maija Maija I would start with a game or other activity that is interesting for both levels to get involved Latife Çeri,Turkey Latife Çeri,Turkey At first,İt is difficult for us because our educatıon system has to make our pupils similirazed.But we can change our by collobrative or group activity lessons and also we could adapt techonolgy to most of our lessons.This makes our lessons enjoyable... Nicolette - Malta Nicolette - Malta I would start by giving my students a task to work on in groups. I would spend some time observing them working together to get a clearer picture of the different types of learners. I would adapt the activity according to the abilities of the students using different types of questions which can help them grasp the learning task. Mehtap Öz Mehtap Öz Their differences make them unique.I would give the same topic and make them free.The results are not important,The most important is their own effort Mustafa Özdemir/Turkey Mustafa Özdemir/Turkey For both students, I would set up activities with technology that wouldn't be different from each other. Barbara Matysek, Poland Barbara Matysek, Poland I would try to prepare different activities for high -skilled students and different for low-skilled students. It is important to know your students well, to know their abilities. Low -skilled students would get easier exercises to make them feel successful and high-skilled more difficult to let them practice and learn more. A group work would also be a good idea because students can work together, decide what they can do , divide the work between each other according to their abilities and produce the final outcome. Željana, Croatia Željana, Croatia I "m testing my Students which tipe of inteligence they are and then I try to show them the best ways of learning and the methods Mmmo Mmmo Mmm Mmm Monique Malta Monique Malta I would first gather evidence on what my learners know visa vis the topic being discussed. The next step is to prepare engaging material within the learners abilities. Mia Mia I would make a same task but with different activities, different kind of question, different methods etc. For example, today i have worked rythm with one class and there were 3 students with special needs. I gave them easier task and they answered correct. That was great because they were so happy and I was happy, too. Dilay Dilay I would differentiate the activity types according to learners' intelligences and levels. To do this, I should know my students very well. h-skilled and low-skilled h-skilled and low-skilled learners). What would you do? Adela Gabriela Adela Gabriela I am testing my students to know what kind of learner they are. Using Gardner Theory about Multiple Intelligences... Marina Molla, Greece Marina Molla, Greece Gardner' s "Theory of Multiple Intelligence" suggested that we all have different kinds of "intelligences". As teachers we have to try and find our students' abilities and talents and adjust their learning tasks to these: Visual-Spatial Intelligence Linguistic-Verbal Intelligence Logical-Mathematical Intelligence Bodily-Kinesthetic Intelligence Musical Intelligence Interpersonal Intelligence Intrapersonal Intelligence Naturalistic Intelligence Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Sanja, Croatia Sanja, Croatia I'll try to make task about what they're interested in. Before doing it, I'll talk to students and try to find out what are their intereses. Karela Georgia Karela Georgia At the beginning I will try to understand how they want to work. I will prepare activities for both kinds of learners. Cristina Cristina First of all I have to actually 'read' the class so as to find out at what stage they are and also who is who: high or low skilled (assuming they are all in the same class) Then, maybe instead of two different activities, as time is not much, I would opt for 2 different ways of presenting the same activity. As referred in the second video, once in the classroom we have to sense the kind of student we have before us, which is not easy, specially with big classes. I would start by using my regular approach and 'feel' how the class reacts to it. Then I would definitely use a web tool to either a) make the activity more visual b) foster the students interaction c) Provide some movement to the class (literally have them move around) The students would then have the chance to try out their different ways to LEARN. Annibale, Italy Annibale, Italy First I analize the type of audience, after I start to find different tools and I prepare 2 activity with different tools. I test it, I maje some change and after I will have the two activities Sibel Akyılmaz Ateş,Turkey Sibel Akyılmaz Ateş,Turkey I would prepare different types of tasks, lots of exercise assignments and lots of independent. Sevda ER-Turkey Sevda ER-Turkey All students work in the same subject using different materials. a more demanding then i would started with the simple one for all and then i would created pairs to callaboarate for that . Angelo, Rivoli, Italy Angelo, Rivoli, Italy It depends on the learning task. If it consists, for example, in memorizing obligatory contents, then it is necessary to seek together the modality that most facilitates each student, perhaps with the help of ICT. If, on the other hand, the task consists of a project without rigid constraints, then it can be tailored to suit the preferences of each student. Laurrie, Ro Laurrie, Ro I would give them a group task (e.g. project), that might involve both kinds of ss - I would appoint a leader who would lead the group and assign roles: weaker ss might be good at drawing, others might have other good sides. Thus, they all get to collaborate and do sth together. Adeviye Alcıl Turkey Adeviye Alcıl Turkey Observing individual differences is very important.I try to make my students more difficult to understand issues.If we plan the teaching with different visual and audio tools we consider individual differences. Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey I prefer to practice learning and field trips by doing it for the highly qualified low skilled student. I can apply a personalized learning method with question answer method according to the interest of children. Fatma AVCI, Turkey Fatma AVCI, Turkey each of my students have different learning pathways. They have different interests and perceptions. I take this into account Fernando Mota, Portugal! Fernando Mota, Portugal! Above all, we will always have to respect the needs of each student and their differences. In view of this, I think that different learning plans should be drawn up, depending on the case, that is to say, for a highly qualified student, a plan for the development of their skills should be drawn up, whereas for a low-qualified student a recuperation plan. In one case as in the other, with the existence and application of this type of plans, we can better follow the development and the progress of these students. Therefore, a certain topic will be taught differently, taking into account the differentiated characteristics of the students. For the highly qualified students, in addition to the explanation of the concepts, you will be presented with information sheets to deepen them, with exercises of a higher degree of exigency. For the students with little qualification beyond the explanation of the concepts, you will be presented with information sheets explaining them, with exercises of lesser degree of exigency. Adília, Portugal Adília, Portugal In many schools teachers have to work with very large classes, with 30 students, which makes it very difficult to personalise learning or instructions. I like to encourage my students to work in pairs, but it sometimes takes a lot of time, specially if they all choose to present their work. The aim of the learning task would be to describe different types of family. I would encourage them to work in pairs, so that high-skilled and low-skilled students collaboratively could reach their goal. They would have the opportunity to help each other. Then I would give them the chance to submit their work using the format that best suited each of them ; which means that instead of only submitting a short written description, one of them could in fact submit the written essay, but the other could choose a drawing that he would afterwards present to the rest of the class. At the end I would encourage peer-to-peer assessment using pre-discussed criteria. Derya Ümüş CEM, TURKEY Derya Ümüş CEM, TURKEY I give the two different tasks to both students according to their fields of interest and skill. Massimiliano, Italy Massimiliano, Italy For a struggling student iI agree assigned a question card with multiple answers. Aurora, Slovenia Aurora, Slovenia I think that to give each one a different task is the easest way, but I would like to make them work together and to make them realize that together the result is better, greatter and that they feel better. Emma Giurlani Italy Emma Giurlani Italy I totally agree with what Athanasia says . I often make the same as she says with my classes.I try to change often the peers and I ask my students to collaborate to solve more complex activities and tasks.As Maria Helena says we also have the same problem in Italy.We have very big classes and sometime it is not very easy to personalise the activities. But I found a great help with eTwinning projects .The activities are tailored to give each project partner the opportunity to collaborate and to "grow" with the others. As Athanasia says I ask the group to choose their "speaker" among the weakest ones in order to help them becoming more self confident . This way they can improve their skills and abilities both by deepening their knowledge with the help of their group mates and reinforcing their competences Marina Molla, Greece Marina Molla, Greece Athanasia, Greece Athanasia, Greece All students work in the same "subject" using different materials. If there were 2 activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (1 advanced with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pai to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity (meaning that the capable student wouls not just do the job but would be interested in explaining and helping his/her partner, too so that he/she is capable to present the pair's work to the rest in the class) Maria Helena, Portugal Maria Helena, Portugal Context: In Portugal, in secondary schools, one of the problems we have to face daily are classes with many students (26-30 students) that make “personalized instructions” as Randy Bass said quite difficult. So I tried to find some activities that could be implemented without much fuss. Aims: - Improve listening and oral skills - Enlarge vocabulary related to the environment Main activity: 1. Listening to two people speaking about environmental problems and completing a cloze text. 2. Identifying the problems. 3. Suggesting solutions for the problems presented. 4. Presenting the solutions to class. Resources and Materials: Handout with exercises Low-skilled learners: Exercise 1: A cloze text in which all the missing words are given, but they are presented jumbled in a box above the text. Exercise 2: Pictures of the environmental problems with name tags are shown and they have to choose the ones they have heard in the listening text. Exercise 3: Several solutions are presented and they choose the ones they think are appropriate or add others they can think of. (They may use online dictionaries to check for unknown words in this exercise.) Exercise 4: They choose a problem and possible solutions and present it to class. (In this oral presentation they can organize it as they see fit and be creative. These students may also take some notes to look at - similar to a TV program host. However, they musn´t read them out to the class.) High-skilled learners: Exercise 1: A cloze text which they have to complete with what they hear in the listening text. Exercise 2: Completing a table with all problems mentioned in the listening text. Exercise 3: Gathering solutions they think are appropriate for the problems. Exercise 4: They choose a problem and possible solutions and presented it to class. (In this oral presentation they can organize it as they see fit and be creative.) Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Sofia Tsigara, Greece Sofia Tsigara, Greece In kindergarten school , I use different types of activities. For example, drawing and constactions. Sara, Portugal Sara, Portugal A development activity would be the demographic, economic and social research of an African country. For a struggling student, he assigned a question card with multiple answers. Clara, Italy Clara, Italy I do this everyday. I try to prepare different kind of input for the same content. Images, videos, audiofiles, schemes, mindmaps so that my action can meet tha different ways of learning. Then I ask to do graduated activities. Everybody start from the simplest. At the end, the most capable does a pair activity to help the weakest student to go up a level. At the very end, an activity of higher level to let the most capable students express themselves how they want. Iva,Croatia Iva,Croatia I will prepere different types of activites and methods for them. Also we must adapt learning to each of them. Iva,roatia Iva,roatia Selda Türkarslan, TURKEY Selda Türkarslan, TURKEY I would differentiate the activity by using some scaffolding structure, giving some help or example for low-skilled learner. Konstantinos-Greece Konstantinos-Greece We must adapt learning according to the level of pupils and their interests. high-medium-low goals. Nieves, Madrid Nieves, Madrid I would differentiate the activity to meet the needs of these two kinds of students. It could be differentiation based on ability or in students’ personal interests, allowing them to create something based on their different kind of intelligences. Grazia P., Italy Grazia P., Italy If the activity can be assigned in such a way that the two students work collaboratively, I think I would design a type of work in which both can test themselves, each with their own peculiarities and taking responsibility for carrying out their part. In fact, collaborative work allows to assign different roles. For example, one might be suitable for the student with the lowest level in writing, but at a higher level in the creative and design side of the activity. On the other hand, the best student in writing could perform the part of research and writing of the text. Let's say that it depends on the activity. I believe that no one is a genius in everything and even the less good students have propensities towards activities that can perform better than the so-called good in the class. Andrada, Romania Andrada, Romania I think that a teacher can use different types of activities suitable for many kinds of students and intelligences Paola T., Palestrina(Italy) Paola T., Palestrina(Italy) I'm Art History Teacher in the Secondary School. I’m teaching through ICT(padlet, tes teach, thinglink...) Digital learning resources support information processing by helping students to develop mental representations through the mix of media elements presented to them. mihaela, Romania mihaela, Romania The Conscientious Student would ask him to further document a notion that he was interested in during the lesson and to present to colleagues some interesting aspects related to that notion. The student who learns more slowly would ask for the lesson already taught by synthesizing it in some key concepts. Ana, Portugal Ana, Portugal I think I could plan a learning task composed by two activities. Each one of the activities would be focused in different ways of learning, so that they could reach the needs and interests of each one of the students. In the end I would ask students to present their results to each other and to join in both activities, once they would be a complement of each other. This way the students could understand that different ways of learning can help one another to create a more complete learning task. Carmen, Leon Carmen, Leon In general terms, I organize all my activities (I teach languages) in two different levels;if for example,we are learning a particular verbal tense,I have a set of exercises prepared for those who may need more time to learn it. Sometimes I don't need to use these extra exercises because they are able to understand it easily but should the need arise,I always have them within reach. Most times,what I really need are extra activities for those who go a bit ahead of the rest; these students are too quick and ,if I don't want to "lose" them, I have to offer them more difficult alternative tasks. Catherine, Ireland Catherine, Ireland As a history teacher, I often get students to write essays on historical figures. I generally have two activities prepared for students. For the more able students I provide them with a rubric to follow when writing their essay. For students who struggle with this task, I provide a fill in the blanks exercise, to ensure that they are still participating and engaging with the material. Before completing these activities, I would have pre-taught the required information through a variety of tasks including class discussions, videos and role-pay activities. Violeta Cumak, Lithuania Violeta Cumak, Lithuania In case want the student to reach for more or not to feel a loser, I would offer to them different type of activities and tasks. Of course in the very beginning need to recognize what type of intelligence the person is. Lidija Antolić, Croatia Lidija Antolić, Croatia I would make one activity easier and one activity more difficult to solve. After solving the tasks. There would be pair work. The high-skilled children help the low-skilled children. One activity would be group work. So children can develop their communication skills. Kata, Split-Croatia Kata, Split-Croatia I would give different kind of activities: listening activity, reading activity, calculating activity etc. The high-skilled children could help the low-skilled children with tasks. The tasks cuold be easy, medium and hard so everyone can do something. They can work at groups and at the end present their solutions of the tasks in front of the class. Ankica,Croatia Ankica,Croatia I would prepare different types of tasks, lots of exercise assignments and lots of independent work Re Re I believe I believe Sílvia, Portugal Sílvia, Portugal I believe that a good strategy will be to anticipate learning for students with more difficulty and to elaborate complementary tasks for those who feel that what they learn in the classroom is not enough and that they want to challenge themselves. On the other hand, either the teacher or the students can go to different learning environments where they feel more comfortable, for example, a library, using the computer / tablet / mobile phone, trying to relate the content in a day-to-day situation, seeing a film about it, seeking the help of another classmate or teacher for further support ... Isabel Carioca Isabel Carioca Portugal The two activities should be done in group work (each group has high-skilled and low-skilled learners) and each group choose how (time, support materials, place…) to make the activities. Massimiliano, Italy Massimiliano, Italy I would like to prepare exercises based on the characteristics of the students, favoring their positive aspects. Lucía, Spain Lucía, Spain I would try to do the first part of the class with all the levels and then I would separate them into the two different snows. They would be working in a group and I would attend to both groups equally. ort. ort. Pureza Pureza I would prepare different kind of activities and exercises. Lídia, Portugal Lídia, Portugal In a formal learning context, more exactly in the classroom I, as a teacher/facilitator, would have to bear in mind the fact that independently from their learning profiles, both the so-called high-skilled and low-skilled learners must reach the same goals in terms of formal learning at the end of the activity. I could, for example, try to plan the activity by means of a task-based methodology, within which both high- and low skilled learners would follow a set of tasks according to their interests, abilities and skills. Amongst the former, autonomy would be encouraged, along with hints for further investigation, and follow-up suggestions; the latter would receive more detailed instructions and would be provided with glossaries; audio and/or visual help, among other possible supports. I, as a teacher, would plan to spend more time assisting this group (and make up for it by putting students in charge in the other group). Project-based teaching methods also prove themselves effective and make it easier for learners to contribute according to their learning style. Concerning this method, I have often implemented the Learning Station method in my classroom amongst DaF learners with quite good results. Dimitra, Greece Dimitra, Greece I would try to find a task and separate my classroom into teams in which there will be both high-skilled and low-skilled learners and the first part of the task will be for the low-skilled learners and the second part of the task will be for the high-skilled learners. The tasks will be bresented in the classroom by every team. By that way, the high-skilled learners could help the low-skilled learners as well as the low-skilled learners will not feel marginalised and incapable of completing a high expetance task. Charo /Spain Charo /Spain I would do a task with different levels of learning. Firstly, an easy level; before a medium level and finally a high level. So, each pupil would do until she/he could it. Demet YILDIRIM, Turkey Demet YILDIRIM, Turkey I would use the "Station technique" which I often use during my class. I would prepare different stations and group students for example; "drawing a picture station", "writing a song station" "creating a game station" etc. I would want them to work on their tasks with their group outside the school with the help of tecnhology (optional). Carla, Portugal Carla, Portugal Different types of tasks, with different types of goals and expectations that appeal to different types of knowledge, learning and intelligence. Tasks should have different degrees of complexity. Maria, Italy Maria, Italy I have prepared different kind of exercises for different levels of learning. Mirela, Croatia Mirela, Croatia I would try to include several type of tasks, so every student can choose their own task. If they wont, after finishing one task they can try task that is level up. Ayşin/Turkey Ayşin/Turkey this is really hard work.because I'm a math teacher and the level difference between the students in the class makes my job very difficult. I would try to make I would try to make the activities include not just cognitive aspect, but the other ones as well, such as spacial, kynaestetic, sensory etc. Cornelia Melcu Cornelia Melcu Task: Understand the written message. According with the type of learners Read and write learners write the story report. Visual learners create a graphic organizer of the story. Auditory learners give an oral report. Kinesthetic learners build a diorama illustrating the story. Learning environment: Break some students into reading groups to discuss the assignment. Allow students to read individually if preferred. Create quiet spaces where there are no distractions. Why? Group working would facilitate both high- skilled and low-skilled students. ÖZNUR/ TURKEY ÖZNUR/ TURKEY Learning, methods and techniques should be adjusted according to the speed of the individuals. Objectives and expectations should be determined accordingly. Students should take part in the activities. Class dynamics should be tried to synchronize Ángel, Spain Ángel, Spain There are no learning goals for all students, but rather the objectives and learning methods and speed are adapted to the individual. Vasiliki Psaridou/Greece Vasiliki Psaridou/Greece Working the last 12 years with first grade Elementary pupils, I personalise my teaching methods so often. I have prepared different kind of exercises for different level of pupils. I also spend more individual time for those who need extra help.

Dulcinea Almeida Portugal

dulcinea_almeida — 2019-02-03 22:36:55 UTC

If I had to prepare a learning task for with different levels of learning skills I create two groups that will prepare a presentation of the subject. For the high-skilled learners they will have to prepare a ppt presentation based in the information that they research using a book, a journal or magazine they choose, they can also use new technologies. They have to present to the class. The group low-skilled learners are asked how can they present the same subject, I will give theme a few information and any subjections; but the must choose how to present that subject in a visual and creative way to the class.

AntonioGomes — 2019-02-03 22:36:56 UTC

Rosário Sá Pinto Rosário Sá Pinto Well, First of all I need to really know my students: their difficulties, their interests, their expectations for the future and from school, their dislikes. Then I would defined two different activities: one for the students who show more difficulties and another for the students who are more at ease with the content or the subject. I would also promote the peer help, because I believe that the teen feel more comfortable with their peers. As far as assessment is concerned, I usually create kahoots which help students to test what they already know. Ayla Akhan Ayla Akhan I used to form a heterogeneous group. each student has a point of success and completes each other. in addition, peer learning between students becomes easier to learn by taking place guarantee learning and mo guarantee learning and motivation to do more and better, the most skilled, as well as the less skilled. What is important is to alternate the characteristics of the groups, depending on the subjects and needs. The purpose is that both groups learn more and in a motivated and effective context. Josip, Croatia Josip, Croatia I think that I would prepare different activities for students and make them learn in pairs or groups with different time schedules. They would work together and help each other. Ivana, Croatia Ivana, Croatia I would ask my students to work on a project in groups. There would be different tasks with different levels of difficulty so the students can choose the activity which suits them best (reading, writing, drawing, presenting their work...). High-skilled learners can help low-skilled learners. Seher , Ankara Seher , Ankara The term personalised learning does not really make sense, because really all learning is personal. Personalised instruction is trying to imagine the greatest amount of ways that you can customise a curriculum to the abilities and the interests of the individual student. – Randy Bass, GeorgeTown University Because of this information we can say that every student has different styles more_vert Marta Oliveira, Portugal Marta Oliveira, Portugal I would try to establish different learning stations, so that students would rotate between them and experience different activities, skills and materials. Tutoring time can also be very helpful. In this way it is possible to understand different learning styles and abbilities as well as what methods and materials can be used to reach to each student. peer work can be really helpful peer work can be really helpful Ivica G. , Croatia Ivica G. , Croatia As long as the ss work in groups and work collaboratively, they can find a suitable role according to their learning styles for themselves. Mirela, Croatia Mirela, Croatia Since I teach iterature I noticed that not all chldren like to read novels. So, my idea for the activities would be to have high skilled learner (the one who loves to read and can read without any problems) read a whole novel and low skilled learner (the one who doesn't like to read) only summary of it. Summary would be good enough because we could discuss ideas of the novel even if students don't read entire novel and maybe if they are not forced to do something that is very hard for them they would feel less negative about reading and in time they would read whole novels too. Yasemin Tekbaş, Kahta, Turkey Yasemin Tekbaş, Kahta, Turkey I would try to use peer assistance. Laura, Italy Laura, Italy When planning I would think about a cooperative work (expecially pair work), then I usually encourage the students to help each other and to learn together. I would observe and monitor the progress of each child to figure out different types of acrivities and strategies to help both students in learning. Daniela, Malta Daniela, Malta In class you always have to cater to different types of students. It is not just a matter of having students come from different backgrounds and with different characters. Students have also different learning styles. For a teacher this might seem very difficult and unfortunately the system and the curricula sometimes force the teacher to use a one size fits all approach. In my class to reach as many students as possible I use learning stations. Students rotate from one station to another and carry out different activities. In this way, students are engaged in different activities that engage students of different skills. Such an activity also allows students themselves to recognize how they learn best. Anita, Croatia Anita, Croatia As I teach Math, I do this regularly by giving students different tasks. Cristina Elena Voicu - ROMANIA Cristina Elena Voicu - ROMANIA I think the best way to help students develop their skills is to work in group based on multiple intelligence theory. Every student can bring the best skills in the group - logical, spatial, musical etc. And to use rubric for the group not individual. Because each contributed to the solution/product with their best skills. Ezgi K. Turkey Ezgi K. Turkey Firstly I try to figure out their learning styles. After this I choose the proper materials or methods for each of them. I know , I have to teach them same topic but if I have enough time, proper space and tools it is not difficult. But it is said that like in second video the cirriculum and the system does not allow you to try different ways Maria Anversa Grasso, Italy Maria Anversa Grasso, Italy In order to empower the different types of intellingence, I will make use of the "cooperative learning" and "learning by doing". Dividing the students in mixed heterogeneous small groups , I will lead them to produce different products according to different tasks that range from practical activites in the Lab to study cases and problem solving activities. In this way the same topic will be analysed from multiple points of view. Cristina Antal, Romania Cristina Antal, Romania I believe working in pairs or groups helps a lot. Thinking to the multiple inteligences, each student may be a power for his/her mates or for himself/herself. İLKNUR GÖZERİ İLKNUR GÖZERİ I think personalized learning is essential for learning to learn.A teaching environment such as a classroom needs to be flexible to raise awareness of multiple intelligences.We need to use multiple methods or change our methods according to the topic and tasks.Our students can participate in projects they chose to proceed.They can also have pair or group workshops for joining projects.The important point here I think is to teach our students learning to learn.We aren't the source of information.We should be a guide for them to learn more about theır abilities and go through theır own interests.Interesting activities will motivate them and lead them to enjoy the lesson during theır active participation. Özlem ,Turkey Özlem ,Turkey I used a collective and collaborative approach. Each student will have a task and interest. At the end of the process, I expect them to perform a self-assessment about their performance. In their later work, I allowed them to evaluate different tasks with their previous performances and discover where their interests were concentrated. d d Dilek Erdağ Bek-Turkey Dilek Erdağ Bek-Turkey dvanced students. I pla dvanced students. I pla Filomena Bianco Filomena Bianco I imagine we have to create a powerpoint presentation of an English-speaking country. Some kids are low at spelling, grammar and writing skills but they are excellent in technology (download, upload photos, etc.). Others are very good at writing and love searching for information. The second group will get the task of searching for infomation on the web, write texts and check spelling and grammar. The first group will have to read the texts of the previous group and according to it, they will have to find proper pictures and audio files to integrate the texts. I imagine also a sort of peer tutoring Rosário Sá Pinto Rosário Sá Pinto I believe I would define different types of activities for the two groups. I would also promote peer work joining students of a higher level with those who show more difficulties. In my opinion and from my experience a tutor student can be a privileged tool to catch the attention and reach the interest of colleagues. Students are more at ease and they feel less stressed working with peers because first of all they are talking with or questioning a friend. Sérgio Barroso Sérgio Barroso Tutoring will only be a way to the most skilled “teach” the others their way of problem solving… I would do different activities, letting them choose the process. If the most skilled are more committed to complex intellectual and cognitive exploring, most likely the less skilled would be more creative on the process of researching, analysing and producing results. At least, that’s my experience with these kind of groups. They don’t have to do the same path. sonia bras sonia bras In my classe, physical education, i use the good student to help the colleague with more difficult. Both are happy. Anita, Croatia1.activity:a) Make a strip of children's romance he has readb)Orally present a fragment of a child's novel he has read2.activitya)List and Write Characteristics of Main and Secondary Characters in Child Romanceb to list the characteristics of one of the main features of the child's novel Anita, Croatia1.activity:a) Make a strip of children's romance he has readb)Orally present a fragment of a child's novel he has read2.activitya)List and Write Characteristics of Main and Secondary Characters in Child Romanceb to list the characteristics of one of the main features of the child's novel Ceyda DEMİR Trabzon/Turkey Ceyda DEMİR Trabzon/Turkey I'm a pre-school teacher. I usually do "peer teaching" when there are situations like this in my class. I see more effective learning in my low-skilled students. I'm also trying to support her by giving her personal instructions. I'm trying to teach in different ways instead of uniform training. I try to teach story, music, narrative and art in a very different way. Đurđica Krtanjek, Croatia Đurđica Krtanjek, Croatia Group work is an excellent activity for all students to take part, each according to their abilities. It is important that the teacher adequately allocates roles in such a situation and takes care that all members of the group are equally involved in the work. Răzvan Răzvan It s very Very important to choose your own method of approach to learning. Dilek Erdur Ceylan-Turkey Dilek Erdur Ceylan-Turkey The activity or the task can be completed and evaluated in many ways: h,gh skilled students can be asked to complete advanced or harder parts or practices, low skilled ones can be asked to match, color etc. Luísa Pires, Portugal Luísa Pires, Portugal For example – topic: Reading comprehension of a text High-skilled learners: answer comprehension questions, complete sentences, find synonyms Low-skilled learners: illustrate the text, order pictures according to the events in the text, organize sentences with a summary of the text Tomislav, Croatia Tomislav, Croatia In such a situation the group approach seems to be the best choice. The task development needs to be thorough so that the weaker students can contribute to the solution. But tasks also must be designed to more advanced students do not get bored. Isabel, Portimão, Portugal Isabel, Portimão, Portugal For the less qualified student, i proposed a problem-solving approach, with the student being the issue, from real situations. The activity would be done with a pair, following a script, which allows them to find answer to the problem, and having as main resource the Internet. For the most qualified student, i proposed an inquiry approach to be developed in a group. Students plan a way to respond to the problem, and should articulate contents of various disciplines. Lidija Škrlec, Croatia Lidija Škrlec, Croatia I completely agreewith the third video - we should give our students the opportunity to show and develop their intrests and preferences. Give them the freedom to evolve into a successful adults. The system really needs a drastic change. I would give both groups of kids the same task and let them work their way through it. I believe both groups would find a great solution that works for them. Rui, Portugal Rui, Portugal I like to do group and peer work and mix the students with different abbilities/intelligences. I give different tasks and questions that they need to solve. Helena - Portugal Helena - Portugal I would use a multiple intelligence approach. I would divide the students according to their learning preferences and ask them to do Project work. This way both high-skilled and low-skilled students would be able to use their learning skills accordinmg to how they preferbably enjoy learning. Group work and peer assessment is one of the good ways of coping with such situations. Group work and peer assessment is one of the good ways of coping with such situations. Maria S. Italia Maria S. Italia The third video really excited me. I thought about the expression of some of my pupils when they can't solve a problem or a math exercise. I have a strong intention to look for a system that can allow everyone to give the best of themselves, but I still don't know how to do it. n any class there are stu n any class there are students with different kinds of intelligence and rythms of learning. No student equals to another.Therefore, I would create mixed ability groups – having stronger students working with less strong ones – because through this type of strategy, I would be promoting collaborative work. Besides, students like to perform group work. And I understand why. High-skilled students can give support to the mates who have lower skills. Maybe they have a simpler approach in explaining things. On the other hand, the low-skillled ones would be more at ease in exposing their doubts, difficulties. As for the resources, they could still be designed differently and according to the students in the groups. So, everyone would still be coping with each other. This way the learning process would not be at risk. Isabel Pereira, Portugal Isabel Pereira, Portugal I believe that the Problem-Based Learning (PBL) methodology would work very well in the case of having to customize a learning topic. To each of the students I would give a guideline to the research with initial research questions and space to add their own questions. At this stage, the orientation of the teacher is fundamental. From there, where each one would have a working script built to their measure, acording to their habilities and interesses, and with their contribution, each student would select how to do the work and the resources that would be considered most effective for the accomplishment of the task. At their own pace and according to what they devised for the development of the activity, each student would be guided by the teacher at times when constraints arose. It is also important to support the management of time, resources and informations found during the research. In the end, I would share the work that each one has done. This presentation would be performed by each one and would allow the other student to add data that was researched by another student and which, eventually, was not included in their own research. By giving the studen By giving the students different tasks. High-skilled: to perform a play. Low-skilled: Giving instructions and watch them draw. Luisa Lopes, Portugal Luisa Lopes, Portugal In any class there are students with different kinds of intelligence and rythms of learning. No student equals to another.Therefore, I would create mixed ability groups – having stronger students working with less strong ones – because through this type of strategy, I would be promoting collaborative work. Besides, students like to perform group work. And I understand why. High-skilled students can give support to the mates who have lower skills. Maybe they have a simpler approach in explaining things. On the other hand, the low-skillled ones would be more at ease in exposing their doubts, difficulties. As for the resources, they could still be designed differently and according to the students in the groups. So, everyone would still be coping with each other. This way the learning process would not be at risk. Georgeta, Romania Georgeta, Romania I would use the multiple intelligence theory and ( if it's a new text for language skills) I would divide the students in groups of : readers , ( the ones who are skilled at reading), TV speakers ( the ones who can make the news about the text/ happening), the painters, the sculptors, the singers....etc. At the end of the lesson we would have a nice "round" image of the text, seen from different perspectives. Ignacio, Spain Ignacio, Spain Giving the same topic to every students, I will expect them to complete it according to their abilities. We should not expect all of them to write 200 hundred words in English, maybe 50 for the low ability ones could be enough. Nertila, Albania Nertila, Albania My idea is: Theme of the lesson: Describe the winter The task to be assigned to the student is: High-skilled: Write a 5-6 sentence text to describe the winter season. Low-skilled: Draw a winter landscape In conclusion, the first student reads the assignment, while the second student explains the drawing with his words. CEREN, TURKEY İZMİR CEREN, TURKEY İZMİR I do not find it appropriate to divide students according to level groups. This system contradicts the system we are currently learning. I would prefer giving different tasks for the same activity. I would use differentiated learning that can meet the needs of all the students. Iva, Croatia Iva, Croatia I will divide students into groups connecting students with different interests and skills and give them research task and other different activities so they can choose among them which suits the best to them (their interests and capabilities). Luísa Nogueira, Portugal Luísa Nogueira, Portugal activity 1 (high-skilled leaners: read de activity (chemistry book) and doing some questions about the subject. Then, correct the answers, I provide the correction in MS word. At the end, do a quizz in socrative. activity 2 (low-skilled learners) make a group with this learns, i explain the subject. Then, this group do the questions and correct them, do the quizz in socrative.com. Stefania, Italia Stefania, Italia Activity 1: Reading the stave. Students work with their own devices on interactive apps (NoteDeMusique). In training mode, it allows them to know immediately which notes they have read correctly and which not, and in test mode, it allows them to know how many correct notes they can read in a minute. Each student then learns according to his or her own learning rhythm, concretely verifying his or her own progress week after week. Wow I Assess their work: the students screenshot the test results and send them to me via Telegram, 2 or and times a month. The chats between me and the individual students thus become the portfolio of their progress in the field of stave reading. Activity 2: duration figures The practical learning of the duration figures proceeds in the same way with the interactive "Rhythm Teacher" app. Pupils can't tackle the next level (with the new figure combinations) until they've got "Excellent" in the previous level. When a student gets "Excellent", he takes the screenshot and sends it to me via Telegram. So all students are on the same path, and they help each other when there are doubts and questions. But each one does this path according to his or her own learning rhythm, and checks his or her own progress. Jasminka, Croatia Jasminka, Croatia I prefer working in pairs or smaller groups so high-skilled learners help low-skilled learners and the benefit is double. Once a week I have one hour for giving them instruction and they can ask whatever they want. Conceição Rodrigues, Portugal Conceição Rodrigues, Portugal Example of 2 activities: 1) Divided the students into working groups, so that each group was formed by high-skilled and low-skilled learners. It gave a problem to each group, within the subject that was being approached in the discipline, adopting the Problem-Based Learning (PBL) methodology. Students would have to research in various sources, use ICT, construct objects so they can better explain what they have learned, construct concept maps. Within the group, students would have to distribute assignments so that everyone could participate, taking into account the pace of learning and their skills (soft and hard). Thus, the less qualified students would feel that they are also important to the group's work, being motivated more towards learning, and consequently will develop more advanced competence. 2) Divided the class into groups. The groups of high-skilled learns prepared the class using the flipped classroom methodology, having to present to the class the result of their investigation. To the groups of low-skilled learners, the teacher provided support material (texts, diagrams, videos) to analyze in the classroom context, and scripts where they recorded their conclusions. After all were done, the various groups communicated to the class the results of their work. Līga, Latvia Līga, Latvia I give my pupils learning material in different levels, so they can choose: low, middle, high. I encourage them to decide depending on their ability do the task and how they feel. Jasmina/Serbia Jasmina/Serbia My students are used to do math exercises in pairs, making questions to each other and checking the answers, with explanations. It is always high-skilled and low-skilled learner in pair. Vera Lourenço - Portugal Vera Lourenço - Portugal All the students are different, learn in different ways, as mentioned in the videos, there are different styles of learning and each one learns in a certain way. We must, when prepare a lesson, to keep this in mind, to try to adjust the contents and practices so that we can envolve all the students in order they can learn in a more effective way, since whenever students experience failure, they become unmotivated, frustrated and with feelings of insecurity, apathetic and even disinterested. For the low-skilled students, it would be a matter of providing the students with strategies for accomplishing the task, promoting student success, thus dividing the activity by levels of complexity, starting with giving the easiest and advancing to the next level, giving them visual cues, a model and / or giving clues as to how to perform the activity. I could also promote group activities so that there was an interaction between peers and exchanges of experiences, during the performance of an activity. Likewise, it could ask that the most qualified students be the tutors and help them to solve the activity. I think it is important that all students succeed and feel involved in learning. For the most qualified students, they would try to do activities that were more challenging and that promoted their abilities and stimulated them to think. It would not put the aid in the accomplishment of the task, therefore this would be to promote the equity of the students also. In my classes, usually the most qualified students do more activities than the students with more difficulties, because they are faster and and they do not always do the same activity. Anamaria Ghiban, Romania Anamaria Ghiban, Romania I will divide the learners into mixed groups and assign group tasks and individual tasks, giving the occasion to low-skilled learners to learn from the high-skilled learners and to high-skilled learners to exercise their pedagogical skills. Tugce Kagizman/TURKEY Tugce Kagizman/TURKEY Imagine that you have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do? fatma/Turkey fatma/Turkey some of my students learn best Project task, some of them learn best individual. all of them have different learnng styles such as visual, auditory. group actvies are good option Renata, Croatia Renata, Croatia Some of my students learn best Through project task, and some are readers , and I saw some make mind map. I try to encourage them to learn in groups and try to teach each other. Cândida Passos, Portugal Cândida Passos, Portugal My students usually work in groups. So, they can share their ideas, their ways of thinking and all of them respect the time of each one. In the groups I mix all kind of students. Marina, Croatia Marina, Croatia Often in class I have students who can do more than others. For them I have different tasks, sometimes a small hour project. Not giving them any extra tasks children lose their motivation because they are bored. Renata, Croatia Renata, Croatia To highly qualified students I would set the task in accordance with their capabilities. For low-skilled students, I would set the task in line with their capabilities but also a little above to motivate them to be better. Both tasks would be linked so they had to work together. Murat PAZARCIK,Turkey Murat PAZARCIK,Turkey Studies requiring more detail for advanced students. I plan to learn a common peer with the more basic studies for the weak student and the cooperation of the two at the end. Mª Emília Baptista, Portugal Mª Emília Baptista, Portugal Personalized learning allows to meet the preferences and needs of each student, while the teacher learns to know his students and motivates them for learning. The diversification of methods, strategies and technologies, allows to take into account the different types of intelligence through which students learn. I like my students to feel that I believe in their abilities. I do not agree with the development of an activity for highly skilled students and other activity for underqualified students. Unless students present a mental difficulty. I would present students with the same theme. I would divide them into groups of three or four elements. I would present different subthemes with different sources of information. Each group would work on a different subtheme of their choice. The way to present the work to colleagues would also be decided by the group, according to the different suggestions presented. Another way to put all students to participate in the same theme, but with different subthemes, could be the discussion in rotation. In this case, we would have groups of four students in which each student would play different roles (the communicator; the questioner; the secretary; the timekeeper). I would mix the most qualified students with the least qualified students. I will adapt the materials to their needs. I will adapt the materials to their needs. Cláudia S. Portugal Cláudia S. Portugal In our classes, we have different kind of learners so if we want to "reach " them, we need to diversify the way we teach. We must diversify our strategies and methodologies to help them to learn and to keep their knowlegde through life. for example, for low-skilled learners we can show pictures about a specific topic (clothes, for example) and ask them to associate the pictures with the name of each clothes (words given /written on the board by the teacher). For high skilled learner we can make them write by themselves thecaption under each picture. Thinking about different types of learners and studying the topic of human rights, students can read a text about the topic and do exercises of comprehension. They can also, analyse pictures and associate them to the articles of the UDHR or to the violation of the UDHR. They can watch a movie about a Human Right defender and complete a worksheet about the movie.. They can listen to a song related to the topic and filling in the gaps. These activities aim at providing a good experience of learning to the students, approaching some of their skills and "exciting" their learning process. Suncezgb, Croatia Suncezgb, Croatia I would prepare different materials and use collaborative techiques (for example think, pair and share). Sandrina Martins, Portugal Sandrina Martins, Portugal After verifying the different forms of learning, I planned different paths for the teaching of contents. I had a student who did not like being in school at all, but he liked to listen and create music. One day I challenged him to rap about concepts related to volcanism. While others presented more formal work - written research, posters, power point presentations - this student sang to the class while a classmate did beatboxing! It was fun for everyone and the student was able to show the best of himself! Hümeyra/TURKEY Hümeyra/TURKEY I will make a different student groups. High and low skilled students about their abilities. Than I will give them topics, exercises or different activities that engage students of different styles. At the end of work I will bring them together to talk each other. Peer based learning is a good choise. Milijana, Serbia Milijana, Serbia In the case of different student groups, about their abilities, regardless of the number of activities, they created specific learning scenarios. Olívia, Portugal Olívia, Portugal I think we all have to address the problems of mixed-ability classes. I try to find different strategies of introducing and practising the topics, using different resources and strategies, so I can reach all students with their own different ways of learning. For example, I will give them two or three level activities, according to their own abilities and sometimes I also put them in groups to solve the questions. I use peer learning and active methodologies. Elizabeth, Malta Elizabeth, Malta As an LSE, I make any adaptations that my student may have in subjects were they have difficulties. In past years, I have had students who do not follow the class curriculum at all, and will require to have an Individualized programme drawn up for him/her for the thorough scholastic year. However, I also notice that teachers do cater for those students who are not following like the rest of the class, and have their class work adapted or given less work as opposed to the rest of the class, and the same is done for homework. Conchi C., Spain Conchi C., Spain I will propose them to make goups of two or three children in order to have heterogeneous groups. Then, they will start doing the activities and I will observ how do they work. If any group doesn´t march at all, we can change children. Eleni, Greece Eleni, Greece I have learning material that addresses 3 levels: low, middle, high. I ask all my students to deal with the low level exercise and then to choose on their own among the middle and the high level exercise. I encourage them to decide depending on how they assess themselves and how they feel. Catarina Isabel Brito Catarina Isabel Brito In a way, today it is easier to personalise a learning task because some book support gives us an example of the same activity for the two kinds of learners ( high -skilled and low - skilled learners). However, it is very difficult to do that within a class of 30 students! How can a teacher give individual attention to all of them? In my opinion, in these situations the best thing to do is to form groups with different learning levels. Even if they have different tasks within the same topic, the strongest students may help the weakest ones Maria Brauchle, Bulgaria Maria Brauchle, Bulgaria I would split the students in groups and use IBL. The groups would be mixed with the two kinds of learners. Serenella Silenzi Macerata Italy Serenella Silenzi Macerata Italy I would involve them into a pair work/peer learning activity (i.e. problem solving) with a different role. They could share different types of material (tailored to their different forms of intelligence) and responsibilities in order to find a problem solution and construct a common product. Celeste Simões, Portugal Celeste Simões, Portugal Well, first of all, I would need to know what type of learning task this was. Without knowing it it’s difficult to think of adapting the activities. So, I guess the question is a bit vague… Secondly, I don’t really understand what you mean by “high-skilled” and “low-skilled” learners. If we believe that all students are different, have different learning styles and interests, then what does it mean to categorize students in this way? Aren’t they all skilled? The skills they master are the only thing that can change and differentiate them. So, I don’t feel very comfortable using these terms Still, trying to answer the question: I would try to adapt the activity to their intelligent type – having them move around the room, if they are kinaesthetic learners, for example, or listen to a song and fill in gaps, if they have a musical intelligence. These are just some basic examples, really, as there are numerous possibilities depending on the learning task you are assigning. Irena Peček, Croatia Irena Peček, Croatia WRITING TASK - high-skilled learners: a detailed essay on the given topic - low-skilled learners: a guided writing composition on the familiar topic SPEAKING TASK - high-skilled learners: discussions, debates - low-skilled learners: more preparation and rehearsal time with a sheet with simple guidelines merve kapcı/Turkey merve kapcı/Turkey Firstly, I try to understand which intenlligence do they have . I do some quiz for them . High-skilled student probably have many skills. But low- skilled student can have some difficulties when he express himself .So I support and encourage student. Marialena, Greece Marialena, Greece 1) I would pose questions that provoke kids to realate new learning stuff to their lifes. 2) I would observe my kids to find out their very personal unique way of expressing themselves. I would then design learning activities that require students to act in mlultiple ways to complete them. In every given chance, I would support and praise their efforts. I will give them different materials and different methods and I will bring them together for collaborative work. (peer to peer learning) I will give them different materials and different methods and I will bring them together for collaborative work. (peer to peer learning) Emilia A./Romania Emilia A./Romania I need to take into account their style of learning, what type of learner is the students.Students' interests are also important factor when designing a task/activity. For high-skilled students I would give a personalized composition -writing a story on a certain topic and to low-skilled students -to write some sentences using some prompts/visuals. Aiste, Lithuania Aiste, Lithuania I will form groups with diferent learning skills. In that way students with high learning skills will improve their knowledges helping other students with lower motivation. Maria Antónia Brandão PT Maria Antónia Brandão PT Heterogeneous grouping is a method of placing students of different skill and ability in classrooms together. Heterogeneous classrooms present different challenges for teachers. The teacher has to try to be sure everyone in a heterogeneous classrooms is being challenged and learning. Heterogeneous classrooms may help students who have social anxiety or learning disabilities to learn much-needed social skills . Elisabete Pires Elisabete Pires I believe that active methodologies are the best way to personalize learning tasks. I start with a survey about the theme of our lesson that the students have to see or read. For example, the students have to see a video about a grammar topic and understand the past tense. After that, I have activities for the students who understood and he has to apply the grammar in the specific text that he wrote. The other students, who couldn't understand, I ask another student to explain him the topic grammar or I try to explain him using an other way/form. Elif Buyukuysal /Turkey Elif Buyukuysal /Turkey I would give high-skilled student a more detailed research consisting of more knowledge, and as an assesment -writing a paragraph about it. And for the low-skilled learners I try to figure out the activity and clear explanations consisting of not detailed information but making it with games. Marta, Spain Marta, Spain I am language and literature teacher. I believe that audiobooks are an excellent oportunity for kids who doesn't like read in a "traditional" way. In fact, oral transmission is the "traditional" way for stories. Unity bring us strength Unity bring us strength Even if we have students with different levels of understanding - at least apparently - I believe that by proposing an activity for them to develop together, we can try to get to know them better, in order to challenge them to solve a problem together, each using their better skills, aesthetic, numerical, etc.) Farah, Lebanon Farah, Lebanon I think I will give the same activity for both kinds of learners, but I will add some guiding questions for low-skilled learners. Also, I will design my activities in such a way they are tailored to visual, auditory and kinesthetic learners. HI,I amsofi D ,Greece. HI,I amsofi D ,Greece. Ithink that we can teach anythink by using simple words and making groups of learnersthat is the key for more motivated learning. Sylwia, Poland Sylwia, Poland In class each child has different background, has different learning styles. I'll give them different activities that engage students of different styles. I'll also encourage them to work in groups Hale Şenbaş, Turkey Hale Şenbaş, Turkey I would adapt the activities to different learning styles. One of them would be more linear and analytical, the other more creative. I could also make them feel free to choose among activities but allowing peerwork and groupwork would help them deal with the activity which they thought was beyond their depth. Edurne Andrés Crespo, Spain Edurne Andrés Crespo, Spain Firstly, I would study if the learning experience would be better forming homogeneous (all the members of the group are high-skilled or low-skilled) or heterogeneous (mixing high-skilled and low-skilled learners) groups. What would be the best in order to reach our learning objectives? If groups were homoneneous, the different groups would face the task from different levels and we would have to adapt it to the different levels and abilities. If groups were heterogeneous, high-skilled learners could help low-skilled learners and they would have the opportunity to share their knowledge and experiences. Besides, in this case, high-skilled learners would put themselves in low-skilled learners´place and viceversa. It would be an enriching experience, too. Maria Zélia Nunes - PORTUGAL Maria Zélia Nunes - PORTUGAL An important aspect is the decision regarding the formation of learning groups (cooperative activities). I consider as criteria: the "level" of skills and learning needs. Is the best option to constitute homogeneous or heterogeneous groups? It depends on the learning goals. In one case, the learning situations of the two groups are different in complexity, considering the learning objectives; in a second case, the situation may be similar but the students' goals will be different. The feedback information will also be differentiated.Learning situations should be as challenging as possible (not so difficult ... nor too easy ...), being able to guarantee learning and motivation to do more and better, the most skilled, as well as the less skilled. What is important is to alternate the characteristics of the groups, depending on the subjects and needs. The purpose is that both groups learn more and in a motivated and effective context. Josip, Croatia Josip, Croatia I think that I would prepare different activities for students and make them learn in pairs or groups with different time schedules. They would work together and help each other. Ivana, Croatia Ivana, Croatia I would ask my students to work on a project in groups. There would be different tasks with different levels of difficulty so the students can choose the activity which suits them best (reading, writing, drawing, presenting their work...). High-skilled learners can help low-skilled learners. Seher , Ankara Seher , Ankara The term personalised learning does not really make sense, because really all learning is personal. Personalised instruction is trying to imagine the greatest amount of ways that you can customise a curriculum to the abilities and the interests of the individual student. – Randy Bass, GeorgeTown University Because of this information we can say that every student has different styles Marta Oliveira, Portugal Marta Oliveira, Portugal I would try to establish different learning stations, so that students would rotate between them and experience different activities, skills and materials. Tutoring time can also be very helpful. In this way it is possible to understand different learning styles and abbilities as well as what methods and materials can be used to reach to each student. peer work can be really helpful peer work can be really helpful Ivica G. , Croatia Ivica G. , Croatia As long as the ss work in groups and work collaboratively, they can find a suitable role according to their learning styles for themselves. Mirela, Croatia Mirela, Croatia Since I teach iterature I noticed that not all chldren like to read novels. So, my idea for the activities would be to have high skilled learner (the one who loves to read and can read without any problems) read a whole novel and low skilled learner (the one who doesn't like to read) only summary of it. Summary would be good enough because we could discuss ideas of the novel even if students don't read entire novel and maybe if they are not forced to do something that is very hard for them they would feel less negative about reading and in time they would read whole novels too. Yasemin Tekbaş, Kahta, Turkey Yasemin Tekbaş, Kahta, Turkey I would try to use peer assistance. Laura, Italy Laura, Italy When planning I would think about a cooperative work (expecially pair work), then I usually encourage the students to help each other and to learn together. I would observe and monitor the progress of each child to figure out different types of acrivities and strategies to help both students in learning. Daniela, Malta Daniela, Malta In class you always have to cater to different types of students. It is not just a matter of having students come from different backgrounds and with different characters. Students have also different learning styles. For a teacher this might seem very difficult and unfortunately the system and the curricula sometimes force the teacher to use a one size fits all approach. In my class to reach as many students as possible I use learning stations. Students rotate from one station to another and carry out different activities. In this way, students are engaged in different activities that engage students of different skills. Such an activity also allows students themselves to recognize how they learn best. Anita, Croatia Anita, Croatia As I teach Math, I do this regularly by giving students different tasks. Cristina Elena Voicu - ROMANIA Cristina Elena Voicu - ROMANIA I think the best way to help students develop their skills is to work in group based on multiple intelligence theory. Every student can bring the best skills in the group - logical, spatial, musical etc. And to use rubric for the group not individual. Because each contributed to the solution/product with their best skills. Ezgi K. Turkey Ezgi K. Turkey Firstly I try to figure out their learning styles. After this I choose the proper materials or methods for each of them. I know , I have to teach them same topic but if I have enough time, proper space and tools it is not difficult. But it is said that like in second video the cirriculum and the system does not allow you to try different ways Maria Anversa Grasso, Italy Maria Anversa Grasso, Italy In order to empower the different types of intellingence, I will make use of the "cooperative learning" and "learning by doing". Dividing the students in mixed heterogeneous small groups , I will lead them to produce different products according to different tasks that range from practical activites in the Lab to study cases and problem solving activities. In this way the same topic will be analysed from multiple points of view. Cristina Antal, Romania Cristina Antal, Romania I believe working in pairs or groups helps a lot. Thinking to the multiple inteligences, each student may be a power for his/her mates or for himself/herself. İLKNUR GÖZERİ İLKNUR GÖZERİ I think personalized learning is essential for learning to learn.A teaching environment such as a classroom needs to be flexible to raise awareness of multiple intelligences.We need to use multiple methods or change our methods according to the topic and tasks.Our students can participate in projects they chose to proceed.They can also have pair or group workshops for joining projects.The important point here I think is to teach our students learning to learn.We aren't the source of information.We should be a guide for them to learn more about theır abilities and go through theır own interests.Interesting activities will motivate them and lead them to enjoy the lesson during theır active participation. Özlem ,Turkey Özlem ,Turkey I used a collective and collaborative approach. Each student will have a task and interest. At the end of the process, I expect them to perform a self-assessment about their performance. In their later work, I allowed them to evaluate different tasks with their previous performances and discover where their interests were concentrated. d d Dilek Erdağ Bek-Turkey Dilek Erdağ Bek-Turkey For example; if I prepare a listening activity, low skilled learner can be expected to fill in the blanks with the given phrases or words. But high skilled learners will be expected to fill in the blanks with the words they heard or answer the questions according to the tape script. In some of the activities they can work in pairs or groups. For example they can find a heading to the tape script together. hey can create a poster about the topic. High skilled learners can find slogans, low skilled learners can design the poster. While discussing on the topic yes/no questions can be asked to low skilled learners and wh- questions to high skilled learners. f I had to personalise a f I had to personalise a learning task with two activities for high-skilled and low-skilled learners, I would try to find challenging tasks for the former, for example, helping lower-skilled colleagues evolve, or a task that would make them feel they wer Maria Cristina Rocha, Por Maria Cristina Rocha, Portugal At my school, my classe has mixed goups of students with high and low skilled kids. They learn and teach simultaneously. Sometimes they are masters, other times they are disciples, in a sort of speach. We never know everything, and I am alwasy saying that I can always learn from them and always be mistaken for a while. This kind of approch helps my students not to be afraid of being wrong and as for help also. I usually prefer to have mixed high and low skills kids, because they can help each other and explain in a different way. Sometimes I need to make different tasks and they a high-skilled student can work alone or peers in autonomy, by themselves, while I can give some support to low-skills students. Rute Vieira, Portugal Rute Vieira, Portugal While planning the lesson, I would considerate the students´ knowledge. I would create activities or give students tasks according to their needs, learning goals, and personal interests. I would also create activities to promote group work, where collaborative work and sharing knowledge, were the most important aims. Sandra Mendes-Portugal Sandra Mendes-Portugal First and foremost I believe that having students sharing their interests is a good start, and as we've been studying, we can get to know them better and choose the best strategies to teach, which will lead to better learning experiences. I'd ask students questions about their interests or even present them with a quiz about it and afterwards I'd prepare a list of activities for them to choose, that way they'd be more free and in charge of their learning tasks. High-skilled learners could be in charge of presenting chosen topics to the class the way they'd like, low-skilled learners could be in charge to develop more practical and creative tasks. Mixing them in groups would also be interesting in order to promote collaborative work Nihan Nihan As long as the ss work in groups and work collaboratively, they can find a suitable role according to their learning styles for themselves. selma meral- selma meral- learning activities in accordance with one's abilities makes them more successful. In particular, the practice and selection of cooperative learning method allows them to be successful. Andrea. Portugal Andrea. Portugal Ana Ana The main action of teaching is to know your students and their abilities. Then,accordingly,adjust and personalise the learning process as much as possible. João Nunes, Portugal João Nunes, Portugal If I had to personalise a learning task with two activities for high-skilled and low-skilled learners, I would try to find challenging tasks for the former, for example, helping lower-skilled colleagues evolve, or a task that would make them feel they were collaborating with those around them. As for low-skilled students, I would try to understand their interests and give them a task related to those interests so they would feel more motivated to do the task and more engaged with their learning process. I believe that if students feel they are participating and, in a certain way, chosing their learning path, they will be more successful, either at school or in "real life". Feri Yaman Feri Yaman Aydın/Turkey I believe in the importance of learning and learning through cooperation. Separate different cultures from preschool and education accordingly. Determining the way the child learns is half of the knowledge of the teacher and the biological learning. Angelamaria Galderisi, Italy Angelamaria Galderisi, Italy If I had to personalise a learning task for high-skilled and low-skilled learners, I would ask the former to engage in a flipped classroom performance and the latter to do some reinforcement exercises. Harun CEYLAN/TURKEY Harun CEYLAN/TURKEY If I give an example from my own lesson, it is a fact that every student does not have the ability to make painting. Susana Peixoto, Portugal The biggest challenge for a foreign language teacher is to plan motivating lessons for a multi-level class. If we focus our attention on advanced level students we will inevitably lose the interest of beginner level students. On the other hand if we teach the basics the advanced student isn’ t learning anything new, will get bored and we will not allow them to progress. Students have different learning styles and interests as well and combine them is a tough task for any teacher. A concern with teaching the multi-level class is holding everyone’s interest and meeting everyone’s needs, no matter their level. A good strategy to personalize a learning task is to create different activities according to the students’ level, for instance if I show them a film or video I can ask a high-skilled learner to summarize the story or write an opinion text about it and to the low-skilled learners I will ask them to fill in a cloze text with some given words in order to summarize the story and then answer a true/ false exercise. I also like to promote group work where students students of different levels can help each other in order to accomplish the given tasks. This way students can develop collaborative work and the weakest ones will get a sense of achievement. Susana Peixoto, Portugal The biggest challenge for a foreign language teacher is to plan motivating lessons for a multi-level class. If we focus our attention on advanced level students we will inevitably lose the interest of beginner level students. On the other hand if we teach the basics the advanced student isn’ t learning anything new, will get bored and we will not allow them to progress. Students have different learning styles and interests as well and combine them is a tough task for any teacher. A concern with teaching the multi-level class is holding everyone’s interest and meeting everyone’s needs, no matter their level. A good strategy to personalize a learning task is to create different activities according to the students’ level, for instance if I show them a film or video I can ask a high-skilled learner to summarize the story or write an opinion text about it and to the low-skilled learners I will ask them to fill in a cloze text with some given words in order to summarize the story and then answer a true/ false exercise. I also like to promote group work where students students of different levels can help each other in order to accomplish the given tasks. This way students can develop collaborative work and the weakest ones will get a sense of achievement. SERAP SARI(TURKEY SERAP SARI(TURKEY I would prepare papers with different parts which would address to both kind of learners. Diana Pádua, Portugal Diana Pádua, Portugal After a diagnosis of what the two different types of students know about the specific topic, I would use different types of activities and different strategies. However, we should bear in mind what it means to be a high-skilled and a low- skilled learner. Actually, a student can be high-skilled in a specific area and low-skilled in others. I normally use mixed ability worksheets. As for the weaker Ss, I use lots of matching exercises, fill-in the gaps, types of exercises which don’t require much written production. If I want them to write a text on a specific topic I give them a guided task with examples, and chunks of language they can use. I try to scaffold the activity with easier instructions in the beginning. To check Ss’ understanding of a concept, problem or process, I would describe or illustrate it in multiple ways, using pictures, videos and slideshows or having a high-skilled student illustrate and explain the concept on the board. Of course, the needs of the high-skilled Ss mustn’t be forgotten and they should feel challenged. For those I would use more complex and demanding tasks, I would ask them to write more freely and give their own opinion on the topic. I also think collaborative work is very useful to deal with these differences in class. Mixing students with different skills, levels and needs is a good strategy. Having the high-skilled Ss help the weaker ones is a good strategy which will help both types of students improve their skills. I would say that, no matter what kind of activity you choose, the aim should always be to help all students be successful. Maria, Portugal Maria, Portugal When planning I would articulate what students already understand with the learning goals. That is, I’d have to give different activities or ask the students to do different tasks appropriately paced, and appropriately varied and challenging according their skills and needs and experiences. Probably while some would have to cover a smaller amount of curriculum content others could explore it in greater depth and detail . I’d implement also some collaborative and cooperative activities as well as pair and group work activities. María de Arriba (Spain) María de Arriba (Spain) On the blackboard they write what they want to learn more, then we organize the contents and they prepare a presentation, a book, film, song... they love related to its favourite theme and they show to the class. Hakan TATLI Hakan TATLI Talas Kayseri I'd set the common interest of the two. I would choose a cooperative project that would fit these roles. Like reading books or planting flowers. Maybe someone explains, the other is good at drawing. Maybe listening to music or playing a computer is a common point. Clara Vitorino Clara Vitorino I would use the flipped work as a strategy. I would ask the more qualified student to research on the topic and make a small presentation to class. Then I would give some exercises to class and would ask the more qualified student to sit besides the less qualified to help him when he needed – depending on their age I would be near them or would give them more space to talk alone. Teaching between equals is the best way in my opinion. Maria Pinto, Portugal Maria Pinto, Portugal The question is relevant and should be part of the teacher's day-to-day life: no student equals another. That's why the solution lies in working with small groups where cooperation helps you learn more and better and faster, because we all learn from everyone. It will also help to have a set of different resources (in activity files / scripts), in which the learning process can be done at the learning pace of each one, being able to have the help of the teacher or colleagues. 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Cinzia Fontanive, Italy Cinzia Fontanive, Italy I usually have students work on the same topic in mix abilities classes using cooperative pairs or little groups in which I mix abilities in order to have high-skilled and low-skilled students working together and helping each other. it is usually successful. To help weak students I usually use technology to anticipate topics by sending them videos or mindmaps on the virtual class we have. Antonija, Croatia Antonija, Croatia I would organize group or pair work dividing the students and activities according to their abilities. The tasks would be created in a way that both kinds of learners can solve them. Ana Santos, Portugal Ana Santos, Portugal I think that collaborative work can be the key to solve this problem. The high skilled learner can improve his profiency by helping the other student and will be able to refute and correct any mistakes made by the low skilled learner. At the same time the low skilled learner will understand better the concepts because the language is more similar. Aleksandra, Croatia Aleksandra, Croatia I will prepare task for work in the pair. The high-skilled learner will try to solve the problem and low-skilled learner will do what his colleague explain to him what must be done. Magdalena Brzezinska, Poland Magdalena Brzezinska, Poland This is a very good question, actually. I need to do it all the time. I teach 16 students on 16 different levels, and I never know which ones are going to show up in class. I always have a selection of materials from which to choose. I always ask students which ones they'd like to complete. Sometimes I make high-skilled learners and high-skilled learners work together and "complement" each other. Döndü,Turkey Döndü,Turkey If the ability to have something to do with the low field, I would try to improve it. ability to develop oneself more magine that you have to p magine that you have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do? Sabine, Belgium Sabine, Belgium They would all receive a theoritical subject to read and try to understand alone, then would form groups of two (one who says he/she can explain, one who says he/she can't) and work on the lesson so that they both understand it. Than they would receive exercises, from easy to difficult, make them alone and than gather again to hear to the other's solutions. Đurđica, Croatia Đurđica, Croatia I would prepare two different activities for students. They would learn in two groups with different speeds and different tasks. At the end of learning they would present their results. Štefica, Croatia Štefica, Croatia I'm a teacher of technical culture and ICT. In computer science, especially when programming tasks are involved, highly- skilled learners solve harder tasks because these tasks are challenging, and low-skilled learners solve are easier tasks because they are successful in doing so. Panagiota Malamou, Greece Panagiota Malamou, Greece I will use collaborative learning. I will find an attractive theme which is going to contain activities for the both students. Mara Machado_Portugal Mara Machado_Portugal In the classroom it is very important to respect the rhythms of each one but it is equally important to foster collaborative work. In the execution of different activities it is at all pertinent that the groups are heterogeneous. In the concrete example of an activity, in the experimental determination of the speed of sound in the air, for the most qualified students only made available the materials / equipment necessary to determine the value of the speed of sound in the air, under the conditions that existed in the laboratory. In the case of the group of students less qualified beyond the availability of the equipment would provide them with an experimental protocol, which included the step-by-step tasks to perform to obtain the speed in the sound in the air under the actual conditions of the laboratory. Eugénia Abreu - Portugal Eugénia Abreu - Portugal The personalized learning is based on different tasks for every student. All students are different and therefore have different needs. The practice of personalized teaching or learning will be more successful when it is directed towards the tasks/activities the student do and according to the pace at which the progress within a topic unit. However we shouldn’t forget that with this type of teaching brings more work for us as teachers and leaves us with less time to dedicate to every single student. We ought to take into account the organization of the classes into various groups so that we don’t exaggerate with the amount of work. Concerning the question in this specific task, in both cases, either with high level students and lower level students, we have to take into account the pace at which each are able to work, their characteristics and their personal interests. I would put the standardized activities aside and assessment would be done continually, by using observation grids so that we could register the progress of each student. I would also implement, in both cases of students, project work within different subjects. These types of projects help students to understand more complex concepts and promote the development of other skills like creativity, leadership, solving problems and the “know how” of working in groups. These activities should be developed in different dimensions and areas: at school, physically, socially, emotionally and culturally. They could be developed by handling with different technologies and therefore these two groups of students would be able to control their time, their environment and their pace of learning. As you can see, I would never implement different strategies for each, I would rather differ the way of applying, of developing and of course the assessment, too. Marta Martins, Portugal Marta Martins, Portugal It would start by constructing the task, starting from a previous survey of their potentialities / difficulties, interests and learning styles. As a mathematics teacher, in the case of highly qualified students, i would choose to create an activity that would allow them, in an autonomous way, to progress in learning a certain content. For example, by using tablets, students would have to perform a set of tasks, which could be done by viewing a video about the content to be studied, followed by a set of interactive exercises, organized by increasing level of difficulty, using the principle of gamification, through which students could, in real time, assess their progress and the teacher, in the end, get the results of their performance. The activity could culminate in a task of investigative character, related to the subject under study and developed according to the interest of the students. With regard to the low-skilled students, i would seek to give them more individualized support, tasks more directed to their difficulties, using materials that they could manipulate and construct. The use of the tablet, would also be a possibility, but with exercises appropriate to the difficulties identified. In this way, the two types of students, each in its own rhythm, can go further. Tina, Croatia Tina, Croatia One activity would be working on a digital tool. A high - skilled student would make a lesson through a tool nearpod and more difficult types of tasks - open type answers, comparisons, quizzes. Low- skilled learners will work in "learning apps" tool, doing the same thing through simple tasks - joining couples, easier questions. The second activity would be a pair presentation. Student with great abilities would be able to make a presentation, and a low - skilled student would look for picture examples, video examples, and listening examples. Rebeca, Spain Rebeca, Spain I would encourage the strong points of every child in order to work together, to take advantage of them using cooperative learning. Ana Pereira, Portugal Ana Pereira, Portugal I would start by knowing better the characteristics, the interests and the skills of the students, since only then would I be able to adapt the activities to their profile. Thus, I could provide different resources (written text, video…) and ask different activities. I could ask a student for a written activity while to the other student would request an oral presentation. I could give more time for the task to the less skilled student. I could also encourage peer work, collaboration, so that both benefited from the perspective of the other and in this way, enriched the knowledge gained on the subject. NIves Bogdan, Croatia NIves Bogdan, Croatia It could be activities in group or working in pairs. It will definitely be cooperative activity Sunčica, Croatia Sunčica, Croatia I would choose a collaboration project where the two of them could decide on the roles they want to take in the project. Maybe one likes reading and browsing on the Internet, and another one writing. Maybe one is good at explaining, and another one at drawing. I am a biology and chemistry teacher, so there are plenty of subjects to do it this way. Dorota, Turkey Dorota, Turkey Depends on the task, but in general I would differentiate the task/instruction so the same task would be done in two different ways, easier (for low-skilled learners) and more complex (for high-skilled learners). I would also use the group work, so the students could help or teach each other. Maria P., Greece Maria P., Greece I am an IT teacher and very often I have to deal with two (or more) kind of learners. What I do? I personalize teaching methods very often. I give space to activities with different stages of autonomy. All students work in the same “subject” with different levels of difficulty or using different materials. For example, when I teach how to make a presentation, my students have to create a presentation about something or someone who like or admire (a city, a football player, a singer, an actor…). From the most high-skilled students I expect a presentation with images, text, colours, animation but from others I am satisfied with a more simple presentation with images and text. Very often I spend time with my students who need individual attention. Simona Mona / Romania Simona Mona / Romania I would make mixed teams of high-skilled and low-skilled learners and ask them to express one another's views and views on issues; will be in the position to learn from each other and to seek out solutions that are not known by anyone of them. Okan Okan It can be a cooperative activity in order for them to share. a quiz or a game using ka a quiz or a game using kahoot, Socrative or Arlete Leitão, Portugal Arlete Leitão, Portugal As teachers, we all know that some students can be very good at some subjects but struggle to be able to learn others. For instance, some have a great aptitude to learning exact sciences and numbers, others to learn languages, others excel at playing a sport or at dancing or at playing a musical instrument, etc. This happens because they have different types of experiences, interests and intelligence. Personalized learning is the best way to reach each student. When I teach English as a foreign language and as not all students have a linguistic intelligence, I try to use different kinds of texts, images, videos and audio texts. So, when dealing with, for instance, the Past Simple of irregular verbs, why not let kids choose the best way to learn it? A student who is really interested in music (and has a musical intelligence), to choose a song in English he/she likes, in which the verbs are in the past and then choose how to present it to the class? And, what about the ones who have a creative intelligence? They can invent a story and tell it to the class. Or why can´t others create a quiz or a game using Kahoot, socrative or Google docs? Besides, the help of technology can allow us to spend less time teaching and more time engaging our students. Aysel YILDIZ, Turkey Aysel YILDIZ, Turkey I would like them to develop their strengths and weaknesses that enable them to discover each other's strengths. In this way, I would ensure that they were respectful and confident to each other without losing their self-esteem. Because it teaches one to learn peer learning, the other is motivated in two dimensions because it teaches and I would reward if necessary. Nurcan Değerli / Turkey Nurcan Değerli / Turkey I would prepare different activities for both students but I would make them work in the same group. For example , if one of them is good at drawing he/she draws , if the other is good at speaking he/she tells what they did. TUĞBA DUYURUCU TUĞBA DUYURUCU TURKEY I do a group activity on a topic that will attract both of them.. matters is how we approac matters is how we approach to them. The way we plan the same subject according to the way they learn will Maria Giuseppina Giammetti Maria Giuseppina Giammetti ITALY I work in cooperative learning or through a peer education giving the same task and encuraging research by the work in group..certainly the evaluation will be on parameters that consider the skill of each individual student. Gulum, TURKEY Gulum, TURKEY I would let them study in the same group, with differnt tasks. Abdullah K Abdullah K Abdullah Korkmaz, Abdullah Korkmaz, Abdullah Korkmaz Abdullah Korkmaz I don't think being high-skilled or low-skilled matters. The thing that matters is how we approach to them. The way we plan the same subject according to the way they learn will make the double success. Gülümser Şentürk Akkoyun- Turkey Gülümser Şentürk Akkoyun- Turkey if I had to teach the same achievement, I would prefer teaching in an individualized way. Based on the individual characteristics of the two students, I would try to teach about the game, the working activity (for the development of friendship), abundant observation, video, presentation, discussion, decision making, and to what extent the product will work and use. even if they cannot learn at the same speed they can develop ideas. Drazenka Kuzman Drazenka Kuzman I would designe different activities trough group work so that high-skill learners support and help low-skill learners. Yasem,n , Turkey Yasem,n , Turkey First of all; I would divide the tasks into learning stations according to their interests. Second, I would prepare pairs which has high and low skilled learners. Then I would tell the students to work in pairs in each station. Finally, They would learn the tasks easily and collaboratively. Rachel Rachel I would focus on what excites them and what they have interest in. This way, they will learn the same topic at their own pace. Maria Natália Couto, Covilhã, Portugal Maria Natália Couto, Covilhã, Portugal Though I don’t feel very comfortable referring to students as high-skilled or low-skilled learners, I acknowledge that there are different styles for learners and some are more at ease with thoroughly and guided instructions whereas others respond a lot better to other stimuli. This is the clay humankind is made. The variety in learning styles makes the groups richer and more challenging. Having said that, and what I do pretty often is sitting students to work in groups where each learner has a special role and responsibility grounded on his/her intelligence type and level of proficiency as I teach EFL. The kind of activities I usually use is a webquest, in which students must collaborate and help one another to achieve a final goal. As a teacher I would (and usually do) monitor the progress of the work carried out by each group providing the necessary support whenever required or need. I would probably (and often do) ask them to prepare a roleplay or something alike to present to the class. This kind of activities usually engages the majority of students. With the huge classes I have (30/31 students) it becomes virtually almost impossible to get ALL of them on the task or the subject. This is actually my experience. Dumitru Moldova. Dumitru Moldova. It is possibel do realise such tasks only through team-teaching. Ana Perak, Croatia Ana Perak, Croatia I need to know how my students learn and what thay want to do. I teach Geography, for example, we can explore our place in a way we go outside and learn or by using ICT. Some students like to go outside and make photos, some prefer using interenet and make presentation.High-skilled students can work without my help, but I need to help low-skilled learners. Inma, Spain Inma, Spain Ioup. have an heterogenous group. They are very different from each other. Some are really skilled,fast finishers who demand lots of extra activities. Others are in the back row and lost. The third group is very low-skilled who need a support from a teacher who comes into the classroom once a week.The rest of the days I deal with all of them. In the maths lesson I ask them to work in collaborative groups where they can help each other no matter the ability they have in the subject. I adapt the concept I want them to learn to their capacties. The high skilled-ones teach the low-skilled ones as if they were real teachers. The result is that students get motivated and are really engaged in the tasks. Cristina Santos Cristina Santos Instead of having two different tasks for different students, I will have two tasks for all. I would start with the easiest activity and put the students working collaboratively because I think everyone have some skills to share and contribute to achieve the goals of the task. After I will use some games or web tools for the hardest task, so the low-skilled learners can be motivate and, with some help of the high-skilled learners, they could start to understand and, above all, they want to understand. So they will be motivate to taking part in the learning process. Ana, Spain One of the keys to get personalized learning is just to listen to the students before programming activities. Ana, Spain One of the keys to get personalized learning is just to listen to the students before programming activities. Mar7kan Mar7kan Naide Baştuğ,BURSA TURKEY Naide Baştuğ,BURSA TURKEY No matter what the subject is, every child has something to do.organize topics according to their interests and abilities.it doesn't have to succeed. but having an idea is important. Nina, Croatia Nina, Croatia In order to achieve the set learning goals, we can adjust the difficulty of each student's task individually. That is especially achievable in the subject that I teach (Informatics), because we can take a lot of different paths and get to the same end goal, by using different examples and tools. In the end we will have achieved the set goal, though on a different level of completion, both adequate to the level of skill that each of the students has. Imagine that you have to Imagine that you have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do? ana freire Portugal ana freire Portugal I will put a simpler activity to low-skilled students. Manuela, Romania Manuela, Romania I have to communicate more with the students, otherwise I would not know what they want Anabela Aguiar, Portugal Anabela Aguiar, Portugal I think I would do what I normally do in my classes: have them work collaboratively to solve the challenges together. I think it’s amazing the kind of motivation that collaboration among students in different stages of learning may bring both to high skilled and low skilled students: the first reaches a deeper understanding by helping the latter, while the low skilled student normally welcomes the help of his peers. Jasenka Kuljak, Croatia Jasenka Kuljak, Croatia They would work together because I believe that each of them has the skills and knowledge that one can share with the other. gonca esendemir gonca esendemir for high skilled leaners ı would prepare an activity that promotes students' problem solving skills, and for the low skilled learners I would prepare an activity that asks for identification from a given case study. FilipaGFM, Portugal FilipaGFM, Portugal I would probably try to engage both students and their different tasks; in that way, they would help each other concluding the activity. Let's imagine preparing a video about teenagers' problems: the high-skilled student would prepare/write the script, while the low-skilled would take over the filming. Elisabetta, Italy Elisabetta, Italy I'd try to prepare activities in which both groups can contribute to the success of the activity itself, using games or maybe digital apps that can help a cooperative work. Gabi, Czech Republic Gabi, Czech Republic I’d try to connect these two kinds of learners. Collaborative learning is very useful and I’d use collaborative learning activities to encourage students to learn together and help each other. Ester Degennaro,Italy Ester Degennaro,Italy I would use cooperative learning centred on group activities, which is effective both in promoting school learning, empowering life skills and can stimulate different bits of intelligence and different styles of learning. It is, therefore, an adequate response to create an inclusive environment, as it is based on the principle that each member of the group, with his or her own peculiar and special characteristics, can contribute to the learning of all and each one can become a resource for others. Lídia Mota, Portugal Lídia Mota, Portugal It´s hard to personalise learning when you have 200 students, tree different levels and lots of themes to work with few times. But i will try, I imagine my students of 8th grade must learn the concepts related to the distribution of people in the world. The two activities where similar, for example, the information of four countries, the area and the total of the population, and they needed to calculate the density of each country, in the low skilled learners i put an example of how they do that and an exercise of filling spaces. Manuela, Romania Manuela, Romania I definitely plan two activities, one for those with special abilities and one for others. Each of the two activities should be appropriate to the qualities of the students they are addressing. Filiz Bilici/TURKEY Filiz Bilici/TURKEY I planned two different learning events. I would prepare my lesson plan in this way and try to be effective. Alex_PT Alex_PT I would definitely use technology, for example, differentiated blogging tasks. The integration of different media in blogging makes it easier to engage and reach all pupils, all learning styles or the differences in individuals’ learning; class(room) blogging can also be differentiated to meet the pupils’ needs, since the assignment possibilities are endless. Bearing this in mind and since I’m teaching now social and environmental issues, namely food waste, I would do the following: In a very straight-forward way, for the low-skilled students I would simply ask them to reflect on their learning so that they would be able to write a personal / reflective blogpost or in case it would be easier, to create a podcast and upload it to the blog; for the high-skilled I would challenge them for a follow-up activity, such as conducting an experiment at home (focus on the amount of food waste and what happens to it) and post their findings and conclusions to the blog (eventually also including tips / measures to prevent home and general food waste). Another possibility would be to ask those students to build graphs / infographics or record a video discussing their data. In this case, by using a class blog, as a language teacher, I’m giving every learner the opportunity to explore a subject / topic in a way that is individually adapted to each one’s skills and needs; in other words, blogs invite participation and have the potential to democratise a classroom since all learners are given the chance of equal participation. Kate, Croatia Kate, Croatia I would try to connect those two kinds of learners. If for example, there are students who like speaking to others and be in the centre of attention, I would let them use that ability to talk to those who prefer listening and writing and consider those types of learning best. Lucia, Italy Lucia, Italy Group work is great to engage different kinds of pupils. Pupils who might not be so brilliant at academic work can be a revelation to their peers, maybe because they are very generous or sensitive or have a knack for technology that some academically clever students do not have. When group work is impossible, I try and provide a variety of stimuli - written, aural, visual... to meet their individual needs. Erkan ERDEN, Simav/TURKEY Erkan ERDEN, Simav/TURKEY It is difficult to find MoNE classes at homogeneous levels of intelligence. However, by discovering the interests and interests of the students in a good teaching class, they can decide what to take. This is not too difficult. It is only necessary to know each student's level of interest, interest and value. If we learn what the student can get, we don't have a problem to blow up every student. Some students like to run instead of flying. Let each student make a bird with two wings and not break their wings. Teresa Cândido Teresa Cândido It depends on what I’m teaching, but when I want students to learn about something it’s always a good idea to join the best students on the subjects with the weakest. That way they can both give their contribution and I believe they can both learn something. Collaborative learning is great! Margarida - Portugal Margarida - Portugal Thinking in these groups separately and also in a very general way, I consider that for the group of highly qualified students, I would prepare a relatively complex activity that aimed at creating something (an object, a project, solving a problem), in the development of the activity, the contents would appear as needs. The goal would be to allow students to use their creativity and choose their way by connecting content from various areas, using the resources they understood, knowing (us teachers) that the students would run into the knowledge we wanted them to learn. For the low-qualified students I also consider the project a good idea, obviously it would have to be a fairly simple project. Presenting a challenge that may be connected to the students' daily lives and that may involve different resources makes the contact with the topic that we want to develop much more motivating. It would have to be a more focused activity that eventually needed to review previously taught content and allow the student the time he needed. If we have a class with these two types of students, we could consider, in specific situations or activities, put the most qualified students to guide low-skilled students. We would, in this situation, promote the development of other skills in students and it is also interesting to see that sometimes students find ways to explain what they have learned, very different from ours. Alex, Germany Alex, Germany So-called low-skilled learners (in the terms of schooling) might be grateful for more scaffolding and guidance whereas high-skilled ones could creatively use more liberties in achieving the task assigned to them. In regards to the multiple intellgences, maybe the low-skilled is only low skilled concerning the intelligences focused on in school systems. So aproaching the task from other directions might be very helpful for them. Roberta, Italy Roberta, Italy I usually work to present the same concept in a different way: sonic, kinesthetic, figurative, graphic catching what children offer me as well Tena, Croatia Tena, Croatia I would like them to sit together so that high-skilled can help the low-skilled learner. Jana, Slovenia Jana, Slovenia I share the theme a learning task in several ways - through photos, concrete material, listening to videos, watching video ... Ksenija, Slovenia Ksenija, Slovenia By using tablets and Internet and app Draw my story: presenting natural phenomena and learning new vocabulary. Cristina Dias, Portugal Cristina Dias, Portugal Having a class of high-skilled and low-skilled learners I would mingle them in groups, lets imagine to build a chair (as I teach crafts), for instance. The tasks would be divided among them, eventually, the high-skilled would make the project with the ideas of all of the group, and the low-skilled learners would direct the construction of the chair, because, most of them have a better spacial intelligence. Because, in my opinion, learning together and exchanging different knowledges is one of the best ways for students to learn and to get all more socially accepted. Voinea Axinte Costica, Romania Voinea Axinte Costica, Romania We had different students in class with different types of intelligence. I've tried to personalize tasks according to their type or intelligence Oğuz YAVUZ, TURKEY Oğuz YAVUZ, TURKEY At the beginning we should keep in mind that each situation and each student requires a specific attention and approach. Then, for high skilled students I generally prefer to challange them with more complex or difficult tasks. However, the low-skilled ones need some low level challange, too. Colloborative approach may even work in this case. Giuseppe, Italy Giuseppe, Italy I normally use collaborative learning activities in these cases. I create three or more groups with different levels inside in. Sudents collaborate to learn together and they help each other in theyr own group by peer learning. This way to work stimulates good practices and team working. Fernando Fdez Fernando Fdez Last time I make groups mixing high and low skills but lower skill students did not participate a lot so next time I will try individual task to improve participation of individuals Emiliana Rufo, Italy Emiliana Rufo, Italy I will use collaborative learning activities to encourage students to learn together, to help each other by peer learning, too. Hatice YAZIMCI ÇALIŞKAN ,TURKEY Hatice YAZIMCI ÇALIŞKAN ,TURKEY I divide the class into groups, and I put students into each group at all levels. So I support peer solidarity.I use material according to student level. ÖZDEN ARAR MERSİN TÜRKİYE ÖZDEN ARAR MERSİN TÜRKİYE I divide the class into groups, and I put students into each group at all levels. So I support peer solidarity. I am preparing material in 3 different mathematics classes. The student can participate in the course by using the material which is difficult. In science, I study the subject at the low-level level. I would like high-level students to prepare a high-level research presentation. Mine, Turkey Mine, Turkey I try to share topics for their abilitis Sema/TURKEY Sema/TURKEY I would use different tasks according to high and low skilled students considering the aim of the lesson. It is also good to encourage them work as a pair or group. Carla M, Portugal Carla M, Portugal To teach a new grammar structure, I elicit the translation of the grammar structure at the end of each presentation. I also complete the first two sentences in a grammar exercise with the high-skilled learners, so the low-skilled learners know exactly what they have to do and so feel more confident. Reading task – I brainstorm vocabulary before getting students to open their books. I see how many words they can guess that will come up in the text and I pre-teach some difficult words from the text before students read it so low-skilled learners understand it better. It’s important to create a desire to read, so I encourage students to predict the content by asking questions in English, I let the low-skilled learners answer in their own language. I also ask students to look at the pictures and headings, and elicit any information that they already know about the topic. In the end of the lesson, high-skilled learners make up their own vocabulary activities, e.g., word searches to exchange with a partner. Burcu Burcu I would rather encourge the high-skilled one to create activities about subject for the low-skilled one. I deeple believe in peer learning. Andrea, Portugal Andrea, Portugal According to what is said in the videos, nobody is a high-skilled or low-skilled learner. Everyone as its focus or main skill: reading, writing, collaborative work and others. I would allow the two students to choose the way they feel comfortable to solve the activity. The goal is that both can learn by using their perception, emotions and interests and be able to make connections with other subjects or themes. Activity: Hear a story and retell it by: drawing, writing, using puppets, music or games. It's a pair work. The students choose one idea each. The result must be the fusion of the two ideas. Anunciação, Portugal Anunciação, Portugal In my daily practice, heterogeneity is a constant. Each student has a particular view of the world, different interests and ambitions, and different types of intelligence. It is not always easy to reach each one and motivate for meaningful learning. I always try to start with practical examples from day to day life and from there to the more complex subjects. Sometimes I ask high-skilled students to prepare and present a certain content / subject to the class, choosing materials and methodologies. In my classes I very often promote peer or group work to solve multi level exercises, so that low-skilled learners can carry out the activities at their own pace and giving their opinion on solving problems Miguel Correia, Portugal Miguel Correia, Portugal It depends of the goal of the task. In my math lessons, for some tasks, i start with easy examples or exercises and go to more complex ones, and let the students to work collaborativelly, for other tasks i make pairs by the level with almost equal exercises or just one more difficult for some of the pairs. That´s a way i found to undestand their difficulties, how they think, research or study. ROBERTO MARTÍN, SPAIN ROBERTO MARTÍN, SPAIN I would create, by using a webpage called lyrics training, two different exercises, but in the same way, an exercise to fill the blanks with lost words from a song: 1.- high skilled learners will have a high leavel song, with many lost words 2.- low skilled ones will do the same but having a few blanks, and more over than that, easy ones. So, all the students will have the same exercise but in two ways, asuming that it's the same activity for all of them, what will create the sensation that they are not so different. Dimitria, Bulgaria Dimitria, Bulgaria In both ways I would give the students tasks according to their interests. For example, if high-skilled students are keen readers and they like reading literature in English, I would connect, for instance, a grammar task with their favourite book in English. I would ask them to find examples in a chapter or extract of that book for a particular sentence structure or else. On the other hand, for the low-skilled lerners I would show videos, play games or listen to a recording allowing them more easily to practice and remember what they are supposed to learn. Mustafa ERKOÇ-TURKEY Mustafa ERKOÇ-TURKEY Flipped classroom is a good idea. Flipped classroom is a good idea. Carolina, Italy 💡 Carolina, Italy 💡 Learning task: learning the pythagorean theorem 1. Activity for high-skilled learners: using a whiteboard and show a special relationship between the sides of a right triangle and see how it's used to solve for a missing length on a right triangle. 2. Activity for low-skilled learners: Wheel with liquid demonstrates the Pythagorean theorem. Feyza, Ankara Turkey Feyza, Ankara Turkey To give more responsibility to high-quality students in the classroom environment, to cooperate with low-skilled students and to teach peer education can eliminate the problems created by heterogeneity in the classroom environment. Reflect Reflect Reflect Reflect Gül SAKARYA Gül SAKARYA Edirne-TURKEY Firstly, I am against separating the student because of high or low learning. In my opinion, the environment in which the student comes from, the nutrition, the important thing that they learn about daily life before starting school is important. High-quality learning: looking at the student's readiness to determine what he / she wants to learn, what he / she learns and what he / she has gained. Low-skilled learning: First of all, I will develop a learning environment based on the skills and academic status of the student who cannot win at the calendar age and develop their weaknesses. sylvie sylvie The teacher´s work is every year harder and harder. We have in our class many students and each one is different and we must adapt the teaching to their characteristics to improve their academic success. I think that either the peer group or team group would help, especially if heterogeneity in the group exists it will overcome the barriers of some students with collaborative work. Also asking to a high-skilled student to be the teacher for a time might be a good idea for him and for the rest of the class Mary, Italy Mary, Italy I would prepare two different activities and later I would ask to explain what every student did and learnt. Later we can discuss with the classroom about the two different ways of learning. Rodica, Romania Rodica, Romania I would promote collaborative learning and different kind of tasks. Flipped classroom is also a good idea. Giorgia, Romania Giorgia, Romania I always had different students in classroom with different type of inteligence. I tried to personalize the tasks according with their type or inteligence and to establish lower criteria of difficulty of their tasks. Gjergji, Albania Gjergji, Albania I would develop different group activities according to their interests, needs and abilities. I will design and implement individual plans based on their needs. Also comprehensive activities for students to learn and from each other. Seher Güzel, Istanbul, Turkey Seher Güzel, Istanbul, Turkey I would encourage both of them , and I would try to find each one's ability. I would assess their efort on a specific subject. mine selvi mine selvi I'd give the high-skilled student a subject whatever s/he likes to do and search and present it in the class with the participation of others and help the lower-skilled student read a text without an end and write down his/her ending to the text and roleplay it in the class Mirela Barcău Mirela Barcău In such a situation, I think I would prepare workbooks with differentiated workloads. Yune, Basque Country Yune, Basque Country I would suggest different kind of activities (some of them to relate concepts, other with images, other ones to develop, …) and the students will have to work in groups of 3 to help and learn from each other. Faruk Yıldız, Turkey Faruk Yıldız, Turkey I gave them learning activities in a way that was easy to difficult to work with. I wish they could do as much as they could. As highly skilled learners complete all the tasks, as low-skilled learners will complete less, I would like to help others who complete the study after a certain time. Ksenija, Croatia Ksenija, Croatia Depending on the topic - individual working materials, working in pairs or groups, combination of text and images, creating omething - drawing, designing... It's everydays activity... Nils / Germany Nils / Germany I would use different tasks or would give the low-skilled learner some help. In English lessons for example the high skilled learner would have to write a text without any help and the low-skilled would get some ideas or even some beginnings of sentences. (high-skilled and low-ski (high-skilled and low-skilled learners). What would you do? Avatar of European Schoolnet Academy European Schoolnet Academy + 232 ● 1m Lucia Italy Lucia Italy N Lucia Italy Lucia Italy Nowadays it is very difficult to motivate children's attention because they have a variety of interesting offers outside of school starting Sara, Spain Sara, Spain We usually have heterogeneous classes, so we have to deal with this every day. I tend to have open activities that every one can complete to some extent, some will give a more elaborate answer, others will Yıldız Yıldız I would encourage them to do some creative tasks to fin out the degree of their skills.ı would let them do their works optionally. Ana, Portugal Ana, Portugal In my daily practice I have to deal with many different students with different "intelligences" , different skills and different interest. Sometimes I give them different tasks, other times I try to join them in mixed hability groupsor I simply let them suggest how they want to carry on that task . Silvia, Spain Silvia, Spain I encourage cooperative learning, pairing students so that they can help each other with the activities Claudya, Romania Claudya, Romania Peer work, team work. Antonietta, Italy Antonietta, Italy I DON’T NEED TO IMAGINE BECAUSE IT’S A DAILY ROUTINE: IN A LEARNING TASK I ALWAYS TRY TO ASK MY STUDENTS TAILORED PERFORMANCE IN ORDER TO CREATE COLLABORATION AND MOTIVATION. It often works but sometimes it doesn’t, so I have to redistribute activities. Elsa Ramos, Portugal Elsa Ramos, Portugal In my class I usually use peer work, one more facility to learn and one with more difficulty to understand. I use the best student as a tutor. Sometimes I use different activities for different students, but I try to go to their interested. For this, I use digital media, mobile phone and some web games. Hara, Cyprus Hara, Cyprus The activities will be planned according to each groups learning preferences. Some students may need audiovisual material while others may prefer text. Some may prefer to work collaboratively while others individually. Manuela Silva, Portugal Manuela Silva, Portugal Nowadays classrooms are learning environments where students must be perceived as unique human beings waiting for supporting conditions where they can fully develop their skills, abilities and enrich their knowledge of the world. In my daily teaching practice, I have to adapt activities to meet students interests or learning styles. It is very challenging to find instructional approaches that answer the needs of learners with a variety of aptitudes and learning styles preferences (the first video highlights this aspect quite clearly – students have different cognitive learning styles). As I teach English as a second language, I always try to vary my approach to the tasks. Recently I’ve been reading and analysing a text about studying abroad and discussing with them how this experience is enriching for students. I always try to bring to class texts that students can listen to (read by English speakers) so that aural learners can process the information in their preferred way but we also comment on the pictures that accompany the text so that visual learners can also participate and present their ideas. I try to ensure activities that are varied to accommodate learners with different cognitive learning styles. Besides adapting the comprehension questions for high and low skilled learners (which is relatively easy to do), the final product of our sequence of learning tasks may be different for each group of students. High achievers who have a more analytical and communicative learning style can do research work and roleplay a situation where two friends are planning to go on an exchange programme. In the same class, lower achievers can work based on the ideas in the text and prepare a list of advantages and disadvantages of going on an exchange programme; more creative students can elaborate a poster to persuade other students to have such an experience. I believe that by diversifying the final product we can engage students and make lessons more appealing. Melek GÖKSU /Turkey Melek GÖKSU /Turkey I can use more sophisticated disciplined teaching steps for my student with higher education level. but I have to explain the steps to my low-level student one by one and proceed slowly. Aida LS Aida LS I guess I'd change some questions so everybody reaches the minimum but those who can, get the most of everythhing Isabel, Portugal Isabel, Portugal In our days, most of us use different methologies in the classroom. But we also know that is difficult, the rules of school and the parent´s somethimes don’t let the teachers execute diferente activities. In this particullary case, i will make groups of students with different skills to equilibrate the activities solving . Žaklina Kvesić Croatia Žaklina Kvesić Croatia i think there is no needto imagine such a situation as it happens in nearly all of the teacher classroom everyday .I would arrange different groups according to their level. Dimitra Zorba,Gree Dimitra Zorba,Gree As a P.E. teacher i always create mexed groups of high skilled and low skilled students.So they can support each other.But sometimes i must personalized the activities and create groups with the same learning skills .I prepare different types of tasks. Stanley,Nigeria Stanley,Nigeria I would structure the task according to their learning abilities.The more skilled will have more complex and challenging task while the other group will get simplified assignment possibly with guidance. İSHAK KUR İSHAK KUR First, I explore their learning areas and intelligence types. I learn family status and physical capacity. I try to prepare learning environments suitable for their interests and abilities by putting them into learning projects. Despoina Amarantidou, Greece Despoina Amarantidou, Greece I will involve both collaboration and team work so that students feel safe. Feruze from Turkey Feruze from Turkey I create mixed grups and make the high skilled students to help the low skilled ones. YASİN TABANLI YASİN TABANLI KIRIKKALE-TÜRKİYE I use a lot of visual material to reach all students in the history class. take into account the interests and needs of the students. Lalitha India Lalitha India I would group them in a heterogenous group of high skilled and low skilled students. Students are more open to peers for learning and expressing their difficulties.(specially the teenagers ). Then have graded task , starting from the simplest to the toughest. Though the low skilled learner may not get in one go, his friends will devise a method to simplify to his reach. Carlos, Portugal Carlos, Portugal As a Math teacher this is my diary scenario. Every single class i have to adjust and personlize ativities. I usualy use pairs colaborative work ; speech to each other how they do; multi level exercises; tecnologies; vídeos; work with real materials; diary evaluation (progress and products) and a portfolio of seleted tasks. Simona, the Czech Republic Simona, the Czech Republic The high-skilled learner could be asked to help the low-skilled learner to understand a rule, explain things, correct mistakes. The high-skilled learner would have to find out how to explain things logically and understand links between things. The low-skilled one would ask questions that could motivate the high-skilled learner. Roberto Italy Roberto Italy I like peer group with one high skill and one low skilled. The best student can tutor the other and both can grow in different ways. On the other hand I face a lack of enough students with the skills of a tutor. An activity for high skilled could be to create an infographic. For a low skilled I would suggest to highlight relevant concepts in a document Ana Croatia Ana Croatia I have been trying to involve my students in various activities that one day will be useful skills - presentation skills, how to write a complaint, how to do research online finding proper pages and sites not only for entertainment purposes, i often demand in some tasks to email me their homework and to practise attaching documents for example. I struggle with collaborative learning watching in a group of 4-5 that only 2 are doing the hard work... combine tasks so tha combine tasks so that they could help each other and collaborate together HAKAN DOĞAN-Sivas_TURKEY HAKAN DOĞAN-Sivas_TURKEY I would try to organize some different homework to high levels and low levels by using some technological devices that they were interested. Neslihan, Turkey Neslihan, Turkey I can try to blend their skills. They can support each other. They can perform both personalized learning and collaborative learning. Fatma Banu Özbek/Tur Fatma Banu Özbek/Tur First of all,I couldn't make up a certain categorization for high and low skilled learners but I'll try to give an answer. I think one way is to provide different options for learners to choose from within the task. Also, as mentioned in one of the videos, I would expect different outcomes from different learners, expecting them to reach the same goal would be for vain Teach yourself and tell me what you find Teach yourself and tell me what you find Imagine a narrative unit: the reading and understanding of the actions of the characters. We have two groups of students: one with high reading and comprehension literacy and the other with low literacy. For the first group privilege the autonomous activities: reading, identification of the characters by physical portrait and by psychological or psychosocial portrait; recording of relevant narrative actions, interactions between characters, final meaning of each intervention. You can present the results in text, in theater or in a graphic slide. For the second group I propose: oral narrativity on the part of the teacher, the so-called retelling of the story, with challenge to the students to complete, fill gaps, both on the marks of identity of the characters and on the actions narrated, with a visual, in the picture, of the interactions between the characters. I suggest oral or schematic presentations of free choice José Machado First of all, at the First of all, at the very beginning of the year, I would apply different types of activities and get the info about each student's learning types. After that I would do group works and gather the students who have the same learning skills. On the other hand, in some activities I would mix those kids and let them figure out the best way they can. Fahrettin AKTAŞ, Turkey Fahrettin AKTAŞ, Turkey I think the best way is to offer a learning environment. Jagoda, Croatia Jagoda, Croatia There is no news that children are learning on different ways. The challenge is to find the way to facilitate them to reach their goals using their own ways ad powers. Ecem, İzmir Ecem, İzmir According to my own perspective, I will give the task to my students and set them free to do it in their own way. Because when I personalise it, then it'll be my task and my own personalised learning. If I categorised my students before the task, like which way they learn best and if I know which type of learners they are, then it will be that way. Halil SÜNBÜL TURKEY/OSMANİYE Halil SÜNBÜL TURKEY/OSMANİYE In two different students, I would make a difference. Teresa Lacerda, Portugal Teresa Lacerda, Portugal I didn't like the categorazition the students in "high-skilled and low-skilled learners". The third video show us a different perspective. Students and adults have different kinds of intelligence. So, one teacher must work with this in your own classroom. In my classroom I always have the tables arranged in a group and the students that are part of each group are quite heterogeneous. Thus, in the same group are students who have more difficult to learn, others more disinterested and others with more ease and interest in the subjects that integrate the curriculum of the discipline. At this moment I am teaching the theme "Extinction and conservation of species" and the work of the students is to be carried out as follows: - In each group, each student has a leading role, time keeper, materials organizer, responsible for the presentation, evaluator - that was chosen by the students according to their competencies; - The theme will be explored by members of the group as agreed between them and using resources that they find most interesting. For example, Internet searches of videos, articles, environmental advocacy organizations or through questions put to people who can give them information they deem relevant, including the teacher; - Students have to define tasks well and hold each element responsible for their execution; - In appropriate intervals, students have to gather the materials they have, discuss ideas to decide whether to continue along the same path, or make changes; - The final work is placed in the class portfolio, a Padlet, and is presented to all colleagues; - Finishing groups will have to comment and evaluate each other's work in Padlet. My role is to be constantly circulating through the groups to put questions and support what is needed. This is one of the ways I have found to be able to involve all students in learning the subjects of the discipline. Obviously, with this group organization I am fortunate enough to have the students tutor each other, helping themselves in the process of learning. Anita, Croatia Anita, Croatia 1.activity: -Visokokokirani disciple: Make a power point presentation about seed germination and plant growth -nisk-qualified student: Orally present how he sowed bean seeds and followed germination and growth 2.aktivnost: - Vocationally qualified disciple: graphically shows the growth rate of leaves and stems with growing conditions (air temperature, water .....) - a disadvantaged student: Practical work in the schoolyard is the task of sowing two seeds in the same living conditions (one dry and the old and the other healthy) in a notebook the lines of the days he noticed Raquel Santiago, Portugal Raquel Santiago, Portugal First of all, I usually sit a high skilled learner with a low-skilled learner on each table. I speak to them and explain that one can help the other. Specially in a foreign language class, this can work out well because students who know more vocabulary, for example, can help the others who are, sometimes, too shy to ask basic vocabulary. Secondly, I would probably give them a webquest, for example and ask them to work collaboratively or have them work on a project together so one would help the other, with my assistance or close attention if necessary. Lastly, I would like to refer that the second video about lost and confused students really resonates with me. We all know that sometimes we have students who are just not interested, maybe because they are not learning the way they prefer or the tasks are not directed to their type of intelligence. These students are happy to just let others do the work and they don't really participate and, thus, they aren't learning anything. In this situation, I would probably give the high skilled student a webquest or another type of task he could do independently; and try to give the low skilled student a task about the same topic, but I would try to work with him more individually. Obviously, this is difficult to do with large classes and I'm still struggling with some students and trying to understand them. So, the third video really touched me too. Ana Correia, Guarda, Portugal Ana Correia, Guarda, Portugal Students with different intelligences or with different learning abilities are the daily basis of any teachers’ work. In a primary English class, I would define different types of objectives, different kind of tasks, different timing and different assessment procedures, if possible different input sources according to the students, the class or the school characteristics. I would have exercises (oral or written) with different levels of difficulty or adapted to the kids’ interests/abilities, give clues according to needs, give room to activities with different stages of autonomy and build from that on. Spoken interaction differentiation is quicker to organize for me as we can build it almost as we go and there is a stronger sense of class and of common purpose. But preparing such personalised activities when there is a written format (even if they have an oral purpose) is overwhelming, not only to produce, but also to manage in class without losing track of the group. It is even more so if we are not dealing with a single class, a single school or even a single level in the same room (which is my context). The way I’m doing it right now doesn’t match the second video’s idea that personalized learning is about making things easier and “getting quality time” with students or “spend(ing) more time… engaging them”… Rosalba, Rome Rosalba, Rome Next week, after the end of the first term, we' ll organize a one-week period of recovery and empowering activities. This morning I told my high skilled students that in turn they will be engaged to be teachers to their lower skilled schoolmates: first of all they will present a lesson on the already studied topics to the class, presenting, in particular, the Mind maps and all the google presentations they have shared on google classroom; next they will work in groups implementing peer to peerr support. All the class accepted my proposal enthusiastically. Alma, Bosnia and Herzegovina Alma, Bosnia and Herzegovina I would ask them what is the best way according to their opinion to do or learn specific assignment and I will prepare those activities on that way. Same activities from other perspectives. Eduardo López. Spain Eduardo López. Spain With primary students you sometimes need to use miming, gestures o keywords to help them remember. With students having more problems to understand the lessons, you have to combine all kind of strategies, make the necessary adjustments, labelling is very good to boost memory, this way, you reinforce writing while fostering speaking. Raquel Martins Raquel Martins Content can be taught in different ways and using different materials. The main objective is that the strategies used take into account the students' individual needs and promote their success. I divided the class into groups, for example, giving the most qualified students tools to guide them in discovering, on a given topic, to construct simple questions to put the group of low-skilled students. This group of students, the poorly qualified, would freely research the subject, in the Library, on the web or even questioning adults about the subject. This group would present to the most qualified students what they discovered with the research they did, with an exchange of information between the groups. The group of qualified students would go through interactive games created for this purpose, using the Kahoot for example, question the students on the topic. Fun and interactive, everyone learned. Rute Vieira, Portugal Rute Vieira, Portugal Firstly it would set what the ultimate goal to achieve for both students. Based on this, it would propose differentiated tasks for each of the students. In the student with more difficulties it would be important to have recourse to material (in the case of mathematics, for example) and using day-to-day situations. For the student with great ease it would be important to give him the freedom to learn more if he wanted to go further. In this type of situations, I also use group work among students since the way to reach colleagues, the way they speak, the motivation ... are different from when I am developing a theme. Gamze, Turkey Gamze, Turkey In math lessons mostly I try to start with easy examples and go on more complex ones. Moreover let the students collaborate is an effective way. Sometimes I let high-skilled students to work with low-skilled students as groups. Mira, Croatia Mira, Croatia I believe that all teachers daily have such a situation. My way is to help students in group work by giving them tasks of varying weight, in individual work I also tailor assignments, give additional instructions, learners with writing and reading difficulties, help with instructions and adjust the weight of tasks. Paulo Almeida, Portugal & Belgium Paulo Almeida, Portugal & Belgium I would probably give them the same task. However, I would put them to work collaboratively, where the high skilled student would help the low skilled student in solving the task. In this way, not only the high skilled student would develop his / her competences in helping the other, but also the low skilled student could develop his / her competences, being accompanied by a tutor who speaks the same language and who can feel closer, in terms of relation and age level. I could do the same type of practice, but with different tasks. Zekiye KAFALİ, Turkey Zekiye KAFALİ, Turkey I think there is no need to imagine such a situation, as it happens in nearly all of the teachers' classrooms everyday. The best way, in my opinion, is to get them to communicate and collaborate. Thanks to peer work or group work and different activities, high-skilled learners can help low-skilled learners. Zvonko, Serbia Zvonko, Serbia I would give more difficult task for high-skilled learner and easier task for low-skilled learner. Seyhan yilmaz Seyhan yilmaz All students who have different intelligence have the same education because of our system.We hve to strugle to have any idea about stdent's intelligence they should be educated according to their speed of learning and interests Nurcan Korkmaz Karataş-Turkey Nurcan Korkmaz Karataş-Turkey My My students are learning better with the game Banu Güven, Konya/Türkiye Banu Güven, Konya/Türkiye First of all try to learn what kind of intelligence they have, then try to makke a task which contains knowledge according to their ıntelligence type Ana Teresa Gonçalves Ana Teresa Gonçalves I would give them diferent tasks. They should be adapted to their capacities. first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them Elena SpainThe s Elena Spain The students are different levels I would teach differents activities María, Segovia María, Segovia My school has a very wide range of diverse students: different cultural backgrounds, different economic levels, diverse ethnic groups, etc. In my first grade class I find kids already reading and others still struggling with recognising letters. That's why I like to present open-level activities, so the whole class can work on the same topic but at different levels, according to their capacities. Sanja, Croatia Sanja, Croatia I will designe different activitis trough group work so that high-skill learners help and support low-skill learners. Dan Sovan-Romania Dan Sovan-Romania Generally, our classrooms are extremely heterogeneous and numerous in terms of the number of students. Moreover, as a result of an inclusive education policy, we also have work with students with ESC. It is extremely difficult for an early teacher to find a way to optimize the teaching-learning process, but the didactic experience tells the word. First of all, a preliminary diagnosis of pupils' competencies should be made and, depending on the results, we will adjust the process and workloads on low, medium and advanced levels. Of course, for low-level people, remedial or recovery classes can be made, and other students can be trained to perform by participating in various competitions, school Olympiads. em differentiated work ta em differentiated work tasks Alina, Romania Alina, Romania Of course, give them differentiated work tasks Ali CEM Ali CEM It will be appropriate to assign tasks to all kinds of students according to their skills. Maria, Larissa Greece Maria, Larissa Greece I will make mixed groups with high and low skilled learners in each group. Irina,Latvia Irina,Latvia I would make these two learners work over. They can both split tasks as they wish. They can work together to help and support each other. Edita,Croatia Edita,Croatia I would create groups with fewer students and give them tasks of different level. Each student would have the chance to choose a task that he could solve. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Rosa M Reina (Spain) Rosa M Reina (Spain) Probably i will desing different activities in the same test. I will adapt to their abilities. Different intelligences, different teaching. Melita, Croatia Melita, Croatia It's an everyday situation. The classes are heterogeneous. I would do tasks of different levels, with different skills, where such a heterogeneous group would have to come up with a solution. They should also use the skills of the weakest one. Sara Sara I will use stratified and differentiated activities promoting collaboration among students. José Teixeira, PT José Teixeira, PT I must admit that I don't like to categorise my students in “high-skilled” and “low-skilled”, just because all of them have different skills, so the best strategy to personalise a learning task, in my opinion, is to encourage cooperative learning. Students should work in small groups and inside the group they have different tasks according to their skills. All of them should collaborate to accomplish the task. Rukiye/TURKEY Rukiye/TURKEY I would arrange different groups according to their level José María, Spain José María, Spain I understand that I shoul prepare activities that motivate first and foremost and then propose activities in which they feel more comfortable attending to their personal skills. Always with a common goal and with the help of a collaborative work. Madalena, Ponte de Lima, Portugal Madalena, Ponte de Lima, Portugal As an English teacher, grammar is usually an issue for students who are less analytical or are more prone to engage in activities in which they use their rather visual intelligence. In that sense, if I were to teach a specific grammar item, I'd start by showing the students a video (maybe a cartoon or a part from a TV series or film) in which the structure was being used; then after aknowledging the structure, the students would be able to choose between either practising that structure using a previously selected interactive online ESL site or draw their own cartoon on paper, creating a story with characters that would have to use the grammar structure in their lines. Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Güney /TURKEY Güney /TURKEY each student's interests are different so we should use different methods and techniques,flexible content and student reflection. Klaudija/Croatia Klaudija/Croatia Every student has the right to learning, only needs to adapt. We can work through group work so that better students help and encourage students with lesser abilities. Another way is to adapt working methods to students with reduced spouses. Carla Carla Every single day I have to adjust and find new solutions, what worked just the day before may not work the following day. Anyway, I'll give a simple example for a writing task in a mixed abilities class: some students receive a writing task with a bullet list with main ideas to develop (the scaffold) and always an extra bullet to suggest with his/her own idea; some other students will receive the task to write a story which begins with a given initial sentence, wider writing task Each child's developmental characteristics are different, differences should be considered. Each child's developmental characteristics are different, differences should be considered. Gonca Gonca I would teach different types of activities for understand how pupils learn easy. Fabiola Fabiola I think that the activities to personalise learning are: 1) the group work where the best guys can help others overcome their difficulty 2) individual paths where teacher helps the pupil to achieve the goals based on his skills Gülhan KIZILKAYA UÇUCU Gülhan KIZILKAYA UÇUCU I have to understand the level of students first. I can focus on what you can learn better and learn Marianthi Arvanitidou- Greece Marianthi Arvanitidou- Greece Teaching is very difficult because you have to faced with different types of students A high-skilled stude A high-skilled student can be offered more creative tasks, with many unknowns, but they can also compose problems that reflect some industrial processes or everyday life. Unskilled students happily solve the tasks in which they apply skill and less use memory and logic. Patrizia, Italy Patrizia, Italy Every day I am in contact with at least two types of students: really good but not motivated students, who sometimes call themselves bored, motivated students but with poor attitudes that reach satisfactory results with great effort. With such structured classes, depending on the subjects to be presented to the students, I use different strategies: 1) Group work: the group is mixed, that is, formed by particularly gifted pupils who work alongside students with difficulties to whom they propose activities to be presented through a report, presentations 2) Particularly gifted pupils monitor and support the activities of the weakest and help them overcome difficulties 3) Use of technologies that favor the creativity of the best but at the same time facilitate the learning of students with difficulty Elena Quiles Elena Quiles I think that in that particular case, I would group students in different teams mixing high-skilled students with low-skilled ones so that the former can help the latter. In addition, I would prepare an activity adapted to high-skilled learners and another one to low-skilled learners according to their abilities Salva. Spain Salva. Spain I would adapt a part of the activity for each of them. However, I would design another part of the activity so that they could work together taking into account the differences in each one of them. I believe that collaborative works help my students respect and value the differences between them as a positive aspect in social relationships. Elisa, Italy Elisa, Italy Different students with different strong and weak points: we have to face this problem every day and it is not so easy to find always a solution to get a good balance in the individual involvement. So for me it is enough to succeed in finding the right solution at least from time to time. For example I engage students in group work and I try to help each of them to do their best, for ex those who are very good at art will be asked to look for graphic solutions, those who can write very well will be responsible for the writing of the whole group's ideas etc. A later stage is for them to teach their mates what they can do better. I always present them a schedule with different phases they have to cover and this helps to Patrícia Campos, Portugal Patrícia Campos, Portugal For these two kinds of learners I could vary: - the way the tasks were presented, for example one could receive the instructions in a more formal way, for example a text and the others would receive a video or a audio recording, were teacher could use a more simple vocabulary; - the difficulty of the tasks; - the time given to complete each task; - the number of tasks; - the type of tasks; - the focus on evaluation (results vs. process). Hakan Can Hakan Can I join Lilia's idea. I would do such a practice. I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Lília, Portugal Lília, Portugal In order to truly personalize the learning environment for students, I first need to have a comprehensive understanding of my students. This means knowing their academic strengths and weakness as part of a complete learner profile that gives a holistic view of each student. As a teacher, I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Furthermore, I would suggest and provide a variety of activities, through viewing videos, listening to podcasts, view presentations, read articles or texts, participate in discussion boards online, etc. Throughout all the process, assessment is extremely important in assuring student success. The assessment process should be embedded within each lesson and used as a tool for immediate and consistent feedback. Students need some form of direction and timely as well as constructive feedback. Lejla Hujdur, B&H Lejla Hujdur, B&H I would create cooperatives groups with differrent types of tasks so every student can express themself in the best way. I would also use peer to peer learning. Leticia Gil from Spain Leticia Gil from Spain I would try to create cooperative groups in order to learn in a motivated way. Each child is different and needs particular attention so, as teachers, we should personalize our way of teaching taking into account their interests and abilities of learners. Claudia Italy 🐏 Claudia Italy 🐏 In my classes there are students with different skills and abilities. Every child is unique and unrepeatable. I try to enhance the different characteristics. I propose group work and games. Sometimes I use peer tutoring. i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs António, Portugal António, Portugal In all my/our classes it is as inevitable as life itself that there are different skill levels. In autonomous group activities I tend to create different roles and tasks. In some cases with the highest skilled ones tutoring/supervising the other students. Nilüfer Güreşçi Nilüfer Güreşçi I'd start by getting to know the interests and abilities of the learner. I prepare an education and training plan and activities that I can use in my interests. I ensure that a student with a high level of learning maintains his level of questions and activities to keep his curiosity and motivation going on. Rosa Barros, Portugal Rosa Barros, Portugal It is not necessary for me to imagine I have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners) because I do it on a daily basis. As a starting point, I must emphasise that I do not like to “label” my students as each one of them has different skills and abilities and it is by sharing and taking advantage of differences that our classroom becomes a healthy learning environment. In my classes, students help each other all the time, either in groups or in pairs, but in a peer-coaching/tutoring strategy, and at the end of each tasks, students share what they have done/learnt. Throughout the schoolyear, I try to plan diversified activities that involve all range of intelligences, interests and knowledge (being it the result of formal, non-formal or informal learning) so that each student can put the most of him into the class and engage in a collaborative lifelong learning process. But we are referring to a more formal learning activity, take for instance, a listening-comprehension task, I would plan a T/F exercise for the “low-skilled” learner and maybe a gap-filling or a completion exercise to the high-skilled one. João Teixeira, Portugal João Teixeira, Portugal I would give each student or group of students a different role and different tasks according to their levels, skills, abilities and interests. Each student/group will perform the task on his/their own way for the setting time or, depending on the aim of the task, for the time he/they need(s). All these activities would be supervised by the teacher or, preferably, by other students. Anita, Croatia Anita, Croatia The truth is that we are faced with the need to personalize learning every day. The intellectual abilities of our pupils vary and I find myself preparing one lesson in different ways so those with dyslexia or dysgraphia can follow my teaching. Sílvia Teixeira, Portugal Sílvia Teixeira, Portugal As experts, we do not need to imagine this kind of situation, because it happens every day inside our classroom, not necessarily based in high-skilled and low-skilled learners, but having in mind different students, with different interests, different intelligences, different needs… The best way to personalise learning is through “autonomous learning time” (Tempo de Estudo Autónomo – TEA). It is a situation where students learn to formulate goal, plan their learning process, identify resources of learning, select materials which are suitable for their ability and interest, choose and implement appropriate strategies to learn, evaluate their learning process and manage their time to learn, even outside the classroom. Esada Čirić-Delić Esada Čirić-Delić This is a reality in my country. We have mixed-ability classes with multiple intelligences and I like to include various activities to suite all those intelligences. Sometimes I change materials to suit, sometimes pair work is best and sometimes group work brings the results. Aslo Aslo Aslı Aslı I would divide the class into groups and give each student a different role according to their levels and interests. Then, I would assign them differnt tasks according to the pace of the lesson Teresa M., Spain Teresa M., Spain I'd have to adapt the activities: same format but different tasks for different learners for them to fulfil their capabilities. Leyla, Turkey Leyla, Turkey Making mixed groups with different intelligence and asking them to create a product by which each individual can take out his/her strength among others. Preparing and delivering personalized teaching/learning material and leading each student to a reachable goal would make them feel proficient. Heidi, Germany Heidi, Germany The best way to personalize a task in my opinion is preparing a project with a question. In a project every student works with its personal ability, at its own pace, in groups or alone. Erhan Erhan Yes, every students have different kind of intelligence. They can use them more efficently but teacher have to use not only his/her teaching method but also in a school . So every unit must bring different areas of interest (intelligence) in english. Teachers pay attention to this and organise their teaching method for their students. Eduarda Sousa, Portugal Eduarda Sousa, Portugal This is not an imaginary situation. It's truly part of teachers " daily struggle. So generally I divide the class in mixed level group so that the fast learners can help low level learners. My teen students just love this as it's easier for them to understand their peers' "lecture. I also try to give my high level students a bit of a challenge by working on their own and solving problems using for instance thei mobiles while I help the other ones. Bosiljko, Croatia Bosiljko, Croatia I will create groups with max 4 pupils in, and give them tasks with different level of complexity. probably I will explore their possibilities before... Each student will perform Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zehra Tuğçe Özgel, Turkey Zehra Tuğçe Özgel, Turkey I determine their needs, speaking both by doing survey. I prepare lesson plans for their needs along with the curriculum. Vida , Lithuania Vida , Lithuania For the purpose of studying the topic, the students are divided into groups and tasks of different complexity. Anca, Romania Anca, Romania I would divide the class into groups, same topic, different tasks. Temel Gövce Turkey Temel Gövce Turkey First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. All students work in the same Subject using different materials. If there were two activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (A High skilled learner with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pair to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity. I would implement group work strategy and try to apply myteaching steps for students'different skills I would implement group work strategy and try to apply myteaching steps for students'different skills D., Croatia D., Croatia This is an every day situation. Classes are heterogeneous. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Demet - Turkey Demet - Turkey Mixed groups can be created. Serge from Belgium Serge from Belgium Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zrinka, croatia Zrinka, croatia Divide them into groups or pairs and give them projects according to theirs skills. Something similar but different level activities. Brankica, Croatia Brankica, Croatia I would put them in a group to work on a topic together, and I would assign them various, personalized tasks and adjusted to their skills. They would have to cooperate and help each other, and I would also give them pair-work homework. Audronė, Lithuania Audronė, Lithuania I'd preteach a low-skilled learner, later they could work together and benefit from each other. Cláudia de Sousa, PORTUGAL, D Cláudia de Sousa, PORTUGAL, D This is what actually happens on a daily basis. Classes are heterogeneous and our work demands reflecting over this question regularly. In my opinion these two students obviously need two different approaches. The highly-skilled student is, normally, a more motivated student in a learning context because learning isn’t a difficult task, whereas the low-skilled student may be a less engaged one because he/she finds it difficult to keep up with what is being taught. This last student might feel lost, confused, may need more attention for many and diverse reasons. However, without knowing both students well, we can’t jump to conclusions this easily and we should definitely not decide over strategies without bearing in mind why they are being defined as high-skilled and low-skilled. In other words, is the high-skilled student so just because of his high grades? Does that mean he is highly motivated? And concerning the low-skilled student, are his grades low because he/she struggles with assessment and tests? Does that mean he/she is less motivated? According to what happens at school, teachers are expected to be more concerned with low-skilled students, because we would like them to get better grades. We tend to spend more time thinking about how we can help these in becoming successful as if high grades were synonym of success in life. Nevertheless, I defend that in both cases the key to help these students is motivating them towards different non-formal learning activities because in both cases each will have to undergo different processes at different their own pace. Learning is long-term process and this is what students are to be reminded regularly! Antonino, Portugal Antonino, Portugal In my opinion, personalizing learning does not necessarily imply assigning a task to each student. Herculean task for sure. However, you can assign different tasks to two different groups to work on the same topic. Strategy to implement: Group work in the design mode. The groups would be with a small number of students in order to enhance the collaborative and participative work; In the formation of the groups it would take into account the different intelligences / capacities forming heterogeneous groups; The project modality allows to maximize the capacities of each one because, with the constant orientation of the teacher, it is possible to demonstrate skills of the less qualified students, namely in the operationalization and more practical parts; This modality obliges the students to diversify their abilities and not always the most qualified academically they are in parts that leave its scope, like for example to organize a structure to present the final work. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Cecília, Portuga Cecília, Portuga I organized the class into work groups by proficiency levels, characteristics or similar interests, in order to create an excellent learning environment. It would do the same activity but would adjust the level of activity requirement to the actual ability of the students to allow them to succeed. Susana Carneiro, Portugal Susana Carneiro, Portugal I could use collaborative groups in PBL or a "menu" of tasks for the students to choose with the same goal (for example: research paper about sustainable projects around the world or ation plan to do at home and make the daily life more sustainable). Low-skilled? It depends on the skills you`re looking for :) Olivera, Montenegro Olivera, Montenegro Gathering children according to interests, needs and skills. Adapting activities that include reading and writing, for one group; and for the other group in the lecture I also insert digital media. Aleka, Greece. Aleka, Greece. It depends on various factors such as the age of the students, the kind and purpose of the activity, how well I've known them... Jorge Estrela, Portugal Jorge Estrela, Portugal Start teaching from the level at which the students are. This is why it is fundamental to diagnose knowledge, assessing the level of student performance, interests and learning profiles. When planning activities, take into account the profile of each student, so that everyone has an opportunity to learn, for those who present more difficulties and those who are already on the road to school success. There are some aspects to be differentiated in the planning and dynamization of activities: consider the students' learning style (visual, auditory, schematic); repeat the information, explain in other words; explain the topic in small groups; use activities that work the same theme for all students and adapt the level of difficulty; provide concrete material for the students with more difficulties; adapt the time of activities; diversifying the forms of production (text production, oral presentation, drawing, painting ); use facilities outside the classroom, such as the school library. Jasna, Croatia Jasna, Croatia I would divide the class into groups and make my students work on a similar but different level activities or a would connect high -skilled learner with low-skilled learner. High – skilled learner can help low-skilled learner. Hacı Ömer Erarslan Bursa-Turkey Hacı Ömer Erarslan Bursa-Turkey I would divide the class into groups and make children work on similar but different level activities. Feruze from Turkey Feruze from Turkey I make mixed small groups and give projects them and make the high skilled students help the low skilled one. CAMINO, ESPAÑA CAMINO, ESPAÑA Nobody will know the difference between both levels of learning between the students. Nobody will know the differences between the contents of the activities. I would be the only one to know about it. Students would work together, helping each other to understand contents of the exercises. I could help low-skilled and high-skilled learners in different ways at the same time. Sandra Oliveira, Portugal Sandra Oliveira, Portugal I woul divided students into small groups of 3 to 4 elements:groups of highly qualified and low-skilled students. I would provid them with a list of research topics, so that they chose the more interested one. then I would explain them the essential learning and objectives and contents of the activity. Students will research the theme and then present their work to the class. For the groups of low-skilled students I would provided them diferent level activities and guide them, if they want. It would give them more individualized support. In the end, thye also present the research results. All students would transpose their research into the learning journal. Jorge Conde Jorge Conde I would make the collaborate with each other in different tasks, allowing them to help each other. I usually give assignments and when students end their task they can go to other groups and support their colleagues. Sandra Gomes, Portugal Sandra Gomes, Portugal I could either ask the high-skilled learner to help the low-skilled one or choose to adapt the activities according to their skills/level. For instance, I could hand out a worksheet on a vocabulary topic we had studied in class and grade the tasks. Imagine it is a word search on technology. I could give it to the low-skilled student with the words he/she was supposed to find, whereas I wouldn't give this hint to the high-skilled one. Or I could just pair them and allow them to find the words together! If it's a reading comprehension exercise where students have to complete a sentence according to the ideas in the text, I can give the low-skilled learner options to help him/her complete it. Doinita B., Romania Doinita B., Romania I would use the "teacher method": high-skilled learners to teach low-skilled learners, and at the end I would provide feedback to both kinds of learners. Renata, Zadar Renata, Zadar In some lessons I always connect high-skilled learner with low-skilled learner. The task is that high-skilled learner found a way to teach other student thru discussion, drowning, explanation with their own words. After that, very often, low-skilled learners know better than after my explanation. Ana Paula, Portugal Ana Paula, Portugal Çölban-Turkey Çölban-Turkey I personalize teaching methods very often. I try to prepare activities according to my students' development processes, intelligence types and needs. I spend time with my students who need individual attention. Daniela, Italy Daniela, Italy I would divide the class into groups and make children work on similar but different level activities. Soraya, Portugal Soraya, Portugal I would probably try to adjust the activity to their personal interests. I would let them choose the way to get to the purpose of the activity. I would also let them choose how to present the results. sebahat yalçın,İzmir Turkey sebahat yalçın,İzmir Turkey I prepare the activities of the the learning task according to the learners' abilities,their preparedness about the task ,their intersets and also theirtype of intelligence. Sarah Mallia, Malta Sarah Mallia, Malta I would give a shorter task to the low-skilled learners and include some challenging tasks for the high skilled learners. I would use visuals , auditory and technology so that I 'll try to reach all sorts of many students at the same time. HEVAL DURAK MUĞLA TURKEY HEVAL DURAK MUĞLA TURKEY I personalise my teaching methods so often.I have prepared different kind of exercises for different level of pupils.I spend more individual time for those who need extra help. Lurdes - Portugal Lurdes - Portugal Let’s say that the task is “Asking for and giving directions”. For the high-skilled learners, the activity would be writing down all the instructions to get from point A (it could be our school) to point B (a hospital, for instance). For the low-skilled students, the task would be, using Google maps, drawing the way from A to B, according to the instructions given by their colleagues. Elsa Martins - Portugal Elsa Martins - Portugal After presenting the topic and showing flashcards to all the students at the same time I would ask some questions about the pictures. Firstly I would ask high-skilled and then ask the low-skilled ones so that they can listen to their classmates answers. For low-skilled learners I might whisper the words if they can't remember them or give them some answer clues. For other activities it could be in small groups with both high-skilled and low-skilled learners, collaborating throught the activity. If it is an individual task/ activity low-skilled students could have different stategies like matching exercises instead of open questions, fill in the gaps (with given words), true false questions. I usually to this for students with special needs. Sandra V. Sandra V. I would put those two learners to work in pair. They can split assignments as they want or they can work together, helping each other. Ş.G.Gundem/İzmir Ş.G.Gundem/İzmir I can set up working groups with children at different levels. They learn to work together. I can give you homework based on the children's level. Lina, CRO Lina, CRO Group work is a great way to help children with difficulties but also to motivate children with high skills. It can be a theme where children with difficulties can draw something or read basic text in book, and high skilled students can explore something more on internet. Berkant Berkant Some of my students are learning from the examples ,some of their classmates' group work.And some of learning a part of one to one work Nițescu Emilia-Elisabeta, Romania Nițescu Emilia-Elisabeta, Romania To begin with, I start with differentiated activities. For those with difficulties, I will have different tasks than those advanced. I will try to work on teams by using each other's skills. All of this will be accomplished without the pupils observing the difference between given tasks. Nilay Dokur, Turkey Nilay Dokur, Turkey I think the first step for the different learning levels of students for the same activity would be defining and categorising the student's intelligence types before the activity. For instance a brainstorming activity about the subject matter. Then I would prepare learning corners to let them perform their abilities. Paulo Alves - Portugal Paulo Alves - Portugal Group project based learning with both - high and low-skilled learners (lsl). They have to draw a plan and execute it with several tasks. The aim is the high-skilled learners help the low-skilled learners making them (lsl) aware of the "how-to" process. In future tasks, with those skills, they (lsl) can improve applying knowledge and get feedback from high-skilled learners and also from the teacher. I think that it should I think that it should Adriana, Romania Adriana, Romania It is important to work with both types of students and to let them feel they are equally important for the teacher and for the learning process of the entire group. I think I would, at a certain point, let the advanced ones "teach" the others in their particular manner and then ask for feedback. Marina, Zadar, Croatia Marina, Zadar, Croatia It would take them to nature and there would be activities for both of them. I would give them different activities - watching, calculating, climbing and it would be interesting for all. 9 9 Sanja, Croatia Sanja, Croatia I would give them a group project with different activities, for example calculate something, use technology, make a presentation so each student can pick which part of the task suits him best I I Göksel Ogalan , Manisa/Turke Göksel Ogalan , Manisa/Turke First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. If the high skilled student shows really great potential, I would start with more complex structures as I would do with the lower skilled one. If I would see that they can compete with the tasks , I would guide them by learning new and more complex structures and assure that they learn how to handle with the problems on their own way. Providing them opportunity to discover their own potential and being aware of own intelligence type. FátimaM, Portugal FátimaM, Portugal I would think of a very interesting, challenging, fun question and let my high-skilled and low-skilled students get to the answer through whichever way they prefer. Fatih TOPÇU/Türkiye Fatih TOPÇU/Türkiye For example, in the theme of mother's love, I would give a student the task of composition and the other a task of telling painting. Slađana Kristek Slađana Kristek I think it depends on the task. I would like that the student that is high skilled helps them that is low skilled. The low skilled sholud make set of questions and the other sholud explain the task. Lacramioara Cazangiu,Romania Lacramioara Cazangiu,Romania If students have a different level of training, I will prepare a lesson in which I will work differently. The same theme should be understood by all but by different ways of understanding. HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY First of all it can be accepted that personalise learning or instruction is very difficult to implement for teachers in large classes. Analyzing the class to find out who they are, what is their interest is important step when giving the task to high skilled and low skilled learners. Then I try to encourage my students to work in pairs. I give all of them the same project work and decide and collaborate with each other how to prepare and represent it. nurcihan,istanbul/Turkey nurcihan,istanbul/Turkey as an english teacherI usually try to personalise the learning task in my classes.for example at he end of a unit I gives tasks to low skilled learners writing about that unit topic or asking and aswering questions with their partner about topic but I want high skilled learners to prepare a sketch about new topic and act it out I would survey the s I would survey the students to identify styles first then vary the activities according to their interests - different activities but same But same learning objectives Ella, Croatia Ella, Croatia I would make a learning scenario with project based learning and flipped classroom. So both of the learners can in non-formal way, at own pace, do the activities Serap OZDEMIR ORUC Serap OZDEMIR ORUC I would give the same task to them. And I would let them to present their work by their own way: by drawing-painting, by using technology-making slideshows, by searching on the net or library and writing the results with hand or on computer, by presenting with a drama , by just talking about the topic/giving examples about it. Adina Geczi, Romania Adina Geczi, Romania Being different, they will be lost in the process if I won't be able to help them. So, for the same subjects I will create different learning activities. Using a rich set of methods I will find a way to make every student to understand what they have to learn. After that I will know how to elaborate the tests using different types of skills. Maija Maija I would start with a game or other activity that is interesting for both levels to get involved Latife Çeri,Turkey Latife Çeri,Turkey At first,İt is difficult for us because our educatıon system has to make our pupils similirazed.But we can change our by collobrative or group activity lessons and also we could adapt techonolgy to most of our lessons.This makes our lessons enjoyable... Nicolette - Malta Nicolette - Malta I would start by giving my students a task to work on in groups. I would spend some time observing them working together to get a clearer picture of the different types of learners. I would adapt the activity according to the abilities of the students using different types of questions which can help them grasp the learning task. Mehtap Öz Mehtap Öz Their differences make them unique.I would give the same topic and make them free.The results are not important,The most important is their own effort Mustafa Özdemir/Turkey Mustafa Özdemir/Turkey For both students, I would set up activities with technology that wouldn't be different from each other. Barbara Matysek, Poland Barbara Matysek, Poland I would try to prepare different activities for high -skilled students and different for low-skilled students. It is important to know your students well, to know their abilities. Low -skilled students would get easier exercises to make them feel successful and high-skilled more difficult to let them practice and learn more. A group work would also be a good idea because students can work together, decide what they can do , divide the work between each other according to their abilities and produce the final outcome. Željana, Croatia Željana, Croatia I "m testing my Students which tipe of inteligence they are and then I try to show them the best ways of learning and the methods Mmmo Mmmo Mmm Mmm Monique Malta Monique Malta I would first gather evidence on what my learners know visa vis the topic being discussed. The next step is to prepare engaging material within the learners abilities. Mia Mia I would make a same task but with different activities, different kind of question, different methods etc. For example, today i have worked rythm with one class and there were 3 students with special needs. I gave them easier task and they answered correct. That was great because they were so happy and I was happy, too. Dilay Dilay I would differentiate the activity types according to learners' intelligences and levels. To do this, I should know my students very well. h-skilled and low-skilled h-skilled and low-skilled learners). What would you do? Adela Gabriela Adela Gabriela I am testing my students to know what kind of learner they are. Using Gardner Theory about Multiple Intelligences... Marina Molla, Greece Marina Molla, Greece Gardner' s "Theory of Multiple Intelligence" suggested that we all have different kinds of "intelligences". As teachers we have to try and find our students' abilities and talents and adjust their learning tasks to these: Visual-Spatial Intelligence Linguistic-Verbal Intelligence Logical-Mathematical Intelligence Bodily-Kinesthetic Intelligence Musical Intelligence Interpersonal Intelligence Intrapersonal Intelligence Naturalistic Intelligence Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Sanja, Croatia Sanja, Croatia I'll try to make task about what they're interested in. Before doing it, I'll talk to students and try to find out what are their intereses. Karela Georgia Karela Georgia At the beginning I will try to understand how they want to work. I will prepare activities for both kinds of learners. Cristina Cristina First of all I have to actually 'read' the class so as to find out at what stage they are and also who is who: high or low skilled (assuming they are all in the same class) Then, maybe instead of two different activities, as time is not much, I would opt for 2 different ways of presenting the same activity. As referred in the second video, once in the classroom we have to sense the kind of student we have before us, which is not easy, specially with big classes. I would start by using my regular approach and 'feel' how the class reacts to it. Then I would definitely use a web tool to either a) make the activity more visual b) foster the students interaction c) Provide some movement to the class (literally have them move around) The students would then have the chance to try out their different ways to LEARN. Annibale, Italy Annibale, Italy First I analize the type of audience, after I start to find different tools and I prepare 2 activity with different tools. I test it, I maje some change and after I will have the two activities Sibel Akyılmaz Ateş,Turkey Sibel Akyılmaz Ateş,Turkey I would prepare different types of tasks, lots of exercise assignments and lots of independent. Sevda ER-Turkey Sevda ER-Turkey All students work in the same subject using different materials. a more demanding then i would started with the simple one for all and then i would created pairs to callaboarate for that . Angelo, Rivoli, Italy Angelo, Rivoli, Italy It depends on the learning task. If it consists, for example, in memorizing obligatory contents, then it is necessary to seek together the modality that most facilitates each student, perhaps with the help of ICT. If, on the other hand, the task consists of a project without rigid constraints, then it can be tailored to suit the preferences of each student. Laurrie, Ro Laurrie, Ro I would give them a group task (e.g. project), that might involve both kinds of ss - I would appoint a leader who would lead the group and assign roles: weaker ss might be good at drawing, others might have other good sides. Thus, they all get to collaborate and do sth together. Adeviye Alcıl Turkey Adeviye Alcıl Turkey Observing individual differences is very important.I try to make my students more difficult to understand issues.If we plan the teaching with different visual and audio tools we consider individual differences. Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey I prefer to practice learning and field trips by doing it for the highly qualified low skilled student. I can apply a personalized learning method with question answer method according to the interest of children. Fatma AVCI, Turkey Fatma AVCI, Turkey each of my students have different learning pathways. They have different interests and perceptions. I take this into account Fernando Mota, Portugal! Fernando Mota, Portugal! Above all, we will always have to respect the needs of each student and their differences. In view of this, I think that different learning plans should be drawn up, depending on the case, that is to say, for a highly qualified student, a plan for the development of their skills should be drawn up, whereas for a low-qualified student a recuperation plan. In one case as in the other, with the existence and application of this type of plans, we can better follow the development and the progress of these students. Therefore, a certain topic will be taught differently, taking into account the differentiated characteristics of the students. For the highly qualified students, in addition to the explanation of the concepts, you will be presented with information sheets to deepen them, with exercises of a higher degree of exigency. For the students with little qualification beyond the explanation of the concepts, you will be presented with information sheets explaining them, with exercises of lesser degree of exigency. Adília, Portugal Adília, Portugal In many schools teachers have to work with very large classes, with 30 students, which makes it very difficult to personalise learning or instructions. I like to encourage my students to work in pairs, but it sometimes takes a lot of time, specially if they all choose to present their work. The aim of the learning task would be to describe different types of family. I would encourage them to work in pairs, so that high-skilled and low-skilled students collaboratively could reach their goal. They would have the opportunity to help each other. Then I would give them the chance to submit their work using the format that best suited each of them ; which means that instead of only submitting a short written description, one of them could in fact submit the written essay, but the other could choose a drawing that he would afterwards present to the rest of the class. At the end I would encourage peer-to-peer assessment using pre-discussed criteria. Derya Ümüş CEM, TURKEY Derya Ümüş CEM, TURKEY I give the two different tasks to both students according to their fields of interest and skill. Massimiliano, Italy Massimiliano, Italy For a struggling student iI agree assigned a question card with multiple answers. Aurora, Slovenia Aurora, Slovenia I think that to give each one a different task is the easest way, but I would like to make them work together and to make them realize that together the result is better, greatter and that they feel better. Emma Giurlani Italy Emma Giurlani Italy I totally agree with what Athanasia says . I often make the same as she says with my classes.I try to change often the peers and I ask my students to collaborate to solve more complex activities and tasks.As Maria Helena says we also have the same problem in Italy.We have very big classes and sometime it is not very easy to personalise the activities. But I found a great help with eTwinning projects .The activities are tailored to give each project partner the opportunity to collaborate and to "grow" with the others. As Athanasia says I ask the group to choose their "speaker" among the weakest ones in order to help them becoming more self confident . This way they can improve their skills and abilities both by deepening their knowledge with the help of their group mates and reinforcing their competences Marina Molla, Greece Marina Molla, Greece Athanasia, Greece Athanasia, Greece All students work in the same "subject" using different materials. If there were 2 activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (1 advanced with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pai to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity (meaning that the capable student wouls not just do the job but would be interested in explaining and helping his/her partner, too so that he/she is capable to present the pair's work to the rest in the class) Maria Helena, Portugal Maria Helena, Portugal Context: In Portugal, in secondary schools, one of the problems we have to face daily are classes with many students (26-30 students) that make “personalized instructions” as Randy Bass said quite difficult. So I tried to find some activities that could be implemented without much fuss. Aims: - Improve listening and oral skills - Enlarge vocabulary related to the environment Main activity: 1. Listening to two people speaking about environmental problems and completing a cloze text. 2. Identifying the problems. 3. Suggesting solutions for the problems presented. 4. Presenting the solutions to class. Resources and Materials: Handout with exercises Low-skilled learners: Exercise 1: A cloze text in which all the missing words are given, but they are presented jumbled in a box above the text. Exercise 2: Pictures of the environmental problems with name tags are shown and they have to choose the ones they have heard in the listening text. Exercise 3: Several solutions are presented and they choose the ones they think are appropriate or add others they can think of. (They may use online dictionaries to check for unknown words in this exercise.) Exercise 4: They choose a problem and possible solutions and present it to class. (In this oral presentation they can organize it as they see fit and be creative. These students may also take some notes to look at - similar to a TV program host. However, they musn´t read them out to the class.) High-skilled learners: Exercise 1: A cloze text which they have to complete with what they hear in the listening text. Exercise 2: Completing a table with all problems mentioned in the listening text. Exercise 3: Gathering solutions they think are appropriate for the problems. Exercise 4: They choose a problem and possible solutions and presented it to class. (In this oral presentation they can organize it as they see fit and be creative.) Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Sofia Tsigara, Greece Sofia Tsigara, Greece In kindergarten school , I use different types of activities. For example, drawing and constactions. Sara, Portugal Sara, Portugal A development activity would be the demographic, economic and social research of an African country. For a struggling student, he assigned a question card with multiple answers. Clara, Italy Clara, Italy I do this everyday. I try to prepare different kind of input for the same content. Images, videos, audiofiles, schemes, mindmaps so that my action can meet tha different ways of learning. Then I ask to do graduated activities. Everybody start from the simplest. At the end, the most capable does a pair activity to help the weakest student to go up a level. At the very end, an activity of higher level to let the most capable students express themselves how they want. Iva,Croatia Iva,Croatia I will prepere different types of activites and methods for them. Also we must adapt learning to each of them. Iva,roatia Iva,roatia Selda Türkarslan, TURKEY Selda Türkarslan, TURKEY I would differentiate the activity by using some scaffolding structure, giving some help or example for low-skilled learner. Konstantinos-Greece Konstantinos-Greece We must adapt learning according to the level of pupils and their interests. high-medium-low goals. Nieves, Madrid Nieves, Madrid I would differentiate the activity to meet the needs of these two kinds of students. It could be differentiation based on ability or in students’ personal interests, allowing them to create something based on their different kind of intelligences. Grazia P., Italy Grazia P., Italy If the activity can be assigned in such a way that the two students work collaboratively, I think I would design a type of work in which both can test themselves, each with their own peculiarities and taking responsibility for carrying out their part. In fact, collaborative work allows to assign different roles. For example, one might be suitable for the student with the lowest level in writing, but at a higher level in the creative and design side of the activity. On the other hand, the best student in writing could perform the part of research and writing of the text. Let's say that it depends on the activity. I believe that no one is a genius in everything and even the less good students have propensities towards activities that can perform better than the so-called good in the class. Andrada, Romania Andrada, Romania I think that a teacher can use different types of activities suitable for many kinds of students and intelligences Paola T., Palestrina(Italy) Paola T., Palestrina(Italy) I'm Art History Teacher in the Secondary School. I’m teaching through ICT(padlet, tes teach, thinglink...) Digital learning resources support information processing by helping students to develop mental representations through the mix of media elements presented to them. mihaela, Romania mihaela, Romania The Conscientious Student would ask him to further document a notion that he was interested in during the lesson and to present to colleagues some interesting aspects related to that notion. The student who learns more slowly would ask for the lesson already taught by synthesizing it in some key concepts. Ana, Portugal Ana, Portugal I think I could plan a learning task composed by two activities. Each one of the activities would be focused in different ways of learning, so that they could reach the needs and interests of each one of the students. In the end I would ask students to present their results to each other and to join in both activities, once they would be a complement of each other. This way the students could understand that different ways of learning can help one another to create a more complete learning task. Carmen, Leon Carmen, Leon In general terms, I organize all my activities (I teach languages) in two different levels;if for example,we are learning a particular verbal tense,I have a set of exercises prepared for those who may need more time to learn it. Sometimes I don't need to use these extra exercises because they are able to understand it easily but should the need arise,I always have them within reach. Most times,what I really need are extra activities for those who go a bit ahead of the rest; these students are too quick and ,if I don't want to "lose" them, I have to offer them more difficult alternative tasks. Catherine, Ireland Catherine, Ireland As a history teacher, I often get students to write essays on historical figures. I generally have two activities prepared for students. For the more able students I provide them with a rubric to follow when writing their essay. For students who struggle with this task, I provide a fill in the blanks exercise, to ensure that they are still participating and engaging with the material. Before completing these activities, I would have pre-taught the required information through a variety of tasks including class discussions, videos and role-pay activities. Violeta Cumak, Lithuania Violeta Cumak, Lithuania In case want the student to reach for more or not to feel a loser, I would offer to them different type of activities and tasks. Of course in the very beginning need to recognize what type of intelligence the person is. Lidija Antolić, Croatia Lidija Antolić, Croatia I would make one activity easier and one activity more difficult to solve. After solving the tasks. There would be pair work. The high-skilled children help the low-skilled children. One activity would be group work. So children can develop their communication skills. Kata, Split-Croatia Kata, Split-Croatia I would give different kind of activities: listening activity, reading activity, calculating activity etc. The high-skilled children could help the low-skilled children with tasks. The tasks cuold be easy, medium and hard so everyone can do something. They can work at groups and at the end present their solutions of the tasks in front of the class. Ankica,Croatia Ankica,Croatia I would prepare different types of tasks, lots of exercise assignments and lots of independent work Re Re I believe I believe Sílvia, Portugal Sílvia, Portugal I believe that a good strategy will be to anticipate learning for students with more difficulty and to elaborate complementary tasks for those who feel that what they learn in the classroom is not enough and that they want to challenge themselves. On the other hand, either the teacher or the students can go to different learning environments where they feel more comfortable, for example, a library, using the computer / tablet / mobile phone, trying to relate the content in a day-to-day situation, seeing a film about it, seeking the help of another classmate or teacher for further support ... Isabel Carioca Isabel Carioca Portugal The two activities should be done in group work (each group has high-skilled and low-skilled learners) and each group choose how (time, support materials, place…) to make the activities. Massimiliano, Italy Massimiliano, Italy I would like to prepare exercises based on the characteristics of the students, favoring their positive aspects. Lucía, Spain Lucía, Spain I would try to do the first part of the class with all the levels and then I would separate them into the two different snows. They would be working in a group and I would attend to both groups equally. ort. ort. Pureza Pureza I would prepare different kind of activities and exercises. Lídia, Portugal Lídia, Portugal In a formal learning context, more exactly in the classroom I, as a teacher/facilitator, would have to bear in mind the fact that independently from their learning profiles, both the so-called high-skilled and low-skilled learners must reach the same goals in terms of formal learning at the end of the activity. I could, for example, try to plan the activity by means of a task-based methodology, within which both high- and low skilled learners would follow a set of tasks according to their interests, abilities and skills. Amongst the former, autonomy would be encouraged along with hints for further investigation, and follow-up suggestions; the latter would receive more detailled instructions and would be provided with glossaries; audio and/or visual help, among other possible supports. I, as a teacher, would plan to spend more time assisting this group (and make up for it by putting students in charge in the other group). Project-based teaching methods also prove themselves effective and make it easier for learners to contribute according to their learning style. Concerning this method, I have often implemented the Learning Station method in my classroom amongst DaF learners with quite good results. Dimitra, Greece Dimitra, Greece I would try to find a task and separate my classroom into teams in which there will be both high-skilled and low-skilled learners and the first part of the task will be for the low-skilled learners and the second part of the task will be for the high-skilled learners. The tasks will be bresented in the classroom by every team. By that way, the high-skilled learners could help the low-skilled learners as well as the low-skilled learners will not feel marginalised and incapable of completing a high expetance task. Charo /Spain Charo /Spain I would do a task with different levels of learning. Firstly, an easy level; before a medium level and finally a high level. So, each pupil would do until she/he could it. Demet YILDIRIM, Turkey Demet YILDIRIM, Turkey I would use the "Station technique" which I often use during my class. I would prepare different stations and group students for example; "drawing a picture station", "writing a song station" "creating a game station" etc. I would want them to work on their tasks with their group outside the school with the help of tecnhology (optional). Carla, Portugal Carla, Portugal Different types of tasks, with different types of goals and expectations that appeal to different types of knowledge, learning and intelligence. Tasks should have different degrees of complexity. Maria, Italy Maria, Italy I have prepared different kind of exercises for different levels of learning. Mirela, Croatia Mirela, Croatia I would try to include several type of tasks, so every student can choose their own task. If they wont, after finishing one task they can try task that is level up. Ayşin/Turkey Ayşin/Turkey this is really hard work.because I'm a math teacher and the level difference between the students in the class makes my job very difficult. I would try to make I would try to make the activities include not just cognitive aspect, but the other ones as well, such as spacial, kynaestetic, sensory etc. Cornelia Melcu Cornelia Melcu Task: Understand the written message. According with the type of learners Read and write learners write the story report. Visual learners create a graphic organizer of the story. Auditory learners give an oral report. Kinesthetic learners build a diorama illustrating the story. Learning environment: Break some students into reading groups to discuss the assignment. Allow students to read individually if preferred. Create quiet spaces where there are no distractions. Why? Group working would facilitate both high- skilled and low-skilled students. ÖZNUR/ TURKEY ÖZNUR/ TURKEY Learning, methods and techniques should be adjusted according to the speed of the individuals. Objectives and expectations should be determined accordingly. Students should take part in the activities. Class dynamics should be tried to synchronize Ángel, Spain Ángel, Spain There are no learning goals for all students, but rather the objectives and learning methods and speed are adapted to the individual. Vasiliki Psaridou/Greece Vasiliki Psaridou/Greece Working the last 12 years with first grade Elementary pupils, I personalise my teaching methods so often. I have prepared different kind of exercises for different level of pupils. I also spend more individual time for those who need extra help. Lucia Italy Lucia Italy Nowadays it is very difficult to motivate children's attention because they have a variety of interesting offers outside of school starting From sports clubs, multiple videogames....And so it is very difficult to find topics that can be shared, Perhaps it is good to come back to propose ancient things that for children They look really fabulous Sara, Spain Sara, Spain We usually have heterogeneous classes, so we have to deal with this every day. I tend to have open activities that everyone can complete to some extent, some will give a more elaborate answer, others will complete the activity giving in a simpler way. Sometimes it's also a good idea to have group work or pairs. Yıldız Yıldız I would encourage them to do some creative tasks to fin out the degree of their skills.ı would give them tasks with different alternatives , some easy some difficult. So that I can encourage them for a better result each day Ana, Portugal Ana, Portugal In my daily practice I have to deal with many different students with different "intelligences" , different skills and different interest. Sometimes I give them different tasks, other times I try to join them in mixed hability groupsor I simply let them suggest how they want to carry on that task . Another aspect which I find essential is that I recognise which student needs that "extra" support, a bit more attention or just a "well done". Silvia, Spain Silvia, Spain I encourage cooperative learning, pairing students so that they can help each other with the activities Claudya, Romania Claudya, Romania Peer work, team work. Antonietta, Italy Antonietta, Italy I DON’T NEED TO IMAGINE BECAUSE IT’S A DAILY ROUTINE: IN A LEARNING TASK I ALWAYS TRY TO ASK MY STUDENTS TAILORED PERFORMANCE IN ORDER TO CREATE COLLABORATION AND MOTIVATION. It often works but sometimes it doesn’t, so I have to redistribute activities. Elsa Ramos, Portugal Elsa Ramos, Portugal In my class I usually use peer work, one more facility to learn and one with more difficulty to understand. I use the best student as a tutor. Sometimes I use different activities for different students, but I try to go to their interested. For this, I use digital media, mobile phone and some web games. Hara, Cyprus Hara, Cyprus The activities will be planned according to each groups learning preferences. Some students may need audiovisual material while others may prefer text. Some may prefer to work collaboratively while others individually. Manuela Silva, Portugal Manuela Silva, Portugal Nowadays classrooms are learning environments where students must be perceived as unique human beings waiting for supporting conditions where they can fully develop their skills, abilities and enrich their knowledge of the world. In my daily teaching practice, I have to adapt activities to meet students interests or learning styles. It is very challenging to find instructional approaches that answer the needs of learners with a variety of aptitudes and learning styles preferences (the first video highlights this aspect quite clearly – students have different cognitive learning styles). As I teach English as a second language, I always try to vary my approach to the tasks. Recently I’ve been reading and analysing a text about studying abroad and discussing with them how this experience is enriching for students. I always try to bring to class texts that students can listen to (read by English speakers) so that aural learners can process the information in their preferred way but we also comment on the pictures that accompany the text so that visual learners can also participate and present their ideas. I try to ensure activities that are varied to accommodate learners with different cognitive learning styles. Besides adapting the comprehension questions for high and low skilled learners (which is relatively easy to do), the final product of our sequence of learning tasks may be different for each group of students. High achievers who have a more analytical and communicative learning style can do research work and roleplay a situation where two friends are planning to go on an exchange programme. In the same class, lower achievers can work based on the ideas in the text and prepare a list of advantages and disadvantages of going on an exchange programme; more creative students can elaborate a poster to persuade other students to have such an experience. I believe that by diversifying the final product we can engage students and make lessons more appealing. Melek GÖKSU /Turkey Melek GÖKSU /Turkey I can use more sophisticated disciplined teaching steps for my student with higher education level. but I have to explain the steps to my low-level student one by one and proceed slowly. Aida LS Aida LS I guess I'd change some questions so everybody reaches the minimum but those who can, get the most of everythhing Isabel, Portugal Isabel, Portugal In our days, most of us use different methologies in the classroom. But we also know that is difficult, the rules of school and the parent´s somethimes don’t let the teachers execute diferente activities. In this particullary case, i will make groups of students with different skills to equilibrate the activities solving . Žaklina Kvesić Croatia Žaklina Kvesić Croatia i think there is no needto imagine such a situation as it happens in nearly all of the teacher classroom everyday .I would arrange different groups according to their level. Dimitra Zorba,Gree Dimitra Zorba,Gree As a P.E. teacher i always create mexed groups of high skilled and low skilled students.So they can support each other.But sometimes i must personalized the activities and create groups with the same learning skills .I prepare different types of tasks. Stanley,Nigeria Stanley,Nigeria I would structure the task according to their learning abilities.The more skilled will have more complex and challenging task while the other group will get simplified assignment possibly with guidance. İSHAK KUR İSHAK KUR First, I explore their learning areas and intelligence types. I learn family status and physical capacity. I try to prepare learning environments suitable for their interests and abilities by putting them into learning projects. Despoina Amarantidou, Greece Despoina Amarantidou, Greece I will involve both collaboration and team work so that students feel safe. Feruze from Turkey Feruze from Turkey I create mixed grups and make the high skilled students to help the low skilled ones. YASİN TABANLI YASİN TABANLI KIRIKKALE-TÜRKİYE I use a lot of visual material to reach all students in the history class. take into account the interests and needs of the students. Lalitha India Lalitha India I would group them in a heterogenous group of high skilled and low skilled students. Students are more open to peers for learning and expressing their difficulties.(specially the teenagers ). Then have graded task , starting from the simplest to the toughest. Though the low skilled learner may not get in one go, his friends will devise a method to simplify to his reach. Carlos, Portugal Carlos, Portugal As a Math teacher this is my diary scenario. Every single class i have to adjust and personlize ativities. I usualy use pairs colaborative work ; speech to each other how they do; multi level exercises; tecnologies; vídeos; work with real materials; diary evaluation (progress and products) and a portfolio of seleted tasks. Simona, the Czech Republic Simona, the Czech Republic The high-skilled learner could be asked to help the low-skilled learner to understand a rule, explain things, correct mistakes. The high-skilled learner would have to find out how to explain things logically and understand links between things. The low-skilled one would ask questions that could motivate the high-skilled learner. Roberto Italy Roberto Italy I like peer group with one high skill and one low skilled. The best student can tutor the other and both can grow in different ways. On the other hand I face a lack of enough students with the skills of a tutor. An activity for high skilled could be to create an infographic. For a low skilled I would suggest to highlight relevant concepts in a document Ana Croatia Ana Croatia I have been trying to involve my students in various activities that one day will be useful skills - presentation skills, how to write a complaint, how to do research online finding proper pages and sites not only for entertainment purposes, i often demand in some tasks to email me their homework and to practise attaching documents for example. I struggle with collaborative learning watching in a group of 4-5 that only 2 are doing the hard work... combine tasks so tha combine tasks so that they could help each other and collaborate together HAKAN DOĞAN-Sivas_TURKEY HAKAN DOĞAN-Sivas_TURKEY I would try to organize some different homework to high levels and low levels by using some technological devices that they were interested. Neslihan, Turkey Neslihan, Turkey I can try to blend their skills. They can support each other. They can perform both personalized learning and collaborative learning. Fatma Banu Özbek/Tur Fatma Banu Özbek/Tur First of all,I couldn't make up a certain categorization for high and low skilled learners but I'll try to give an answer. I think one way is to provide different options for learners to choose from within the task. Also, as mentioned in one of the videos, I would expect different outcomes from different learners, expecting them to reach the same goal would be for vain Teach yourself and tell me what you find Teach yourself and tell me what you find Imagine a narrative unit: the reading and understanding of the actions of the characters. We have two groups of students: one with high reading and comprehension literacy and the other with low literacy. For the first group privilege the autonomous activities: reading, identification of the characters by physical portrait and by psychological or psychosocial portrait; recording of relevant narrative actions, interactions between characters, final meaning of each intervention. You can present the results in text, in theater or in a graphic slide. For the second group I propose: oral narrativity on the part of the teacher, the so-called retelling of the story, with challenge to the students to complete, fill gaps, both on the marks of identity of the characters and on the actions narrated, with a visual, in the picture, of the interactions between the characters. I suggest oral or schematic presentations of free choice José Machado First of all, at the First of all, at the very beginning of the year, I would apply different types of activities and get the info about each student's learning types. After that I would do group works and gather the students who have the same learning skills. On the other hand, in some activities I would mix those kids and let them figure out the best way they can. Fahrettin AKTAŞ, Turkey Fahrettin AKTAŞ, Turkey I think the best way is to offer a learning environment. Jagoda, Croatia Jagoda, Croatia There is no news that children are learning on different ways. The challenge is to find the way to facilitate them to reach their goals using their own ways ad powers. Ecem, İzmir Ecem, İzmir According to my own perspective, I will give the task to my students and set them free to do it in their own way. Because when I personalise it, then it'll be my task and my own personalised learning. If I categorised my students before the task, like which way they learn best and if I know which type of learners they are, then it will be that way. Halil SÜNBÜL TURKEY/OSMANİYE Halil SÜNBÜL TURKEY/OSMANİYE In two different students, I would make a difference. Teresa Lacerda, Portugal Teresa Lacerda, Portugal I didn't like the categorazition the students in "high-skilled and low-skilled learners". The third video show us a different perspective. Students and adults have different kinds of intelligence. So, one teacher must work with this in your own classroom. In my classroom I always have the tables arranged in a group and the students that are part of each group are quite heterogeneous. Thus, in the same group are students who have more difficult to learn, others more disinterested and others with more ease and interest in the subjects that integrate the curriculum of the discipline. At this moment I am teaching the theme "Extinction and conservation of species" and the work of the students is to be carried out as follows: - In each group, each student has a leading role, time keeper, materials organizer, responsible for the presentation, evaluator - that was chosen by the students according to their competencies; - The theme will be explored by members of the group as agreed between them and using resources that they find most interesting. For example, Internet searches of videos, articles, environmental advocacy organizations or through questions put to people who can give them information they deem relevant, including the teacher; - Students have to define tasks well and hold each element responsible for their execution; - In appropriate intervals, students have to gather the materials they have, discuss ideas to decide whether to continue along the same path, or make changes; - The final work is placed in the class portfolio, a Padlet, and is presented to all colleagues; - Finishing groups will have to comment and evaluate each other's work in Padlet. My role is to be constantly circulating through the groups to put questions and support what is needed. This is one of the ways I have found to be able to involve all students in learning the subjects of the discipline. Obviously, with this group organization I am fortunate enough to have the students tutor each other, helping themselves in the process of learning. Anita, Croatia Anita, Croatia 1.activity: -Visokokokirani disciple: Make a power point presentation about seed germination and plant growth -nisk-qualified student: Orally present how he sowed bean seeds and followed germination and growth 2.aktivnost: - Vocationally qualified disciple: graphically shows the growth rate of leaves and stems with growing conditions (air temperature, water .....) - a disadvantaged student: Practical work in the schoolyard is the task of sowing two seeds in the same living conditions (one dry and the old and the other healthy) in a notebook the lines of the days he noticed Raquel Santiago, Portugal Raquel Santiago, Portugal First of all, I usually sit a high skilled learner with a low-skilled learner on each table. I speak to them and explain that one can help the other. Specially in a foreign language class, this can work out well because students who know more vocabulary, for example, can help the others who are, sometimes, too shy to ask basic vocabulary. Secondly, I would probably give them a webquest, for example and ask them to work collaboratively or have them work on a project together so one would help the other, with my assistance or close attention if necessary. Lastly, I would like to refer that the second video about lost and confused students really resonates with me. We all know that sometimes we have students who are just not interested, maybe because they are not learning the way they prefer or the tasks are not directed to their type of intelligence. These students are happy to just let others do the work and they don't really participate and, thus, they aren't learning anything. In this situation, I would probably give the high skilled student a webquest or another type of task he could do independently; and try to give the low skilled student a task about the same topic, but I would try to work with him more individually. Obviously, this is difficult to do with large classes and I'm still struggling with some students and trying to understand them. So, the third video really touched me too. Ana Correia, Guarda, Portugal Ana Correia, Guarda, Portugal Students with different intelligences or with different learning abilities are the daily basis of any teachers’ work. In a primary English class, I would define different types of objectives, different kind of tasks, different timing and different assessment procedures, if possible different input sources according to the students, the class or the school characteristics. I would have exercises (oral or written) with different levels of difficulty or adapted to the kids’ interests/abilities, give clues according to needs, give room to activities with different stages of autonomy and build from that on. Spoken interaction differentiation is quicker to organize for me as we can build it almost as we go and there is a stronger sense of class and of common purpose. But preparing such personalised activities when there is a written format (even if they have an oral purpose) is overwhelming, not only to produce, but also to manage in class without losing track of the group. It is even more so if we are not dealing with a single class, a single school or even a single level in the same room (which is my context). The way I’m doing it right now doesn’t match the second video’s idea that personalized learning is about making things easier and “getting quality time” with students or “spend(ing) more time… engaging them”… Rosalba, Rome Rosalba, Rome Next week, after the end of the first term, we' ll organize a one-week period of recovery and empowering activities. This morning I told my high skilled students that in turn they will be engaged to be teachers to their lower skilled schoolmates: first of all they will present a lesson on the already studied topics to the class, presenting, in particular, the Mind maps and all the google presentations they have shared on google classroom; next they will work in groups implementing peer to peerr support. All the class accepted my proposal enthusiastically. Alma, Bosnia and Herzegovina Alma, Bosnia and Herzegovina I would ask them what is the best way according to their opinion to do or learn specific assignment and I will prepare those activities on that way. Same activities from other perspectives. Eduardo López. Spain Eduardo López. Spain With primary students you sometimes need to use miming, gestures o keywords to help them remember. With students having more problems to understand the lessons, you have to combine all kind of strategies, make the necessary adjustments, labelling is very good to boost memory, this way, you reinforce writing while fostering speaking. Raquel Martins Raquel Martins Content can be taught in different ways and using different materials. The main objective is that the strategies used take into account the students' individual needs and promote their success. I divided the class into groups, for example, giving the most qualified students tools to guide them in discovering, on a given topic, to construct simple questions to put the group of low-skilled students. This group of students, the poorly qualified, would freely research the subject, in the Library, on the web or even questioning adults about the subject. This group would present to the most qualified students what they discovered with the research they did, with an exchange of information between the groups. The group of qualified students would go through interactive games created for this purpose, using the Kahoot for example, question the students on the topic. Fun and interactive, everyone learned. Rute Vieira, Portugal Rute Vieira, Portugal Firstly it would set what the ultimate goal to achieve for both students. Based on this, it would propose differentiated tasks for each of the students. In the student with more difficulties it would be important to have recourse to material (in the case of mathematics, for example) and using day-to-day situations. For the student with great ease it would be important to give him the freedom to learn more if he wanted to go further. In this type of situations, I also use group work among students since the way to reach colleagues, the way they speak, the motivation ... are different from when I am developing a theme. Gamze, Turkey Gamze, Turkey In math lessons mostly I try to start with easy examples and go on more complex ones. Moreover let the students collaborate is an effective way. Sometimes I let high-skilled students to work with low-skilled students as groups. Mira, Croatia Mira, Croatia I believe that all teachers daily have such a situation. My way is to help students in group work by giving them tasks of varying weight, in individual work I also tailor assignments, give additional instructions, learners with writing and reading difficulties, help with instructions and adjust the weight of tasks. Paulo Almeida, Portugal & Belgium Paulo Almeida, Portugal & Belgium I would probably give them the same task. However, I would put them to work collaboratively, where the high skilled student would help the low skilled student in solving the task. In this way, not only the high skilled student would develop his / her competences in helping the other, but also the low skilled student could develop his / her competences, being accompanied by a tutor who speaks the same language and who can feel closer, in terms of relation and age level. I could do the same type of practice, but with different tasks. Zekiye KAFALİ, Turkey Zekiye KAFALİ, Turkey I think there is no need to imagine such a situation, as it happens in nearly all of the teachers' classrooms everyday. The best way, in my opinion, is to get them to communicate and collaborate. Thanks to peer work or group work and different activities, high-skilled learners can help low-skilled learners. Zvonko, Serbia Zvonko, Serbia I would give more difficult task for high-skilled learner and easier task for low-skilled learner. Seyhan yilmaz Seyhan yilmaz All students who have different intelligence have the same education because of our system.We hve to strugle to have any idea about stdent's intelligence they should be educated according to their speed of learning and interests Nurcan Korkmaz Karataş-Turkey Nurcan Korkmaz Karataş-Turkey My My students are learning better with the game Banu Güven, Konya/Türkiye Banu Güven, Konya/Türkiye First of all try to learn what kind of intelligence they have, then try to makke a task which contains knowledge according to their ıntelligence type Ana Teresa Gonçalves Ana Teresa Gonçalves I would give them diferent tasks. They should be adapted to their capacities. first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them Elena SpainThe s Elena Spain The students are different levels I would teach differents activities María, Segovia María, Segovia My school has a very wide range of diverse students: different cultural backgrounds, different economic levels, diverse ethnic groups, etc. In my first grade class I find kids already reading and others still struggling with recognising letters. That's why I like to present open-level activities, so the whole class can work on the same topic but at different levels, according to their capacities. Sanja, Croatia Sanja, Croatia I will designe different activitis trough group work so that high-skill learners help and support low-skill learners. Dan Sovan-Romania Dan Sovan-Romania Generally, our classrooms are extremely heterogeneous and numerous in terms of the number of students. Moreover, as a result of an inclusive education policy, we also have work with students with ESC. It is extremely difficult for an early teacher to find a way to optimize the teaching-learning process, but the didactic experience tells the word. First of all, a preliminary diagnosis of pupils' competencies should be made and, depending on the results, we will adjust the process and workloads on low, medium and advanced levels. Of course, for low-level people, remedial or recovery classes can be made, and other students can be trained to perform by participating in various competitions, school Olympiads. em differentiated work ta em differentiated work tasks Alina, Romania Alina, Romania Of course, give them differentiated work tasks Ali CEM Ali CEM It will be appropriate to assign tasks to all kinds of students according to their skills. Maria, Larissa Greece Maria, Larissa Greece I will make mixed groups with high and low skilled learners in each group. Irina,Latvia Irina,Latvia I would make these two learners work over. They can both split tasks as they wish. They can work together to help and support each other. Edita,Croatia Edita,Croatia I would create groups with fewer students and give them tasks of different level. Each student would have the chance to choose a task that he could solve. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Rosa M Reina (Spain) Rosa M Reina (Spain) Probably i will desing different activities in the same test. I will adapt to their abilities. Different intelligences, different teaching. Melita, Croatia Melita, Croatia It's an everyday situation. The classes are heterogeneous. I would do tasks of different levels, with different skills, where such a heterogeneous group would have to come up with a solution. They should also use the skills of the weakest one. Sara Sara I will use stratified and differentiated activities promoting collaboration among students. José Teixeira, PT José Teixeira, PT I must admit that I don't like to categorise my students in “high-skilled” and “low-skilled”, just because all of them have different skills, so the best strategy to personalise a learning task, in my opinion, is to encourage cooperative learning. Students should work in small groups and inside the group they have different tasks according to their skills. All of them should collaborate to accomplish the task. Rukiye/TURKEY Rukiye/TURKEY I would arrange different groups according to their level José María, Spain José María, Spain I understand that I shoul prepare activities that motivate first and foremost and then propose activities in which they feel more comfortable attending to their personal skills. Always with a common goal and with the help of a collaborative work. Madalena, Ponte de Lima, Portugal Madalena, Ponte de Lima, Portugal As an English teacher, grammar is usually an issue for students who are less analytical or are more prone to engage in activities in which they use their rather visual intelligence. In that sense, if I were to teach a specific grammar item, I'd start by showing the students a video (maybe a cartoon or a part from a TV series or film) in which the structure was being used; then after aknowledging the structure, the students would be able to choose between either practising that structure using a previously selected interactive online ESL site or draw their own cartoon on paper, creating a story with characters that would have to use the grammar structure in their lines. Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Güney /TURKEY Güney /TURKEY each student's interests are different so we should use different methods and techniques,flexible content and student reflection. Klaudija/Croatia Klaudija/Croatia Every student has the right to learning, only needs to adapt. We can work through group work so that better students help and encourage students with lesser abilities. Another way is to adapt working methods to students with reduced spouses. Carla Carla Every single day I have to adjust and find new solutions, what worked just the day before may not work the following day. Anyway, I'll give a simple example for a writing task in a mixed abilities class: some students receive a writing task with a bullet list with main ideas to develop (the scaffold) and always an extra bullet to suggest with his/her own idea; some other students will receive the task to write a story which begins with a given initial sentence, wider writing task Each child's developmental characteristics are different, differences should be considered. Each child's developmental characteristics are different, differences should be considered. Gonca Gonca I would teach different types of activities for understand how pupils learn easy. Fabiola Fabiola I think that the activities to personalise learning are: 1) the group work where the best guys can help others overcome their difficulty 2) individual paths where teacher helps the pupil to achieve the goals based on his skills Gülhan KIZILKAYA UÇUCU Gülhan KIZILKAYA UÇUCU I have to understand the level of students first. I can focus on what you can learn better and learn Marianthi Arvanitidou- Greece Marianthi Arvanitidou- Greece Teaching is very difficult because you have to faced with different types of students A high-skilled stude A high-skilled student can be offered more creative tasks, with many unknowns, but they can also compose problems that reflect some industrial processes or everyday life. Unskilled students happily solve the tasks in which they apply skill and less use memory and logic. Patrizia, Italy Patrizia, Italy Every day I am in contact with at least two types of students: really good but not motivated students, who sometimes call themselves bored, motivated students but with poor attitudes that reach satisfactory results with great effort. With such structured classes, depending on the subjects to be presented to the students, I use different strategies: 1) Group work: the group is mixed, that is, formed by particularly gifted pupils who work alongside students with difficulties to whom they propose activities to be presented through a report, presentations 2) Particularly gifted pupils monitor and support the activities of the weakest and help them overcome difficulties 3) Use of technologies that favor the creativity of the best but at the same time facilitate the learning of students with difficulty Elena Quiles Elena Quiles I think that in that particular case, I would group students in different teams mixing high-skilled students with low-skilled ones so that the former can help the latter. In addition, I would prepare an activity adapted to high-skilled learners and another one to low-skilled learners according to their abilities Salva. Spain Salva. Spain I would adapt a part of the activity for each of them. However, I would design another part of the activity so that they could work together taking into account the differences in each one of them. I believe that collaborative works help my students respect and value the differences between them as a positive aspect in social relationships. Elisa, Italy Elisa, Italy Different students with different strong and weak points: we have to face this problem every day and it is not so easy to find always a solution to get a good balance in the individual involvement. So for me it is enough to succeed in finding the right solution at least from time to time. For example I engage students in group work and I try to help each of them to do their best, for ex those who are very good at art will be asked to look for graphic solutions, those who can write very well will be responsible for the writing of the whole group's ideas etc. A later stage is for them to teach their mates what they can do better. I always present them a schedule with different phases they have to cover and this helps to Patrícia Campos, Portugal Patrícia Campos, Portugal For these two kinds of learners I could vary: - the way the tasks were presented, for example one could receive the instructions in a more formal way, for example a text and the others would receive a video or a audio recording, were teacher could use a more simple vocabulary; - the difficulty of the tasks; - the time given to complete each task; - the number of tasks; - the type of tasks; - the focus on evaluation (results vs. process). Hakan Can Hakan Can I join Lilia's idea. I would do such a practice. I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Lília, Portugal Lília, Portugal In order to truly personalize the learning environment for students, I first need to have a comprehensive understanding of my students. This means knowing their academic strengths and weakness as part of a complete learner profile that gives a holistic view of each student. As a teacher, I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Furthermore, I would suggest and provide a variety of activities, through viewing videos, listening to podcasts, view presentations, read articles or texts, participate in discussion boards online, etc. Throughout all the process, assessment is extremely important in assuring student success. The assessment process should be embedded within each lesson and used as a tool for immediate and consistent feedback. Students need some form of direction and timely as well as constructive feedback. Lejla Hujdur, B&H Lejla Hujdur, B&H I would create cooperatives groups with differrent types of tasks so every student can express themself in the best way. I would also use peer to peer learning. Leticia Gil from Spain Leticia Gil from Spain I would try to create cooperative groups in order to learn in a motivated way. Each child is different and needs particular attention so, as teachers, we should personalize our way of teaching taking into account their interests and abilities of learners. Claudia Italy 🐏 Claudia Italy 🐏 In my classes there are students with different skills and abilities. Every child is unique and unrepeatable. I try to enhance the different characteristics. I propose group work and games. Sometimes I use peer tutoring. i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs António, Portugal António, Portugal In all my/our classes it is as inevitable as life itself that there are different skill levels. In autonomous group activities I tend to create different roles and tasks. In some cases with the highest skilled ones tutoring/supervising the other students. Nilüfer Güreşçi Nilüfer Güreşçi I'd start by getting to know the interests and abilities of the learner. I prepare an education and training plan and activities that I can use in my interests. I ensure that a student with a high level of learning maintains his level of questions and activities to keep his curiosity and motivation going on. Rosa Barros, Portugal Rosa Barros, Portugal It is not necessary for me to imagine I have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners) because I do it on a daily basis. As a starting point, I must emphasise that I do not like to “label” my students as each one of them has different skills and abilities and it is by sharing and taking advantage of differences that our classroom becomes a healthy learning environment. In my classes, students help each other all the time, either in groups or in pairs, but in a peer-coaching/tutoring strategy, and at the end of each tasks, students share what they have done/learnt. Throughout the schoolyear, I try to plan diversified activities that involve all range of intelligences, interests and knowledge (being it the result of formal, non-formal or informal learning) so that each student can put the most of him into the class and engage in a collaborative lifelong learning process. But we are referring to a more formal learning activity, take for instance, a listening-comprehension task, I would plan a T/F exercise for the “low-skilled” learner and maybe a gap-filling or a completion exercise to the high-skilled one. João Teixeira, Portugal João Teixeira, Portugal I would give each student or group of students a different role and different tasks according to their levels, skills, abilities and interests. Each student/group will perform the task on his/their own way for the setting time or, depending on the aim of the task, for the time he/they need(s). All these activities would be supervised by the teacher or, preferably, by other students. Anita, Croatia Anita, Croatia The truth is that we are faced with the need to personalize learning every day. The intellectual abilities of our pupils vary and I find myself preparing one lesson in different ways so those with dyslexia or dysgraphia can follow my teaching. Sílvia Teixeira, Portugal Sílvia Teixeira, Portugal As experts, we do not need to imagine this kind of situation, because it happens every day inside our classroom, not necessarily based in high-skilled and low-skilled learners, but having in mind different students, with different interests, different intelligences, different needs… The best way to personalise learning is through “autonomous learning time” (Tempo de Estudo Autónomo – TEA). It is a situation where students learn to formulate goal, plan their learning process, identify resources of learning, select materials which are suitable for their ability and interest, choose and implement appropriate strategies to learn, evaluate their learning process and manage their time to learn, even outside the classroom. Esada Čirić-Delić Esada Čirić-Delić This is a reality in my country. We have mixed-ability classes with multiple intelligences and I like to include various activities to suite all those intelligences. Sometimes I change materials to suit, sometimes pair work is best and sometimes group work brings the results. Aslo Aslo Aslı Aslı I would divide the class into groups and give each student a different role according to their levels and interests. Then, I would assign them differnt tasks according to the pace of the lesson Teresa M., Spain Teresa M., Spain I'd have to adapt the activities: same format but different tasks for different learners for them to fulfil their capabilities. Leyla, Turkey Leyla, Turkey Making mixed groups with different intelligence and asking them to create a product by which each individual can take out his/her strength among others. Preparing and delivering personalized teaching/learning material and leading each student to a reachable goal would make them feel proficient. Heidi, Germany Heidi, Germany The best way to personalize a task in my opinion is preparing a project with a question. In a project every student works with its personal ability, at its own pace, in groups or alone. Erhan Erhan Yes, every students have different kind of intelligence. They can use them more efficently but teacher have to use not only his/her teaching method but also in a school . So every unit must bring different areas of interest (intelligence) in english. Teachers pay attention to this and organise their teaching method for their students. Eduarda Sousa, Portugal Eduarda Sousa, Portugal This is not an imaginary situation. It's truly part of teachers " daily struggle. So generally I divide the class in mixed level group so that the fast learners can help low level learners. My teen students just love this as it's easier for them to understand their peers' "lecture. I also try to give my high level students a bit of a challenge by working on their own and solving problems using for instance thei mobiles while I help the other ones. Bosiljko, Croatia Bosiljko, Croatia I will create groups with max 4 pupils in, and give them tasks with different level of complexity. probably I will explore their possibilities before... Each student will perform Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zehra Tuğçe Özgel, Turkey Zehra Tuğçe Özgel, Turkey I determine their needs, speaking both by doing survey. I prepare lesson plans for their needs along with the curriculum. Vida , Lithuania Vida , Lithuania For the purpose of studying the topic, the students are divided into groups and tasks of different complexity. Anca, Romania Anca, Romania I would divide the class into groups, same topic, different tasks. Temel Gövce Turkey Temel Gövce Turkey First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. All students work in the same Subject using different materials. If there were two activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (A High skilled learner with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pair to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity. I would implement group work strategy and try to apply myteaching steps for students'different skills I would implement group work strategy and try to apply myteaching steps for students'different skills D., Croatia D., Croatia This is an every day situation. Classes are heterogeneous. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Demet - Turkey Demet - Turkey Mixed groups can be created. Serge from Belgium Serge from Belgium Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zrinka, croatia Zrinka, croatia Divide them into groups or pairs and give them projects according to theirs skills. Something similar but different level activities. Brankica, Croatia Brankica, Croatia I would put them in a group to work on a topic together, and I would assign them various, personalized tasks and adjusted to their skills. They would have to cooperate and help each other, and I would also give them pair-work homework. Audronė, Lithuania Audronė, Lithuania I'd preteach a low-skilled learner, later they could work together and benefit from each other. Cláudia de Sousa, PORTUGAL, D Cláudia de Sousa, PORTUGAL, D This is what actually happens on a daily basis. Classes are heterogeneous and our work demands reflecting over this question regularly. In my opinion these two students obviously need two different approaches. The highly-skilled student is, normally, a more motivated student in a learning context because learning isn’t a difficult task, whereas the low-skilled student may be a less engaged one because he/she finds it difficult to keep up with what is being taught. This last student might feel lost, confused, may need more attention for many and diverse reasons. However, without knowing both students well, we can’t jump to conclusions this easily and we should definitely not decide over strategies without bearing in mind why they are being defined as high-skilled and low-skilled. In other words, is the high-skilled student so just because of his high grades? Does that mean he is highly motivated? And concerning the low-skilled student, are his grades low because he/she struggles with assessment and tests? Does that mean he/she is less motivated? According to what happens at school, teachers are expected to be more concerned with low-skilled students, because we would like them to get better grades. We tend to spend more time thinking about how we can help these in becoming successful as if high grades were synonym of success in life. Nevertheless, I defend that in both cases the key to help these students is motivating them towards different non-formal learning activities because in both cases each will have to undergo different processes at different their own pace. Learning is long-term process and this is what students are to be reminded regularly! Antonino, Portugal Antonino, Portugal In my opinion, personalizing learning does not necessarily imply assigning a task to each student. Herculean task for sure. However, you can assign different tasks to two different groups to work on the same topic. Strategy to implement: Group work in the design mode. The groups would be with a small number of students in order to enhance the collaborative and participative work; In the formation of the groups it would take into account the different intelligences / capacities forming heterogeneous groups; The project modality allows to maximize the capacities of each one because, with the constant orientation of the teacher, it is possible to demonstrate skills of the less qualified students, namely in the operationalization and more practical parts; This modality obliges the students to diversify their abilities and not always the most qualified academically they are in parts that leave its scope, like for example to organize a structure to present the final work. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Cecília, Portuga Cecília, Portuga I organized the class into work groups by proficiency levels, characteristics or similar interests, in order to create an excellent learning environment. It would do the same activity but would adjust the level of activity requirement to the actual ability of the students to allow them to succeed. Susana Carneiro, Portugal Susana Carneiro, Portugal I could use collaborative groups in PBL or a "menu" of tasks for the students to choose with the same goal (for example: research paper about sustainable projects around the world or ation plan to do at home and make the daily life more sustainable). Low-skilled? It depends on the skills you`re looking for :) Olivera, Montenegro Olivera, Montenegro Gathering children according to interests, needs and skills. Adapting activities that include reading and writing, for one group; and for the other group in the lecture I also insert digital media. Aleka, Greece. Aleka, Greece. It depends on various factors such as the age of the students, the kind and purpose of the activity, how well I've known them... Jorge Estrela, Portugal Jorge Estrela, Portugal Start teaching from the level at which the students are. This is why it is fundamental to diagnose knowledge, assessing the level of student performance, interests and learning profiles. When planning activities, take into account the profile of each student, so that everyone has an opportunity to learn, for those who present more difficulties and those who are already on the road to school success. There are some aspects to be differentiated in the planning and dynamization of activities: consider the students' learning style (visual, auditory, schematic); repeat the information, explain in other words; explain the topic in small groups; use activities that work the same theme for all students and adapt the level of difficulty; provide concrete material for the students with more difficulties; adapt the time of activities; diversifying the forms of production (text production, oral presentation, drawing, painting ); use facilities outside the classroom, such as the school library. Jasna, Croatia Jasna, Croatia I would divide the class into groups and make my students work on a similar but different level activities or a would connect high -skilled learner with low-skilled learner. High – skilled learner can help low-skilled learner. Hacı Ömer Erarslan Bursa-Turkey Hacı Ömer Erarslan Bursa-Turkey I would divide the class into groups and make children work on similar but different level activities. Feruze from Turkey Feruze from Turkey I make mixed small groups and give projects them and make the high skilled students help the low skilled one. CAMINO, ESPAÑA CAMINO, ESPAÑA Nobody will know the difference between both levels of learning between the students. Nobody will know the differences between the contents of the activities. I would be the only one to know about it. Students would work together, helping each other to understand contents of the exercises. I could help low-skilled and high-skilled learners in different ways at the same time. Sandra Oliveira, Portugal Sandra Oliveira, Portugal I woul divided students into small groups of 3 to 4 elements:groups of highly qualified and low-skilled students. I would provid them with a list of research topics, so that they chose the more interested one. then I would explain them the essential learning and objectives and contents of the activity. Students will research the theme and then present their work to the class. For the groups of low-skilled students I would provided them diferent level activities and guide them, if they want. It would give them more individualized support. In the end, thye also present the research results. All students would transpose their research into the learning journal. Jorge Conde Jorge Conde I would make the collaborate with each other in different tasks, allowing them to help each other. I usually give assignments and when students end their task they can go to other groups and support their colleagues. Sandra Gomes, Portugal Sandra Gomes, Portugal I could either ask the high-skilled learner to help the low-skilled one or choose to adapt the activities according to their skills/level. For instance, I could hand out a worksheet on a vocabulary topic we had studied in class and grade the tasks. Imagine it is a word search on technology. I could give it to the low-skilled student with the words he/she was supposed to find, whereas I wouldn't give this hint to the high-skilled one. Or I could just pair them and allow them to find the words together! If it's a reading comprehension exercise where students have to complete a sentence according to the ideas in the text, I can give the low-skilled learner options to help him/her complete it. Doinita B., Romania Doinita B., Romania I would use the "teacher method": high-skilled learners to teach low-skilled learners, and at the end I would provide feedback to both kinds of learners. Renata, Zadar Renata, Zadar In some lessons I always connect high-skilled learner with low-skilled learner. The task is that high-skilled learner found a way to teach other student thru discussion, drowning, explanation with their own words. After that, very often, low-skilled learners know better than after my explanation. Ana Paula, Portugal Ana Paula, Portugal Çölban-Turkey Çölban-Turkey I personalize teaching methods very often. I try to prepare activities according to my students' development processes, intelligence types and needs. I spend time with my students who need individual attention. Daniela, Italy Daniela, Italy I would divide the class into groups and make children work on similar but different level activities. Soraya, Portugal Soraya, Portugal I would probably try to adjust the activity to their personal interests. I would let them choose the way to get to the purpose of the activity. I would also let them choose how to present the results. sebahat yalçın,İzmir Turkey sebahat yalçın,İzmir Turkey I prepare the activities of the the learning task according to the learners' abilities,their preparedness about the task ,their intersets and also theirtype of intelligence. Sarah Mallia, Malta Sarah Mallia, Malta I would give a shorter task to the low-skilled learners and include some challenging tasks for the high skilled learners. I would use visuals , auditory and technology so that I 'll try to reach all sorts of many students at the same time. HEVAL DURAK MUĞLA TURKEY HEVAL DURAK MUĞLA TURKEY I personalise my teaching methods so often.I have prepared different kind of exercises for different level of pupils.I spend more individual time for those who need extra help. Lurdes - Portugal Lurdes - Portugal Let’s say that the task is “Asking for and giving directions”. For the high-skilled learners, the activity would be writing down all the instructions to get from point A (it could be our school) to point B (a hospital, for instance). For the low-skilled students, the task would be, using Google maps, drawing the way from A to B, according to the instructions given by their colleagues. Elsa Martins - Portugal Elsa Martins - Portugal After presenting the topic and showing flashcards to all the students at the same time I would ask some questions about the pictures. Firstly I would ask high-skilled and then ask the low-skilled ones so that they can listen to their classmates answers. For low-skilled learners I might whisper the words if they can't remember them or give them some answer clues. For other activities it could be in small groups with both high-skilled and low-skilled learners, collaborating throught the activity. If it is an individual task/ activity low-skilled students could have different stategies like matching exercises instead of open questions, fill in the gaps (with given words), true false questions. I usually to this for students with special needs. Sandra V. Sandra V. I would put those two learners to work in pair. They can split assignments as they want or they can work together, helping each other. Ş.G.Gundem/İzmir Ş.G.Gundem/İzmir I can set up working groups with children at different levels. They learn to work together. I can give you homework based on the children's level. Lina, CRO Lina, CRO Group work is a great way to help children with difficulties but also to motivate children with high skills. It can be a theme where children with difficulties can draw something or read basic text in book, and high skilled students can explore something more on internet. Berkant Berkant Some of my students are learning from the examples ,some of their classmates' group work.And some of learning a part of one to one work Nițescu Emilia-Elisabeta, Romania Nițescu Emilia-Elisabeta, Romania To begin with, I start with differentiated activities. For those with difficulties, I will have different tasks than those advanced. I will try to work on teams by using each other's skills. All of this will be accomplished without the pupils observing the difference between given tasks. Nilay Dokur, Turkey Nilay Dokur, Turkey I think the first step for the different learning levels of students for the same activity would be defining and categorising the student's intelligence types before the activity. For instance a brainstorming activity about the subject matter. Then I would prepare learning corners to let them perform their abilities. Paulo Alves - Portugal Paulo Alves - Portugal Group project based learning with both - high and low-skilled learners (lsl). They have to draw a plan and execute it with several tasks. The aim is the high-skilled learners help the low-skilled learners making them (lsl) aware of the "how-to" process. In future tasks, with those skills, they (lsl) can improve applying knowledge and get feedback from high-skilled learners and also from the teacher. I think that it should I think that it should Adriana, Romania Adriana, Romania It is important to work with both types of students and to let them feel they are equally important for the teacher and for the learning process of the entire group. I think I would, at a certain point, let the advanced ones "teach" the others in their particular manner and then ask for feedback. Marina, Zadar, Croatia Marina, Zadar, Croatia It would take them to nature and there would be activities for both of them. I would give them different activities - watching, calculating, climbing and it would be interesting for all. 9 9 Sanja, Croatia Sanja, Croatia I would give them a group project with different activities, for example calculate something, use technology, make a presentation so each student can pick which part of the task suits him best I I Göksel Ogalan , Manisa/Turke Göksel Ogalan , Manisa/Turke First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. If the high skilled student shows really great potential, I would start with more complex structures as I would do with the lower skilled one. If I would see that they can compete with the tasks , I would guide them by learning new and more complex structures and assure that they learn how to handle with the problems on their own way. Providing them opportunity to discover their own potential and being aware of own intelligence type. FátimaM, Portugal FátimaM, Portugal I would think of a very interesting, challenging, fun question and let my high-skilled and low-skilled students get to the answer through whichever way they prefer. Fatih TOPÇU/Türkiye Fatih TOPÇU/Türkiye For example, in the theme of mother's love, I would give a student the task of composition and the other a task of telling painting. Slađana Kristek Slađana Kristek I think it depends on the task. I would like that the student that is high skilled helps them that is low skilled. The low skilled sholud make set of questions and the other sholud explain the task. Lacramioara Cazangiu,Romania Lacramioara Cazangiu,Romania If students have a different level of training, I will prepare a lesson in which I will work differently. The same theme should be understood by all but by different ways of understanding. HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY First of all it can be accepted that personalise learning or instruction is very difficult to implement for teachers in large classes. Analyzing the class to find out who they are, what is their interest is important step when giving the task to high skilled and low skilled learners. Then I try to encourage my students to work in pairs. I give all of them the same project work and decide and collaborate with each other how to prepare and represent it. nurcihan,istanbul/Turkey nurcihan,istanbul/Turkey as an english teacherI usually try to personalise the learning task in my classes.for example at he end of a unit I gives tasks to low skilled learners writing about that unit topic or asking and aswering questions with their partner about topic but I want high skilled learners to prepare a sketch about new topic and act it out I would survey the s I would survey the students to identify styles first then vary the activities according to their interests - different activities but same But same learning objectives Ella, Croatia Ella, Croatia I would make a learning scenario with project based learning and flipped classroom. So both of the learners can in non-formal way, at own pace, do the activities Serap OZDEMIR ORUC Serap OZDEMIR ORUC I would give the same task to them. And I would let them to present their work by their own way: by drawing-painting, by using technology-making slideshows, by searching on the net or library and writing the results with hand or on computer, by presenting with a drama , by just talking about the topic/giving examples about it. Adina Geczi, Romania Adina Geczi, Romania Being different, they will be lost in the process if I won't be able to help them. So, for the same subjects I will create different learning activities. Using a rich set of methods I will find a way to make every student to understand what they have to learn. After that I will know how to elaborate the tests using different types of skills. Maija Maija I would start with a game or other activity that is interesting for both levels to get involved Latife Çeri,Turkey Latife Çeri,Turkey At first,İt is difficult for us because our educatıon system has to make our pupils similirazed.But we can change our by collobrative or group activity lessons and also we could adapt techonolgy to most of our lessons.This makes our lessons enjoyable... Nicolette - Malta Nicolette - Malta I would start by giving my students a task to work on in groups. I would spend some time observing them working together to get a clearer picture of the different types of learners. I would adapt the activity according to the abilities of the students using different types of questions which can help them grasp the learning task. Mehtap Öz Mehtap Öz Their differences make them unique.I would give the same topic and make them free.The results are not important,The most important is their own effort Mustafa Özdemir/Turkey Mustafa Özdemir/Turkey For both students, I would set up activities with technology that wouldn't be different from each other. Barbara Matysek, Poland Barbara Matysek, Poland I would try to prepare different activities for high -skilled students and different for low-skilled students. It is important to know your students well, to know their abilities. Low -skilled students would get easier exercises to make them feel successful and high-skilled more difficult to let them practice and learn more. A group work would also be a good idea because students can work together, decide what they can do , divide the work between each other according to their abilities and produce the final outcome. Željana, Croatia Željana, Croatia I "m testing my Students which tipe of inteligence they are and then I try to show them the best ways of learning and the methods Mmmo Mmmo Mmm Mmm Monique Malta Monique Malta I would first gather evidence on what my learners know visa vis the topic being discussed. The next step is to prepare engaging material within the learners abilities. Mia Mia I would make a same task but with different activities, different kind of question, different methods etc. For example, today i have worked rythm with one class and there were 3 students with special needs. I gave them easier task and they answered correct. That was great because they were so happy and I was happy, too. Dilay Dilay I would differentiate the activity types according to learners' intelligences and levels. To do this, I should know my students very well. h-skilled and low-skilled h-skilled and low-skilled learners). What would you do? Adela Gabriela Adela Gabriela I am testing my students to know what kind of learner they are. Using Gardner Theory about Multiple Intelligences... Marina Molla, Greece Marina Molla, Greece Gardner' s "Theory of Multiple Intelligence" suggested that we all have different kinds of "intelligences". As teachers we have to try and find our students' abilities and talents and adjust their learning tasks to these: Visual-Spatial Intelligence Linguistic-Verbal Intelligence Logical-Mathematical Intelligence Bodily-Kinesthetic Intelligence Musical Intelligence Interpersonal Intelligence Intrapersonal Intelligence Naturalistic Intelligence Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Sanja, Croatia Sanja, Croatia I'll try to make task about what they're interested in. Before doing it, I'll talk to students and try to find out what are their intereses. Karela Georgia Karela Georgia At the beginning I will try to understand how they want to work. I will prepare activities for both kinds of learners. Cristina Cristina First of all I have to actually 'read' the class so as to find out at what stage they are and also who is who: high or low skilled (assuming they are all in the same class) Then, maybe instead of two different activities, as time is not much, I would opt for 2 different ways of presenting the same activity. As referred in the second video, once in the classroom we have to sense the kind of student we have before us, which is not easy, specially with big classes. I would start by using my regular approach and 'feel' how the class reacts to it. Then I would definitely use a web tool to either a) make the activity more visual b) foster the students interaction c) Provide some movement to the class (literally have them move around) The students would then have the chance to try out their different ways to LEARN. Annibale, Italy Annibale, Italy First I analize the type of audience, after I start to find different tools and I prepare 2 activity with different tools. I test it, I maje some change and after I will have the two activities Sibel Akyılmaz Ateş,Turkey Sibel Akyılmaz Ateş,Turkey I would prepare different types of tasks, lots of exercise assignments and lots of independent. Sevda ER-Turkey Sevda ER-Turkey All students work in the same subject using different materials. a more demanding then i would started with the simple one for all and then i would created pairs to callaboarate for that . Angelo, Rivoli, Italy Angelo, Rivoli, Italy It depends on the learning task. If it consists, for example, in memorizing obligatory contents, then it is necessary to seek together the modality that most facilitates each student, perhaps with the help of ICT. If, on the other hand, the task consists of a project without rigid constraints, then it can be tailored to suit the preferences of each student. Laurrie, Ro Laurrie, Ro I would give them a group task (e.g. project), that might involve both kinds of ss - I would appoint a leader who would lead the group and assign roles: weaker ss might be good at drawing, others might have other good sides. Thus, they all get to collaborate and do sth together. Adeviye Alcıl Turkey Adeviye Alcıl Turkey Observing individual differences is very important.I try to make my students more difficult to understand issues.If we plan the teaching with different visual and audio tools we consider individual differences. Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey I prefer to practice learning and field trips by doing it for the highly qualified low skilled student. I can apply a personalized learning method with question answer method according to the interest of children. Fatma AVCI, Turkey Fatma AVCI, Turkey each of my students have different learning pathways. They have different interests and perceptions. I take this into account Fernando Mota, Portugal! Fernando Mota, Portugal! Above all, we will always have to respect the needs of each student and their differences. In view of this, I think that different learning plans should be drawn up, depending on the case, that is to say, for a highly qualified student, a plan for the development of their skills should be drawn up, whereas for a low-qualified student a recuperation plan. In one case as in the other, with the existence and application of this type of plans, we can better follow the development and the progress of these students. Therefore, a certain topic will be taught differently, taking into account the differentiated characteristics of the students. For the highly qualified students, in addition to the explanation of the concepts, you will be presented with information sheets to deepen them, with exercises of a higher degree of exigency. For the students with little qualification beyond the explanation of the concepts, you will be presented with information sheets explaining them, with exercises of lesser degree of exigency. Adília, Portugal Adília, Portugal In many schools teachers have to work with very large classes, with 30 students, which makes it very difficult to personalise learning or instructions. I like to encourage my students to work in pairs, but it sometimes takes a lot of time, specially if they all choose to present their work. The aim of the learning task would be to describe different types of family. I would encourage them to work in pairs, so that high-skilled and low-skilled students collaboratively could reach their goal. They would have the opportunity to help each other. Then I would give them the chance to submit their work using the format that best suited each of them ; which means that instead of only submitting a short written description, one of them could in fact submit the written essay, but the other could choose a drawing that he would afterwards present to the rest of the class. At the end I would encourage peer-to-peer assessment using pre-discussed criteria. Derya Ümüş CEM, TURKEY Derya Ümüş CEM, TURKEY I give the two different tasks to both students according to their fields of interest and skill. Massimiliano, Italy Massimiliano, Italy For a struggling student iI agree assigned a question card with multiple answers. Aurora, Slovenia Aurora, Slovenia I think that to give each one a different task is the easest way, but I would like to make them work together and to make them realize that together the result is better, greatter and that they feel better. Emma Giurlani Italy Emma Giurlani Italy I totally agree with what Athanasia says . I often make the same as she says with my classes.I try to change often the peers and I ask my students to collaborate to solve more complex activities and tasks.As Maria Helena says we also have the same problem in Italy.We have very big classes and sometime it is not very easy to personalise the activities. But I found a great help with eTwinning projects .The activities are tailored to give each project partner the opportunity to collaborate and to "grow" with the others. As Athanasia says I ask the group to choose their "speaker" among the weakest ones in order to help them becoming more self confident . This way they can improve their skills and abilities both by deepening their knowledge with the help of their group mates and reinforcing their competences Marina Molla, Greece Marina Molla, Greece Athanasia, Greece Athanasia, Greece All students work in the same "subject" using different materials. If there were 2 activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (1 advanced with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pai to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity (meaning that the capable student wouls not just do the job but would be interested in explaining and helping his/her partner, too so that he/she is capable to present the pair's work to the rest in the class) Maria Helena, Portugal Maria Helena, Portugal Context: In Portugal, in secondary schools, one of the problems we have to face daily are classes with many students (26-30 students) that make “personalized instructions” as Randy Bass said quite difficult. So I tried to find some activities that could be implemented without much fuss. Aims: - Improve listening and oral skills - Enlarge vocabulary related to the environment Main activity: 1. Listening to two people speaking about environmental problems and completing a cloze text. 2. Identifying the problems. 3. Suggesting solutions for the problems presented. 4. Presenting the solutions to class. Resources and Materials: Handout with exercises Low-skilled learners: Exercise 1: A cloze text in which all the missing words are given, but they are presented jumbled in a box above the text. Exercise 2: Pictures of the environmental problems with name tags are shown and they have to choose the ones they have heard in the listening text. Exercise 3: Several solutions are presented and they choose the ones they think are appropriate or add others they can think of. (They may use online dictionaries to check for unknown words in this exercise.) Exercise 4: They choose a problem and possible solutions and present it to class. (In this oral presentation they can organize it as they see fit and be creative. These students may also take some notes to look at - similar to a TV program host. However, they musn´t read them out to the class.) High-skilled learners: Exercise 1: A cloze text which they have to complete with what they hear in the listening text. Exercise 2: Completing a table with all problems mentioned in the listening text. Exercise 3: Gathering solutions they think are appropriate for the problems. Exercise 4: They choose a problem and possible solutions and presented it to class. (In this oral presentation they can organize it as they see fit and be creative.) Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Sofia Tsigara, Greece Sofia Tsigara, Greece In kindergarten school , I use different types of activities. For example, drawing and constactions. Sara, Portugal Sara, Portugal A development activity would be the demographic, economic and social research of an African country. For a struggling student, he assigned a question card with multiple answers. Clara, Italy Clara, Italy I do this everyday. I try to prepare different kind of input for the same content. Images, videos, audiofiles, schemes, mindmaps so that my action can meet tha different ways of learning. Then I ask to do graduated activities. Everybody start from the simplest. At the end, the most capable does a pair activity to help the weakest student to go up a level. At the very end, an activity of higher level to let the most capable students express themselves how they want. Iva,Croatia Iva,Croatia I will prepere different types of activites and methods for them. Also we must adapt learning to each of them. Iva,roatia Iva,roatia Selda Türkarslan, TURKEY Selda Türkarslan, TURKEY I would differentiate the activity by using some scaffolding structure, giving some help or example for low-skilled learner. Konstantinos-Greece Konstantinos-Greece We must adapt learning according to the level of pupils and their interests. high-medium-low goals. Nieves, Madrid Nieves, Madrid I would differentiate the activity to meet the needs of these two kinds of students. It could be differentiation based on ability or in students’ personal interests, allowing them to create something based on their different kind of intelligences. Grazia P., Italy Grazia P., Italy If the activity can be assigned in such a way that the two students work collaboratively, I think I would design a type of work in which both can test themselves, each with their own peculiarities and taking responsibility for carrying out their part. In fact, collaborative work allows to assign different roles. For example, one might be suitable for the student with the lowest level in writing, but at a higher level in the creative and design side of the activity. On the other hand, the best student in writing could perform the part of research and writing of the text. Let's say that it depends on the activity. I believe that no one is a genius in everything and even the less good students have propensities towards activities that can perform better than the so-called good in the class. Andrada, Romania Andrada, Romania I think that a teacher can use different types of activities suitable for many kinds of students and intelligences Paola T., Palestrina(Italy) Paola T., Palestrina(Italy) I'm Art History Teacher in the Secondary School. I’m teaching through ICT(padlet, tes teach, thinglink...) Digital learning resources support information processing by helping students to develop mental representations through the mix of media elements presented to them. mihaela, Romania mihaela, Romania The Conscientious Student would ask him to further document a notion that he was interested in during the lesson and to present to colleagues some interesting aspects related to that notion. The student who learns more slowly would ask for the lesson already taught by synthesizing it in some key concepts. Ana, Portugal Ana, Portugal I think I could plan a learning task composed by two activities. Each one of the activities would be focused in different ways of learning, so that they could reach the needs and interests of each one of the students. In the end I would ask students to present their results to each other and to join in both activities, once they would be a complement of each other. This way the students could understand that different ways of learning can help one another to create a more complete learning task. Carmen, Leon Carmen, Leon In general terms, I organize all my activities (I teach languages) in two different levels;if for example,we are learning a particular verbal tense,I have a set of exercises prepared for those who may need more time to learn it. Sometimes I don't need to use these extra exercises because they are able to understand it easily but should the need arise,I always have them within reach. Most times,what I really need are extra activities for those who go a bit ahead of the rest; these students are too quick and ,if I don't want to "lose" them, I have to offer them more difficult alternative tasks. Catherine, Ireland Catherine, Ireland As a history teacher, I often get students to write essays on historical figures. I generally have two activities prepared for students. For the more able students I provide them with a rubric to follow when writing their essay. For students who struggle with this task, I provide a fill in the blanks exercise, to ensure that they are still participating and engaging with the material. Before completing these activities, I would have pre-taught the required information through a variety of tasks including class discussions, videos and role-pay activities. Violeta Cumak, Lithuania Violeta Cumak, Lithuania In case want the student to reach for more or not to feel a loser, I would offer to them different type of activities and tasks. Of course in the very beginning need to recognize what type of intelligence the person is. Lidija Antolić, Croatia Lidija Antolić, Croatia I would make one activity easier and one activity more difficult to solve. After solving the tasks. There would be pair work. The high-skilled children help the low-skilled children. One activity would be group work. So children can develop their communication skills. Kata, Split-Croatia Kata, Split-Croatia I would give different kind of activities: listening activity, reading activity, calculating activity etc. The high-skilled children could help the low-skilled children with tasks. The tasks cuold be easy, medium and hard so everyone can do something. They can work at groups and at the end present their solutions of the tasks in front of the class. Ankica,Croatia Ankica,Croatia I would prepare different types of tasks, lots of exercise assignments and lots of independent work Re Re I believe I believe Sílvia, Portugal Sílvia, Portugal I believe that a good strategy will be to anticipate learning for students with more difficulty and to elaborate complementary tasks for those who feel that what they learn in the classroom is not enough and that they want to challenge themselves. On the other hand, either the teacher or the students can go to different learning environments where they feel more comfortable, for example, a library, using the computer / tablet / mobile phone, trying to relate the content in a day-to-day situation, seeing a film about it, seeking the help of another classmate or teacher for further support ... Isabel Carioca Isabel Carioca Portugal The two activities should be done in group work (each group has high-skilled and low-skilled learners) and each group choose how (time, support materials, place…) to make the activities. Massimiliano, Italy Massimiliano, Italy I would like to prepare exercises based on the characteristics of the students, favoring their positive aspects. Lucía, Spain Lucía, Spain I would try to do the first part of the class with all the levels and then I would separate them into the two different snows. They would be working in a group and I would attend to both groups equally. ort. ort. Pureza Pureza I would prepare different kind of activities and exercises. Lídia, Portugal Lídia, Portugal In a formal learning context, more exactly in the classroom I, as a teacher/facilitator, would have to bear in mind the fact that independently from their learning profiles, both the so-called high-skilled and low-skilled learners must reach the same goals in terms of formal learning at the end of the activity. I could, for example, try to plan the activity by means of a task-based methodology, within which both high- and low skilled learners would follow a set of tasks according to their interests, abilities and skills. Amongst the former, autonomy would be encouraged, along with hints for further investigation, and follow-up suggestions; the latter would receive more detailed instructions and would be provided with glossaries; audio and/or visual help, among other possible supports. I, as a teacher, would plan to spend more time assisting this group (and make up for it by putting students in charge in the other group). Project-based teaching methods also prove themselves effective and make it easier for learners to contribute according to their learning style. Concerning this method, I have often implemented the Learning Station method in my classroom amongst DaF learners with quite good results. Dimitra, Greece Dimitra, Greece I would try to find a task and separate my classroom into teams in which there will be both high-skilled and low-skilled learners and the first part of the task will be for the low-skilled learners and the second part of the task will be for the high-skilled learners. The tasks will be bresented in the classroom by every team. By that way, the high-skilled learners could help the low-skilled learners as well as the low-skilled learners will not feel marginalised and incapable of completing a high expetance task. Charo /Spain Charo /Spain I would do a task with different levels of learning. Firstly, an easy level; before a medium level and finally a high level. So, each pupil would do until she/he could it. Demet YILDIRIM, Turkey Demet YILDIRIM, Turkey I would use the "Station technique" which I often use during my class. I would prepare different stations and group students for example; "drawing a picture station", "writing a song station" "creating a game station" etc. I would want them to work on their tasks with their group outside the school with the help of tecnhology (optional). Carla, Portugal Carla, Portugal Different types of tasks, with different types of goals and expectations that appeal to different types of knowledge, learning and intelligence. Tasks should have different degrees of complexity. more_vert Maria, Italy Maria, Italy I have prepared different kind of exercises for different levels of learning. Mirela, Croatia Mirela, Croatia I would try to include several type of tasks, so every student can choose their own task. If they wont, after finishing one task they can try task that is level up. Ayşin/Turkey Ayşin/Turkey this is really hard work.because I'm a math teacher and the level difference between the students in the class makes my job very difficult. I would try to make I would try to make the activities include not just cognitive aspect, but the other ones as well, such as spacial, kynaestetic, sensory etc. Cornelia Melcu Cornelia Melcu Task: Understand the written message. According with the type of learners Read and write learners write the story report. Visual learners create a graphic organizer of the story. Auditory learners give an oral report. Kinesthetic learners build a diorama illustrating the story. Learning environment: Break some students into reading groups to discuss the assignment. Allow students to read individually if preferred. Create quiet spaces where there are no distractions. Why? Group working would facilitate both high- skilled and low-skilled students. ÖZNUR/ TURKEY ÖZNUR/ TURKEY Learning, methods and techniques should be adjusted according to the speed of the individuals. Objectives and expectations should be determined accordingly. Students should take part in the activities. Class dynamics should be tried to synchronize Ángel, Spain Ángel, Spain There are no learning goals for all students, but rather the objectives and learning methods and speed are adapted to the individual. Vasiliki Psaridou/Greece Vasiliki Psaridou/Greece Working the last 12 years with first grade Elementary pupils, I personalise my teaching methods so often. I have prepared different kind of exercises for different level of pupils. I also spend more individual time for those who need extra help.

AntonioGomes — 2019-02-03 22:37:52 UTC

Rosário Sá Pinto Rosário Sá Pinto Well, First of all I need to really know my students: their difficulties, their interests, their expectations for the future and from school, their dislikes. Then I would defined two different activities: one for the students who show more difficulties and another for the students who are more at ease with the content or the subject. I would also promote the peer help, because I believe that the teen feel more comfortable with their peers. As far as assessment is concerned, I usually create kahoots which help students to test what they already know. Another advantage of Kahoot is that we can check what itens the students failed and those in which they were successful. Ayla Akhan Ayla Akhan I used to form a heterogeneous group. each student has a point of success and completes each other. in addition, peer learning between students becomes easier to learn by taking place guarantee learning and mo guarantee learning and motivation to do more and better, the most skilled, as well as the less skilled. What is important is to alternate the characteristics of the groups, depending on the subjects and needs. The purpose is that both groups learn more and in a motivated and effective context. Josip, Croatia Josip, Croatia I think that I would prepare different activities for students and make them learn in pairs or groups with different time schedules. They would work together and help each other. Ivana, Croatia Ivana, Croatia I would ask my students to work on a project in groups. There would be different tasks with different levels of difficulty so the students can choose the activity which suits them best (reading, writing, drawing, presenting their work...). High-skilled learners can help low-skilled learners. Seher , Ankara Seher , Ankara The term personalised learning does not really make sense, because really all learning is personal. Personalised instruction is trying to imagine the greatest amount of ways that you can customise a curriculum to the abilities and the interests of the individual student. – Randy Bass, GeorgeTown University Because of this information we can say that every student has different styles more_vert Marta Oliveira, Portugal Marta Oliveira, Portugal I would try to establish different learning stations, so that students would rotate between them and experience different activities, skills and materials. Tutoring time can also be very helpful. In this way it is possible to understand different learning styles and abbilities as well as what methods and materials can be used to reach to each student. peer work can be really helpful peer work can be really helpful Ivica G. , Croatia Ivica G. , Croatia As long as the ss work in groups and work collaboratively, they can find a suitable role according to their learning styles for themselves. Mirela, Croatia Mirela, Croatia Since I teach iterature I noticed that not all chldren like to read novels. So, my idea for the activities would be to have high skilled learner (the one who loves to read and can read without any problems) read a whole novel and low skilled learner (the one who doesn't like to read) only summary of it. Summary would be good enough because we could discuss ideas of the novel even if students don't read entire novel and maybe if they are not forced to do something that is very hard for them they would feel less negative about reading and in time they would read whole novels too. Yasemin Tekbaş, Kahta, Turkey Yasemin Tekbaş, Kahta, Turkey I would try to use peer assistance. Laura, Italy Laura, Italy When planning I would think about a cooperative work (expecially pair work), then I usually encourage the students to help each other and to learn together. I would observe and monitor the progress of each child to figure out different types of acrivities and strategies to help both students in learning. Daniela, Malta Daniela, Malta In class you always have to cater to different types of students. It is not just a matter of having students come from different backgrounds and with different characters. Students have also different learning styles. For a teacher this might seem very difficult and unfortunately the system and the curricula sometimes force the teacher to use a one size fits all approach. In my class to reach as many students as possible I use learning stations. Students rotate from one station to another and carry out different activities. In this way, students are engaged in different activities that engage students of different skills. Such an activity also allows students themselves to recognize how they learn best. Anita, Croatia Anita, Croatia As I teach Math, I do this regularly by giving students different tasks. Cristina Elena Voicu - ROMANIA Cristina Elena Voicu - ROMANIA I think the best way to help students develop their skills is to work in group based on multiple intelligence theory. Every student can bring the best skills in the group - logical, spatial, musical etc. And to use rubric for the group not individual. Because each contributed to the solution/product with their best skills. Ezgi K. Turkey Ezgi K. Turkey Firstly I try to figure out their learning styles. After this I choose the proper materials or methods for each of them. I know , I have to teach them same topic but if I have enough time, proper space and tools it is not difficult. But it is said that like in second video the cirriculum and the system does not allow you to try different ways Maria Anversa Grasso, Italy Maria Anversa Grasso, Italy In order to empower the different types of intellingence, I will make use of the "cooperative learning" and "learning by doing". Dividing the students in mixed heterogeneous small groups , I will lead them to produce different products according to different tasks that range from practical activites in the Lab to study cases and problem solving activities. In this way the same topic will be analysed from multiple points of view. Cristina Antal, Romania Cristina Antal, Romania I believe working in pairs or groups helps a lot. Thinking to the multiple inteligences, each student may be a power for his/her mates or for himself/herself. İLKNUR GÖZERİ İLKNUR GÖZERİ I think personalized learning is essential for learning to learn.A teaching environment such as a classroom needs to be flexible to raise awareness of multiple intelligences.We need to use multiple methods or change our methods according to the topic and tasks.Our students can participate in projects they chose to proceed.They can also have pair or group workshops for joining projects.The important point here I think is to teach our students learning to learn.We aren't the source of information.We should be a guide for them to learn more about theır abilities and go through theır own interests.Interesting activities will motivate them and lead them to enjoy the lesson during theır active participation. Özlem ,Turkey Özlem ,Turkey I used a collective and collaborative approach. Each student will have a task and interest. At the end of the process, I expect them to perform a self-assessment about their performance. In their later work, I allowed them to evaluate different tasks with their previous performances and discover where their interests were concentrated. d d Dilek Erdağ Bek-Turkey Dilek Erdağ Bek-Turkey dvanced students. I pla dvanced students. I pla Filomena Bianco Filomena Bianco I imagine we have to create a powerpoint presentation of an English-speaking country. Some kids are low at spelling, grammar and writing skills but they are excellent in technology (download, upload photos, etc.). Others are very good at writing and love searching for information. The second group will get the task of searching for infomation on the web, write texts and check spelling and grammar. The first group will have to read the texts of the previous group and according to it, they will have to find proper pictures and audio files to integrate the texts. I imagine also a sort of peer tutoring Rosário Sá Pinto Rosário Sá Pinto I believe I would define different types of activities for the two groups. I would also promote peer work joining students of a higher level with those who show more difficulties. In my opinion and from my experience a tutor student can be a privileged tool to catch the attention and reach the interest of colleagues. Students are more at ease and they feel less stressed working with peers because first of all they are talking with or questioning a friend. Sérgio Barroso Sérgio Barroso Tutoring will only be a way to the most skilled “teach” the others their way of problem solving… I would do different activities, letting them choose the process. If the most skilled are more committed to complex intellectual and cognitive exploring, most likely the less skilled would be more creative on the process of researching, analysing and producing results. At least, that’s my experience with these kind of groups. They don’t have to do the same path. sonia bras sonia bras In my classe, physical education, i use the good student to help the colleague with more difficult. Both are happy. Anita, Croatia1.activity:a) Make a strip of children's romance he has readb)Orally present a fragment of a child's novel he has read2.activitya)List and Write Characteristics of Main and Secondary Characters in Child Romanceb to list the characteristics of one of the main features of the child's novel Anita, Croatia1.activity:a) Make a strip of children's romance he has readb)Orally present a fragment of a child's novel he has read2.activitya)List and Write Characteristics of Main and Secondary Characters in Child Romanceb to list the characteristics of one of the main features of the child's novel Ceyda DEMİR Trabzon/Turkey Ceyda DEMİR Trabzon/Turkey I'm a pre-school teacher. I usually do "peer teaching" when there are situations like this in my class. I see more effective learning in my low-skilled students. I'm also trying to support her by giving her personal instructions. I'm trying to teach in different ways instead of uniform training. I try to teach story, music, narrative and art in a very different way. Đurđica Krtanjek, Croatia Đurđica Krtanjek, Croatia Group work is an excellent activity for all students to take part, each according to their abilities. It is important that the teacher adequately allocates roles in such a situation and takes care that all members of the group are equally involved in the work. Răzvan Răzvan It s very Very important to choose your own method of approach to learning. Dilek Erdur Ceylan-Turkey Dilek Erdur Ceylan-Turkey The activity or the task can be completed and evaluated in many ways: h,gh skilled students can be asked to complete advanced or harder parts or practices, low skilled ones can be asked to match, color etc. Luísa Pires, Portugal Luísa Pires, Portugal For example – topic: Reading comprehension of a text High-skilled learners: answer comprehension questions, complete sentences, find synonyms Low-skilled learners: illustrate the text, order pictures according to the events in the text, organize sentences with a summary of the text Tomislav, Croatia Tomislav, Croatia In such a situation the group approach seems to be the best choice. The task development needs to be thorough so that the weaker students can contribute to the solution. But tasks also must be designed to more advanced students do not get bored. Isabel, Portimão, Portugal Isabel, Portimão, Portugal For the less qualified student, i proposed a problem-solving approach, with the student being the issue, from real situations. The activity would be done with a pair, following a script, which allows them to find answer to the problem, and having as main resource the Internet. For the most qualified student, i proposed an inquiry approach to be developed in a group. Students plan a way to respond to the problem, and should articulate contents of various disciplines. Lidija Škrlec, Croatia Lidija Škrlec, Croatia I completely agreewith the third video - we should give our students the opportunity to show and develop their intrests and preferences. Give them the freedom to evolve into a successful adults. The system really needs a drastic change. I would give both groups of kids the same task and let them work their way through it. I believe both groups would find a great solution that works for them. Rui, Portugal Rui, Portugal I like to do group and peer work and mix the students with different abbilities/intelligences. I give different tasks and questions that they need to solve. Helena - Portugal Helena - Portugal I would use a multiple intelligence approach. I would divide the students according to their learning preferences and ask them to do Project work. This way both high-skilled and low-skilled students would be able to use their learning skills accordinmg to how they preferbably enjoy learning. Group work and peer assessment is one of the good ways of coping with such situations. Group work and peer assessment is one of the good ways of coping with such situations. Maria S. Italia Maria S. Italia The third video really excited me. I thought about the expression of some of my pupils when they can't solve a problem or a math exercise. I have a strong intention to look for a system that can allow everyone to give the best of themselves, but I still don't know how to do it. n any class there are stu n any class there are students with different kinds of intelligence and rythms of learning. No student equals to another.Therefore, I would create mixed ability groups – having stronger students working with less strong ones – because through this type of strategy, I would be promoting collaborative work. Besides, students like to perform group work. And I understand why. High-skilled students can give support to the mates who have lower skills. Maybe they have a simpler approach in explaining things. On the other hand, the low-skillled ones would be more at ease in exposing their doubts, difficulties. As for the resources, they could still be designed differently and according to the students in the groups. So, everyone would still be coping with each other. This way the learning process would not be at risk. Isabel Pereira, Portugal Isabel Pereira, Portugal I believe that the Problem-Based Learning (PBL) methodology would work very well in the case of having to customize a learning topic. To each of the students I would give a guideline to the research with initial research questions and space to add their own questions. At this stage, the orientation of the teacher is fundamental. From there, where each one would have a working script built to their measure, acording to their habilities and interesses, and with their contribution, each student would select how to do the work and the resources that would be considered most effective for the accomplishment of the task. At their own pace and according to what they devised for the development of the activity, each student would be guided by the teacher at times when constraints arose. It is also important to support the management of time, resources and informations found during the research. In the end, I would share the work that each one has done. This presentation would be performed by each one and would allow the other student to add data that was researched by another student and which, eventually, was not included in their own research. By giving the studen By giving the students different tasks. High-skilled: to perform a play. Low-skilled: Giving instructions and watch them draw. Luisa Lopes, Portugal Luisa Lopes, Portugal In any class there are students with different kinds of intelligence and rythms of learning. No student equals to another.Therefore, I would create mixed ability groups – having stronger students working with less strong ones – because through this type of strategy, I would be promoting collaborative work. Besides, students like to perform group work. And I understand why. High-skilled students can give support to the mates who have lower skills. Maybe they have a simpler approach in explaining things. On the other hand, the low-skillled ones would be more at ease in exposing their doubts, difficulties. As for the resources, they could still be designed differently and according to the students in the groups. So, everyone would still be coping with each other. This way the learning process would not be at risk. Georgeta, Romania Georgeta, Romania I would use the multiple intelligence theory and ( if it's a new text for language skills) I would divide the students in groups of : readers , ( the ones who are skilled at reading), TV speakers ( the ones who can make the news about the text/ happening), the painters, the sculptors, the singers....etc. At the end of the lesson we would have a nice "round" image of the text, seen from different perspectives. Ignacio, Spain Ignacio, Spain Giving the same topic to every students, I will expect them to complete it according to their abilities. We should not expect all of them to write 200 hundred words in English, maybe 50 for the low ability ones could be enough. Nertila, Albania Nertila, Albania My idea is: Theme of the lesson: Describe the winter The task to be assigned to the student is: High-skilled: Write a 5-6 sentence text to describe the winter season. Low-skilled: Draw a winter landscape In conclusion, the first student reads the assignment, while the second student explains the drawing with his words. CEREN, TURKEY İZMİR CEREN, TURKEY İZMİR I do not find it appropriate to divide students according to level groups. This system contradicts the system we are currently learning. I would prefer giving different tasks for the same activity. I would use differentiated learning that can meet the needs of all the students. Iva, Croatia Iva, Croatia I will divide students into groups connecting students with different interests and skills and give them research task and other different activities so they can choose among them which suits the best to them (their interests and capabilities). Luísa Nogueira, Portugal Luísa Nogueira, Portugal activity 1 (high-skilled leaners: read de activity (chemistry book) and doing some questions about the subject. Then, correct the answers, I provide the correction in MS word. At the end, do a quizz in socrative. activity 2 (low-skilled learners) make a group with this learns, i explain the subject. Then, this group do the questions and correct them, do the quizz in socrative.com. Stefania, Italia Stefania, Italia Activity 1: Reading the stave. Students work with their own devices on interactive apps (NoteDeMusique). In training mode, it allows them to know immediately which notes they have read correctly and which not, and in test mode, it allows them to know how many correct notes they can read in a minute. Each student then learns according to his or her own learning rhythm, concretely verifying his or her own progress week after week. Wow I Assess their work: the students screenshot the test results and send them to me via Telegram, 2 or and times a month. The chats between me and the individual students thus become the portfolio of their progress in the field of stave reading. Activity 2: duration figures The practical learning of the duration figures proceeds in the same way with the interactive "Rhythm Teacher" app. Pupils can't tackle the next level (with the new figure combinations) until they've got "Excellent" in the previous level. When a student gets "Excellent", he takes the screenshot and sends it to me via Telegram. So all students are on the same path, and they help each other when there are doubts and questions. But each one does this path according to his or her own learning rhythm, and checks his or her own progress. Jasminka, Croatia Jasminka, Croatia I prefer working in pairs or smaller groups so high-skilled learners help low-skilled learners and the benefit is double. Once a week I have one hour for giving them instruction and they can ask whatever they want. Conceição Rodrigues, Portugal Conceição Rodrigues, Portugal Example of 2 activities: 1) Divided the students into working groups, so that each group was formed by high-skilled and low-skilled learners. It gave a problem to each group, within the subject that was being approached in the discipline, adopting the Problem-Based Learning (PBL) methodology. Students would have to research in various sources, use ICT, construct objects so they can better explain what they have learned, construct concept maps. Within the group, students would have to distribute assignments so that everyone could participate, taking into account the pace of learning and their skills (soft and hard). Thus, the less qualified students would feel that they are also important to the group's work, being motivated more towards learning, and consequently will develop more advanced competence. 2) Divided the class into groups. The groups of high-skilled learns prepared the class using the flipped classroom methodology, having to present to the class the result of their investigation. To the groups of low-skilled learners, the teacher provided support material (texts, diagrams, videos) to analyze in the classroom context, and scripts where they recorded their conclusions. After all were done, the various groups communicated to the class the results of their work. Līga, Latvia Līga, Latvia I give my pupils learning material in different levels, so they can choose: low, middle, high. I encourage them to decide depending on their ability do the task and how they feel. Jasmina/Serbia Jasmina/Serbia My students are used to do math exercises in pairs, making questions to each other and checking the answers, with explanations. It is always high-skilled and low-skilled learner in pair. Vera Lourenço - Portugal Vera Lourenço - Portugal All the students are different, learn in different ways, as mentioned in the videos, there are different styles of learning and each one learns in a certain way. We must, when prepare a lesson, to keep this in mind, to try to adjust the contents and practices so that we can envolve all the students in order they can learn in a more effective way, since whenever students experience failure, they become unmotivated, frustrated and with feelings of insecurity, apathetic and even disinterested. For the low-skilled students, it would be a matter of providing the students with strategies for accomplishing the task, promoting student success, thus dividing the activity by levels of complexity, starting with giving the easiest and advancing to the next level, giving them visual cues, a model and / or giving clues as to how to perform the activity. I could also promote group activities so that there was an interaction between peers and exchanges of experiences, during the performance of an activity. Likewise, it could ask that the most qualified students be the tutors and help them to solve the activity. I think it is important that all students succeed and feel involved in learning. For the most qualified students, they would try to do activities that were more challenging and that promoted their abilities and stimulated them to think. It would not put the aid in the accomplishment of the task, therefore this would be to promote the equity of the students also. In my classes, usually the most qualified students do more activities than the students with more difficulties, because they are faster and and they do not always do the same activity. Anamaria Ghiban, Romania Anamaria Ghiban, Romania I will divide the learners into mixed groups and assign group tasks and individual tasks, giving the occasion to low-skilled learners to learn from the high-skilled learners and to high-skilled learners to exercise their pedagogical skills. Tugce Kagizman/TURKEY Tugce Kagizman/TURKEY Imagine that you have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do? fatma/Turkey fatma/Turkey some of my students learn best Project task, some of them learn best individual. all of them have different learnng styles such as visual, auditory. group actvies are good option Renata, Croatia Renata, Croatia Some of my students learn best Through project task, and some are readers , and I saw some make mind map. I try to encourage them to learn in groups and try to teach each other. Cândida Passos, Portugal Cândida Passos, Portugal My students usually work in groups. So, they can share their ideas, their ways of thinking and all of them respect the time of each one. In the groups I mix all kind of students. Marina, Croatia Marina, Croatia Often in class I have students who can do more than others. For them I have different tasks, sometimes a small hour project. Not giving them any extra tasks children lose their motivation because they are bored. Renata, Croatia Renata, Croatia To highly qualified students I would set the task in accordance with their capabilities. For low-skilled students, I would set the task in line with their capabilities but also a little above to motivate them to be better. Both tasks would be linked so they had to work together. Murat PAZARCIK,Turkey Murat PAZARCIK,Turkey Studies requiring more detail for advanced students. I plan to learn a common peer with the more basic studies for the weak student and the cooperation of the two at the end. Mª Emília Baptista, Portugal Mª Emília Baptista, Portugal Personalized learning allows to meet the preferences and needs of each student, while the teacher learns to know his students and motivates them for learning. The diversification of methods, strategies and technologies, allows to take into account the different types of intelligence through which students learn. I like my students to feel that I believe in their abilities. I do not agree with the development of an activity for highly skilled students and other activity for underqualified students. Unless students present a mental difficulty. I would present students with the same theme. I would divide them into groups of three or four elements. I would present different subthemes with different sources of information. Each group would work on a different subtheme of their choice. The way to present the work to colleagues would also be decided by the group, according to the different suggestions presented. Another way to put all students to participate in the same theme, but with different subthemes, could be the discussion in rotation. In this case, we would have groups of four students in which each student would play different roles (the communicator; the questioner; the secretary; the timekeeper). I would mix the most qualified students with the least qualified students. I will adapt the materials to their needs. I will adapt the materials to their needs. Cláudia S. Portugal Cláudia S. Portugal In our classes, we have different kind of learners so if we want to "reach " them, we need to diversify the way we teach. We must diversify our strategies and methodologies to help them to learn and to keep their knowlegde through life. for example, for low-skilled learners we can show pictures about a specific topic (clothes, for example) and ask them to associate the pictures with the name of each clothes (words given /written on the board by the teacher). For high skilled learner we can make them write by themselves thecaption under each picture. Thinking about different types of learners and studying the topic of human rights, students can read a text about the topic and do exercises of comprehension. They can also, analyse pictures and associate them to the articles of the UDHR or to the violation of the UDHR. They can watch a movie about a Human Right defender and complete a worksheet about the movie.. They can listen to a song related to the topic and filling in the gaps. These activities aim at providing a good experience of learning to the students, approaching some of their skills and "exciting" their learning process. Suncezgb, Croatia Suncezgb, Croatia I would prepare different materials and use collaborative techiques (for example think, pair and share). Sandrina Martins, Portugal Sandrina Martins, Portugal After verifying the different forms of learning, I planned different paths for the teaching of contents. I had a student who did not like being in school at all, but he liked to listen and create music. One day I challenged him to rap about concepts related to volcanism. While others presented more formal work - written research, posters, power point presentations - this student sang to the class while a classmate did beatboxing! It was fun for everyone and the student was able to show the best of himself! Hümeyra/TURKEY Hümeyra/TURKEY I will make a different student groups. High and low skilled students about their abilities. Than I will give them topics, exercises or different activities that engage students of different styles. At the end of work I will bring them together to talk each other. Peer based learning is a good choise. Milijana, Serbia Milijana, Serbia In the case of different student groups, about their abilities, regardless of the number of activities, they created specific learning scenarios. Olívia, Portugal Olívia, Portugal I think we all have to address the problems of mixed-ability classes. I try to find different strategies of introducing and practising the topics, using different resources and strategies, so I can reach all students with their own different ways of learning. For example, I will give them two or three level activities, according to their own abilities and sometimes I also put them in groups to solve the questions. I use peer learning and active methodologies. Elizabeth, Malta Elizabeth, Malta As an LSE, I make any adaptations that my student may have in subjects were they have difficulties. In past years, I have had students who do not follow the class curriculum at all, and will require to have an Individualized programme drawn up for him/her for the thorough scholastic year. However, I also notice that teachers do cater for those students who are not following like the rest of the class, and have their class work adapted or given less work as opposed to the rest of the class, and the same is done for homework. Conchi C., Spain Conchi C., Spain I will propose them to make goups of two or three children in order to have heterogeneous groups. Then, they will start doing the activities and I will observ how do they work. If any group doesn´t march at all, we can change children. Eleni, Greece Eleni, Greece I have learning material that addresses 3 levels: low, middle, high. I ask all my students to deal with the low level exercise and then to choose on their own among the middle and the high level exercise. I encourage them to decide depending on how they assess themselves and how they feel. Catarina Isabel Brito Catarina Isabel Brito In a way, today it is easier to personalise a learning task because some book support gives us an example of the same activity for the two kinds of learners ( high -skilled and low - skilled learners). However, it is very difficult to do that within a class of 30 students! How can a teacher give individual attention to all of them? In my opinion, in these situations the best thing to do is to form groups with different learning levels. Even if they have different tasks within the same topic, the strongest students may help the weakest ones Maria Brauchle, Bulgaria Maria Brauchle, Bulgaria I would split the students in groups and use IBL. The groups would be mixed with the two kinds of learners. Serenella Silenzi Macerata Italy Serenella Silenzi Macerata Italy I would involve them into a pair work/peer learning activity (i.e. problem solving) with a different role. They could share different types of material (tailored to their different forms of intelligence) and responsibilities in order to find a problem solution and construct a common product. Celeste Simões, Portugal Celeste Simões, Portugal Well, first of all, I would need to know what type of learning task this was. Without knowing it it’s difficult to think of adapting the activities. So, I guess the question is a bit vague… Secondly, I don’t really understand what you mean by “high-skilled” and “low-skilled” learners. If we believe that all students are different, have different learning styles and interests, then what does it mean to categorize students in this way? Aren’t they all skilled? The skills they master are the only thing that can change and differentiate them. So, I don’t feel very comfortable using these terms Still, trying to answer the question: I would try to adapt the activity to their intelligent type – having them move around the room, if they are kinaesthetic learners, for example, or listen to a song and fill in gaps, if they have a musical intelligence. These are just some basic examples, really, as there are numerous possibilities depending on the learning task you are assigning. Irena Peček, Croatia Irena Peček, Croatia WRITING TASK - high-skilled learners: a detailed essay on the given topic - low-skilled learners: a guided writing composition on the familiar topic SPEAKING TASK - high-skilled learners: discussions, debates - low-skilled learners: more preparation and rehearsal time with a sheet with simple guidelines merve kapcı/Turkey merve kapcı/Turkey Firstly, I try to understand which intenlligence do they have . I do some quiz for them . High-skilled student probably have many skills. But low- skilled student can have some difficulties when he express himself .So I support and encourage student. Marialena, Greece Marialena, Greece 1) I would pose questions that provoke kids to realate new learning stuff to their lifes. 2) I would observe my kids to find out their very personal unique way of expressing themselves. I would then design learning activities that require students to act in mlultiple ways to complete them. In every given chance, I would support and praise their efforts. I will give them different materials and different methods and I will bring them together for collaborative work. (peer to peer learning) I will give them different materials and different methods and I will bring them together for collaborative work. (peer to peer learning) Emilia A./Romania Emilia A./Romania I need to take into account their style of learning, what type of learner is the students.Students' interests are also important factor when designing a task/activity. For high-skilled students I would give a personalized composition -writing a story on a certain topic and to low-skilled students -to write some sentences using some prompts/visuals. Aiste, Lithuania Aiste, Lithuania I will form groups with diferent learning skills. In that way students with high learning skills will improve their knowledges helping other students with lower motivation. Maria Antónia Brandão PT Maria Antónia Brandão PT Heterogeneous grouping is a method of placing students of different skill and ability in classrooms together. Heterogeneous classrooms present different challenges for teachers. The teacher has to try to be sure everyone in a heterogeneous classrooms is being challenged and learning. Heterogeneous classrooms may help students who have social anxiety or learning disabilities to learn much-needed social skills . Elisabete Pires Elisabete Pires I believe that active methodologies are the best way to personalize learning tasks. I start with a survey about the theme of our lesson that the students have to see or read. For example, the students have to see a video about a grammar topic and understand the past tense. After that, I have activities for the students who understood and he has to apply the grammar in the specific text that he wrote. The other students, who couldn't understand, I ask another student to explain him the topic grammar or I try to explain him using an other way/form. Elif Buyukuysal /Turkey Elif Buyukuysal /Turkey I would give high-skilled student a more detailed research consisting of more knowledge, and as an assesment -writing a paragraph about it. And for the low-skilled learners I try to figure out the activity and clear explanations consisting of not detailed information but making it with games. Marta, Spain Marta, Spain I am language and literature teacher. I believe that audiobooks are an excellent oportunity for kids who doesn't like read in a "traditional" way. In fact, oral transmission is the "traditional" way for stories. Unity bring us strength Unity bring us strength Even if we have students with different levels of understanding - at least apparently - I believe that by proposing an activity for them to develop together, we can try to get to know them better, in order to challenge them to solve a problem together, each using their better skills, aesthetic, numerical, etc.) Farah, Lebanon Farah, Lebanon I think I will give the same activity for both kinds of learners, but I will add some guiding questions for low-skilled learners. Also, I will design my activities in such a way they are tailored to visual, auditory and kinesthetic learners. HI,I amsofi D ,Greece. HI,I amsofi D ,Greece. Ithink that we can teach anythink by using simple words and making groups of learnersthat is the key for more motivated learning. Sylwia, Poland Sylwia, Poland In class each child has different background, has different learning styles. I'll give them different activities that engage students of different styles. I'll also encourage them to work in groups Hale Şenbaş, Turkey Hale Şenbaş, Turkey I would adapt the activities to different learning styles. One of them would be more linear and analytical, the other more creative. I could also make them feel free to choose among activities but allowing peerwork and groupwork would help them deal with the activity which they thought was beyond their depth. Edurne Andrés Crespo, Spain Edurne Andrés Crespo, Spain Firstly, I would study if the learning experience would be better forming homogeneous (all the members of the group are high-skilled or low-skilled) or heterogeneous (mixing high-skilled and low-skilled learners) groups. What would be the best in order to reach our learning objectives? If groups were homoneneous, the different groups would face the task from different levels and we would have to adapt it to the different levels and abilities. If groups were heterogeneous, high-skilled learners could help low-skilled learners and they would have the opportunity to share their knowledge and experiences. Besides, in this case, high-skilled learners would put themselves in low-skilled learners´place and viceversa. It would be an enriching experience, too. Maria Zélia Nunes - PORTUGAL Maria Zélia Nunes - PORTUGAL An important aspect is the decision regarding the formation of learning groups (cooperative activities). I consider as criteria: the "level" of skills and learning needs. Is the best option to constitute homogeneous or heterogeneous groups? It depends on the learning goals. In one case, the learning situations of the two groups are different in complexity, considering the learning objectives; in a second case, the situation may be similar but the students' goals will be different. The feedback information will also be differentiated.Learning situations should be as challenging as possible (not so difficult ... nor too easy ...), being able to guarantee learning and motivation to do more and better, the most skilled, as well as the less skilled. What is important is to alternate the characteristics of the groups, depending on the subjects and needs. The purpose is that both groups learn more and in a motivated and effective context. Josip, Croatia Josip, Croatia I think that I would prepare different activities for students and make them learn in pairs or groups with different time schedules. They would work together and help each other. Ivana, Croatia Ivana, Croatia I would ask my students to work on a project in groups. There would be different tasks with different levels of difficulty so the students can choose the activity which suits them best (reading, writing, drawing, presenting their work...). High-skilled learners can help low-skilled learners. Seher , Ankara Seher , Ankara The term personalised learning does not really make sense, because really all learning is personal. Personalised instruction is trying to imagine the greatest amount of ways that you can customise a curriculum to the abilities and the interests of the individual student. – Randy Bass, GeorgeTown University Because of this information we can say that every student has different styles Marta Oliveira, Portugal Marta Oliveira, Portugal I would try to establish different learning stations, so that students would rotate between them and experience different activities, skills and materials. Tutoring time can also be very helpful. In this way it is possible to understand different learning styles and abbilities as well as what methods and materials can be used to reach to each student. peer work can be really helpful peer work can be really helpful Ivica G. , Croatia Ivica G. , Croatia As long as the ss work in groups and work collaboratively, they can find a suitable role according to their learning styles for themselves. Mirela, Croatia Mirela, Croatia Since I teach iterature I noticed that not all chldren like to read novels. So, my idea for the activities would be to have high skilled learner (the one who loves to read and can read without any problems) read a whole novel and low skilled learner (the one who doesn't like to read) only summary of it. Summary would be good enough because we could discuss ideas of the novel even if students don't read entire novel and maybe if they are not forced to do something that is very hard for them they would feel less negative about reading and in time they would read whole novels too. Yasemin Tekbaş, Kahta, Turkey Yasemin Tekbaş, Kahta, Turkey I would try to use peer assistance. Laura, Italy Laura, Italy When planning I would think about a cooperative work (expecially pair work), then I usually encourage the students to help each other and to learn together. I would observe and monitor the progress of each child to figure out different types of acrivities and strategies to help both students in learning. Daniela, Malta Daniela, Malta In class you always have to cater to different types of students. It is not just a matter of having students come from different backgrounds and with different characters. Students have also different learning styles. For a teacher this might seem very difficult and unfortunately the system and the curricula sometimes force the teacher to use a one size fits all approach. In my class to reach as many students as possible I use learning stations. Students rotate from one station to another and carry out different activities. In this way, students are engaged in different activities that engage students of different skills. Such an activity also allows students themselves to recognize how they learn best. Anita, Croatia Anita, Croatia As I teach Math, I do this regularly by giving students different tasks. Cristina Elena Voicu - ROMANIA Cristina Elena Voicu - ROMANIA I think the best way to help students develop their skills is to work in group based on multiple intelligence theory. Every student can bring the best skills in the group - logical, spatial, musical etc. And to use rubric for the group not individual. Because each contributed to the solution/product with their best skills. Ezgi K. Turkey Ezgi K. Turkey Firstly I try to figure out their learning styles. After this I choose the proper materials or methods for each of them. I know , I have to teach them same topic but if I have enough time, proper space and tools it is not difficult. But it is said that like in second video the cirriculum and the system does not allow you to try different ways Maria Anversa Grasso, Italy Maria Anversa Grasso, Italy In order to empower the different types of intellingence, I will make use of the "cooperative learning" and "learning by doing". Dividing the students in mixed heterogeneous small groups , I will lead them to produce different products according to different tasks that range from practical activites in the Lab to study cases and problem solving activities. In this way the same topic will be analysed from multiple points of view. Cristina Antal, Romania Cristina Antal, Romania I believe working in pairs or groups helps a lot. Thinking to the multiple inteligences, each student may be a power for his/her mates or for himself/herself. İLKNUR GÖZERİ İLKNUR GÖZERİ I think personalized learning is essential for learning to learn.A teaching environment such as a classroom needs to be flexible to raise awareness of multiple intelligences.We need to use multiple methods or change our methods according to the topic and tasks.Our students can participate in projects they chose to proceed.They can also have pair or group workshops for joining projects.The important point here I think is to teach our students learning to learn.We aren't the source of information.We should be a guide for them to learn more about theır abilities and go through theır own interests.Interesting activities will motivate them and lead them to enjoy the lesson during theır active participation. Özlem ,Turkey Özlem ,Turkey I used a collective and collaborative approach. Each student will have a task and interest. At the end of the process, I expect them to perform a self-assessment about their performance. In their later work, I allowed them to evaluate different tasks with their previous performances and discover where their interests were concentrated. d d Dilek Erdağ Bek-Turkey Dilek Erdağ Bek-Turkey For example; if I prepare a listening activity, low skilled learner can be expected to fill in the blanks with the given phrases or words. But high skilled learners will be expected to fill in the blanks with the words they heard or answer the questions according to the tape script. In some of the activities they can work in pairs or groups. For example they can find a heading to the tape script together. hey can create a poster about the topic. High skilled learners can find slogans, low skilled learners can design the poster. While discussing on the topic yes/no questions can be asked to low skilled learners and wh- questions to high skilled learners. f I had to personalise a f I had to personalise a learning task with two activities for high-skilled and low-skilled learners, I would try to find challenging tasks for the former, for example, helping lower-skilled colleagues evolve, or a task that would make them feel they wer Maria Cristina Rocha, Por Maria Cristina Rocha, Portugal At my school, my classe has mixed goups of students with high and low skilled kids. They learn and teach simultaneously. Sometimes they are masters, other times they are disciples, in a sort of speach. We never know everything, and I am alwasy saying that I can always learn from them and always be mistaken for a while. This kind of approch helps my students not to be afraid of being wrong and as for help also. I usually prefer to have mixed high and low skills kids, because they can help each other and explain in a different way. Sometimes I need to make different tasks and they a high-skilled student can work alone or peers in autonomy, by themselves, while I can give some support to low-skills students. Rute Vieira, Portugal Rute Vieira, Portugal While planning the lesson, I would considerate the students´ knowledge. I would create activities or give students tasks according to their needs, learning goals, and personal interests. I would also create activities to promote group work, where collaborative work and sharing knowledge, were the most important aims. Sandra Mendes-Portugal Sandra Mendes-Portugal First and foremost I believe that having students sharing their interests is a good start, and as we've been studying, we can get to know them better and choose the best strategies to teach, which will lead to better learning experiences. I'd ask students questions about their interests or even present them with a quiz about it and afterwards I'd prepare a list of activities for them to choose, that way they'd be more free and in charge of their learning tasks. High-skilled learners could be in charge of presenting chosen topics to the class the way they'd like, low-skilled learners could be in charge to develop more practical and creative tasks. Mixing them in groups would also be interesting in order to promote collaborative work Nihan Nihan As long as the ss work in groups and work collaboratively, they can find a suitable role according to their learning styles for themselves. selma meral- selma meral- learning activities in accordance with one's abilities makes them more successful. In particular, the practice and selection of cooperative learning method allows them to be successful. Andrea. Portugal Andrea. Portugal Ana Ana The main action of teaching is to know your students and their abilities. Then,accordingly,adjust and personalise the learning process as much as possible. João Nunes, Portugal João Nunes, Portugal If I had to personalise a learning task with two activities for high-skilled and low-skilled learners, I would try to find challenging tasks for the former, for example, helping lower-skilled colleagues evolve, or a task that would make them feel they were collaborating with those around them. As for low-skilled students, I would try to understand their interests and give them a task related to those interests so they would feel more motivated to do the task and more engaged with their learning process. I believe that if students feel they are participating and, in a certain way, chosing their learning path, they will be more successful, either at school or in "real life". Feri Yaman Feri Yaman Aydın/Turkey I believe in the importance of learning and learning through cooperation. Separate different cultures from preschool and education accordingly. Determining the way the child learns is half of the knowledge of the teacher and the biological learning. Angelamaria Galderisi, Italy Angelamaria Galderisi, Italy If I had to personalise a learning task for high-skilled and low-skilled learners, I would ask the former to engage in a flipped classroom performance and the latter to do some reinforcement exercises. Harun CEYLAN/TURKEY Harun CEYLAN/TURKEY If I give an example from my own lesson, it is a fact that every student does not have the ability to make painting. Susana Peixoto, Portugal The biggest challenge for a foreign language teacher is to plan motivating lessons for a multi-level class. If we focus our attention on advanced level students we will inevitably lose the interest of beginner level students. On the other hand if we teach the basics the advanced student isn’ t learning anything new, will get bored and we will not allow them to progress. Students have different learning styles and interests as well and combine them is a tough task for any teacher. A concern with teaching the multi-level class is holding everyone’s interest and meeting everyone’s needs, no matter their level. A good strategy to personalize a learning task is to create different activities according to the students’ level, for instance if I show them a film or video I can ask a high-skilled learner to summarize the story or write an opinion text about it and to the low-skilled learners I will ask them to fill in a cloze text with some given words in order to summarize the story and then answer a true/ false exercise. I also like to promote group work where students students of different levels can help each other in order to accomplish the given tasks. This way students can develop collaborative work and the weakest ones will get a sense of achievement. Susana Peixoto, Portugal The biggest challenge for a foreign language teacher is to plan motivating lessons for a multi-level class. If we focus our attention on advanced level students we will inevitably lose the interest of beginner level students. On the other hand if we teach the basics the advanced student isn’ t learning anything new, will get bored and we will not allow them to progress. Students have different learning styles and interests as well and combine them is a tough task for any teacher. A concern with teaching the multi-level class is holding everyone’s interest and meeting everyone’s needs, no matter their level. A good strategy to personalize a learning task is to create different activities according to the students’ level, for instance if I show them a film or video I can ask a high-skilled learner to summarize the story or write an opinion text about it and to the low-skilled learners I will ask them to fill in a cloze text with some given words in order to summarize the story and then answer a true/ false exercise. I also like to promote group work where students students of different levels can help each other in order to accomplish the given tasks. This way students can develop collaborative work and the weakest ones will get a sense of achievement. SERAP SARI(TURKEY SERAP SARI(TURKEY I would prepare papers with different parts which would address to both kind of learners. Diana Pádua, Portugal Diana Pádua, Portugal After a diagnosis of what the two different types of students know about the specific topic, I would use different types of activities and different strategies. However, we should bear in mind what it means to be a high-skilled and a low- skilled learner. Actually, a student can be high-skilled in a specific area and low-skilled in others. I normally use mixed ability worksheets. As for the weaker Ss, I use lots of matching exercises, fill-in the gaps, types of exercises which don’t require much written production. If I want them to write a text on a specific topic I give them a guided task with examples, and chunks of language they can use. I try to scaffold the activity with easier instructions in the beginning. To check Ss’ understanding of a concept, problem or process, I would describe or illustrate it in multiple ways, using pictures, videos and slideshows or having a high-skilled student illustrate and explain the concept on the board. Of course, the needs of the high-skilled Ss mustn’t be forgotten and they should feel challenged. For those I would use more complex and demanding tasks, I would ask them to write more freely and give their own opinion on the topic. I also think collaborative work is very useful to deal with these differences in class. Mixing students with different skills, levels and needs is a good strategy. Having the high-skilled Ss help the weaker ones is a good strategy which will help both types of students improve their skills. I would say that, no matter what kind of activity you choose, the aim should always be to help all students be successful. Maria, Portugal Maria, Portugal When planning I would articulate what students already understand with the learning goals. That is, I’d have to give different activities or ask the students to do different tasks appropriately paced, and appropriately varied and challenging according their skills and needs and experiences. Probably while some would have to cover a smaller amount of curriculum content others could explore it in greater depth and detail . I’d implement also some collaborative and cooperative activities as well as pair and group work activities. María de Arriba (Spain) María de Arriba (Spain) On the blackboard they write what they want to learn more, then we organize the contents and they prepare a presentation, a book, film, song... they love related to its favourite theme and they show to the class. Hakan TATLI Hakan TATLI Talas Kayseri I'd set the common interest of the two. I would choose a cooperative project that would fit these roles. Like reading books or planting flowers. Maybe someone explains, the other is good at drawing. Maybe listening to music or playing a computer is a common point. Clara Vitorino Clara Vitorino I would use the flipped work as a strategy. I would ask the more qualified student to research on the topic and make a small presentation to class. Then I would give some exercises to class and would ask the more qualified student to sit besides the less qualified to help him when he needed – depending on their age I would be near them or would give them more space to talk alone. Teaching between equals is the best way in my opinion. Maria Pinto, Portugal Maria Pinto, Portugal The question is relevant and should be part of the teacher's day-to-day life: no student equals another. That's why the solution lies in working with small groups where cooperation helps you learn more and better and faster, because we all learn from everyone. It will also help to have a set of different resources (in activity files / scripts), in which the learning process can be done at the learning pace of each one, being able to have the help of the teacher or colleagues. 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Cinzia Fontanive, Italy Cinzia Fontanive, Italy I usually have students work on the same topic in mix abilities classes using cooperative pairs or little groups in which I mix abilities in order to have high-skilled and low-skilled students working together and helping each other. it is usually successful. To help weak students I usually use technology to anticipate topics by sending them videos or mindmaps on the virtual class we have. Antonija, Croatia Antonija, Croatia I would organize group or pair work dividing the students and activities according to their abilities. The tasks would be created in a way that both kinds of learners can solve them. Ana Santos, Portugal Ana Santos, Portugal I think that collaborative work can be the key to solve this problem. The high skilled learner can improve his profiency by helping the other student and will be able to refute and correct any mistakes made by the low skilled learner. At the same time the low skilled learner will understand better the concepts because the language is more similar. Aleksandra, Croatia Aleksandra, Croatia I will prepare task for work in the pair. The high-skilled learner will try to solve the problem and low-skilled learner will do what his colleague explain to him what must be done. Magdalena Brzezinska, Poland Magdalena Brzezinska, Poland This is a very good question, actually. I need to do it all the time. I teach 16 students on 16 different levels, and I never know which ones are going to show up in class. I always have a selection of materials from which to choose. I always ask students which ones they'd like to complete. Sometimes I make high-skilled learners and high-skilled learners work together and "complement" each other. Döndü,Turkey Döndü,Turkey If the ability to have something to do with the low field, I would try to improve it. ability to develop oneself more magine that you have to p magine that you have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do? Sabine, Belgium Sabine, Belgium They would all receive a theoritical subject to read and try to understand alone, then would form groups of two (one who says he/she can explain, one who says he/she can't) and work on the lesson so that they both understand it. Than they would receive exercises, from easy to difficult, make them alone and than gather again to hear to the other's solutions. Đurđica, Croatia Đurđica, Croatia I would prepare two different activities for students. They would learn in two groups with different speeds and different tasks. At the end of learning they would present their results. Štefica, Croatia Štefica, Croatia I'm a teacher of technical culture and ICT. In computer science, especially when programming tasks are involved, highly- skilled learners solve harder tasks because these tasks are challenging, and low-skilled learners solve are easier tasks because they are successful in doing so. Panagiota Malamou, Greece Panagiota Malamou, Greece I will use collaborative learning. I will find an attractive theme which is going to contain activities for the both students. Mara Machado_Portugal Mara Machado_Portugal In the classroom it is very important to respect the rhythms of each one but it is equally important to foster collaborative work. In the execution of different activities it is at all pertinent that the groups are heterogeneous. In the concrete example of an activity, in the experimental determination of the speed of sound in the air, for the most qualified students only made available the materials / equipment necessary to determine the value of the speed of sound in the air, under the conditions that existed in the laboratory. In the case of the group of students less qualified beyond the availability of the equipment would provide them with an experimental protocol, which included the step-by-step tasks to perform to obtain the speed in the sound in the air under the actual conditions of the laboratory. Eugénia Abreu - Portugal Eugénia Abreu - Portugal The personalized learning is based on different tasks for every student. All students are different and therefore have different needs. The practice of personalized teaching or learning will be more successful when it is directed towards the tasks/activities the student do and according to the pace at which the progress within a topic unit. However we shouldn’t forget that with this type of teaching brings more work for us as teachers and leaves us with less time to dedicate to every single student. We ought to take into account the organization of the classes into various groups so that we don’t exaggerate with the amount of work. Concerning the question in this specific task, in both cases, either with high level students and lower level students, we have to take into account the pace at which each are able to work, their characteristics and their personal interests. I would put the standardized activities aside and assessment would be done continually, by using observation grids so that we could register the progress of each student. I would also implement, in both cases of students, project work within different subjects. These types of projects help students to understand more complex concepts and promote the development of other skills like creativity, leadership, solving problems and the “know how” of working in groups. These activities should be developed in different dimensions and areas: at school, physically, socially, emotionally and culturally. They could be developed by handling with different technologies and therefore these two groups of students would be able to control their time, their environment and their pace of learning. As you can see, I would never implement different strategies for each, I would rather differ the way of applying, of developing and of course the assessment, too. Marta Martins, Portugal Marta Martins, Portugal It would start by constructing the task, starting from a previous survey of their potentialities / difficulties, interests and learning styles. As a mathematics teacher, in the case of highly qualified students, i would choose to create an activity that would allow them, in an autonomous way, to progress in learning a certain content. For example, by using tablets, students would have to perform a set of tasks, which could be done by viewing a video about the content to be studied, followed by a set of interactive exercises, organized by increasing level of difficulty, using the principle of gamification, through which students could, in real time, assess their progress and the teacher, in the end, get the results of their performance. The activity could culminate in a task of investigative character, related to the subject under study and developed according to the interest of the students. With regard to the low-skilled students, i would seek to give them more individualized support, tasks more directed to their difficulties, using materials that they could manipulate and construct. The use of the tablet, would also be a possibility, but with exercises appropriate to the difficulties identified. In this way, the two types of students, each in its own rhythm, can go further. Tina, Croatia Tina, Croatia One activity would be working on a digital tool. A high - skilled student would make a lesson through a tool nearpod and more difficult types of tasks - open type answers, comparisons, quizzes. Low- skilled learners will work in "learning apps" tool, doing the same thing through simple tasks - joining couples, easier questions. The second activity would be a pair presentation. Student with great abilities would be able to make a presentation, and a low - skilled student would look for picture examples, video examples, and listening examples. Rebeca, Spain Rebeca, Spain I would encourage the strong points of every child in order to work together, to take advantage of them using cooperative learning. Ana Pereira, Portugal Ana Pereira, Portugal I would start by knowing better the characteristics, the interests and the skills of the students, since only then would I be able to adapt the activities to their profile. Thus, I could provide different resources (written text, video…) and ask different activities. I could ask a student for a written activity while to the other student would request an oral presentation. I could give more time for the task to the less skilled student. I could also encourage peer work, collaboration, so that both benefited from the perspective of the other and in this way, enriched the knowledge gained on the subject. NIves Bogdan, Croatia NIves Bogdan, Croatia It could be activities in group or working in pairs. It will definitely be cooperative activity Sunčica, Croatia Sunčica, Croatia I would choose a collaboration project where the two of them could decide on the roles they want to take in the project. Maybe one likes reading and browsing on the Internet, and another one writing. Maybe one is good at explaining, and another one at drawing. I am a biology and chemistry teacher, so there are plenty of subjects to do it this way. Dorota, Turkey Dorota, Turkey Depends on the task, but in general I would differentiate the task/instruction so the same task would be done in two different ways, easier (for low-skilled learners) and more complex (for high-skilled learners). I would also use the group work, so the students could help or teach each other. Maria P., Greece Maria P., Greece I am an IT teacher and very often I have to deal with two (or more) kind of learners. What I do? I personalize teaching methods very often. I give space to activities with different stages of autonomy. All students work in the same “subject” with different levels of difficulty or using different materials. For example, when I teach how to make a presentation, my students have to create a presentation about something or someone who like or admire (a city, a football player, a singer, an actor…). From the most high-skilled students I expect a presentation with images, text, colours, animation but from others I am satisfied with a more simple presentation with images and text. Very often I spend time with my students who need individual attention. Simona Mona / Romania Simona Mona / Romania I would make mixed teams of high-skilled and low-skilled learners and ask them to express one another's views and views on issues; will be in the position to learn from each other and to seek out solutions that are not known by anyone of them. Okan Okan It can be a cooperative activity in order for them to share. a quiz or a game using ka a quiz or a game using kahoot, Socrative or Arlete Leitão, Portugal Arlete Leitão, Portugal As teachers, we all know that some students can be very good at some subjects but struggle to be able to learn others. For instance, some have a great aptitude to learning exact sciences and numbers, others to learn languages, others excel at playing a sport or at dancing or at playing a musical instrument, etc. This happens because they have different types of experiences, interests and intelligence. Personalized learning is the best way to reach each student. When I teach English as a foreign language and as not all students have a linguistic intelligence, I try to use different kinds of texts, images, videos and audio texts. So, when dealing with, for instance, the Past Simple of irregular verbs, why not let kids choose the best way to learn it? A student who is really interested in music (and has a musical intelligence), to choose a song in English he/she likes, in which the verbs are in the past and then choose how to present it to the class? And, what about the ones who have a creative intelligence? They can invent a story and tell it to the class. Or why can´t others create a quiz or a game using Kahoot, socrative or Google docs? Besides, the help of technology can allow us to spend less time teaching and more time engaging our students. Aysel YILDIZ, Turkey Aysel YILDIZ, Turkey I would like them to develop their strengths and weaknesses that enable them to discover each other's strengths. In this way, I would ensure that they were respectful and confident to each other without losing their self-esteem. Because it teaches one to learn peer learning, the other is motivated in two dimensions because it teaches and I would reward if necessary. Nurcan Değerli / Turkey Nurcan Değerli / Turkey I would prepare different activities for both students but I would make them work in the same group. For example , if one of them is good at drawing he/she draws , if the other is good at speaking he/she tells what they did. TUĞBA DUYURUCU TUĞBA DUYURUCU TURKEY I do a group activity on a topic that will attract both of them.. matters is how we approac matters is how we approach to them. The way we plan the same subject according to the way they learn will Maria Giuseppina Giammetti Maria Giuseppina Giammetti ITALY I work in cooperative learning or through a peer education giving the same task and encuraging research by the work in group..certainly the evaluation will be on parameters that consider the skill of each individual student. Gulum, TURKEY Gulum, TURKEY I would let them study in the same group, with differnt tasks. Abdullah K Abdullah K Abdullah Korkmaz, Abdullah Korkmaz, Abdullah Korkmaz Abdullah Korkmaz I don't think being high-skilled or low-skilled matters. The thing that matters is how we approach to them. The way we plan the same subject according to the way they learn will make the double success. Gülümser Şentürk Akkoyun- Turkey Gülümser Şentürk Akkoyun- Turkey if I had to teach the same achievement, I would prefer teaching in an individualized way. Based on the individual characteristics of the two students, I would try to teach about the game, the working activity (for the development of friendship), abundant observation, video, presentation, discussion, decision making, and to what extent the product will work and use. even if they cannot learn at the same speed they can develop ideas. Drazenka Kuzman Drazenka Kuzman I would designe different activities trough group work so that high-skill learners support and help low-skill learners. Yasem,n , Turkey Yasem,n , Turkey First of all; I would divide the tasks into learning stations according to their interests. Second, I would prepare pairs which has high and low skilled learners. Then I would tell the students to work in pairs in each station. Finally, They would learn the tasks easily and collaboratively. Rachel Rachel I would focus on what excites them and what they have interest in. This way, they will learn the same topic at their own pace. Maria Natália Couto, Covilhã, Portugal Maria Natália Couto, Covilhã, Portugal Though I don’t feel very comfortable referring to students as high-skilled or low-skilled learners, I acknowledge that there are different styles for learners and some are more at ease with thoroughly and guided instructions whereas others respond a lot better to other stimuli. This is the clay humankind is made. The variety in learning styles makes the groups richer and more challenging. Having said that, and what I do pretty often is sitting students to work in groups where each learner has a special role and responsibility grounded on his/her intelligence type and level of proficiency as I teach EFL. The kind of activities I usually use is a webquest, in which students must collaborate and help one another to achieve a final goal. As a teacher I would (and usually do) monitor the progress of the work carried out by each group providing the necessary support whenever required or need. I would probably (and often do) ask them to prepare a roleplay or something alike to present to the class. This kind of activities usually engages the majority of students. With the huge classes I have (30/31 students) it becomes virtually almost impossible to get ALL of them on the task or the subject. This is actually my experience. Dumitru Moldova. Dumitru Moldova. It is possibel do realise such tasks only through team-teaching. Ana Perak, Croatia Ana Perak, Croatia I need to know how my students learn and what thay want to do. I teach Geography, for example, we can explore our place in a way we go outside and learn or by using ICT. Some students like to go outside and make photos, some prefer using interenet and make presentation.High-skilled students can work without my help, but I need to help low-skilled learners. Inma, Spain Inma, Spain Ioup. have an heterogenous group. They are very different from each other. Some are really skilled,fast finishers who demand lots of extra activities. Others are in the back row and lost. The third group is very low-skilled who need a support from a teacher who comes into the classroom once a week.The rest of the days I deal with all of them. In the maths lesson I ask them to work in collaborative groups where they can help each other no matter the ability they have in the subject. I adapt the concept I want them to learn to their capacties. The high skilled-ones teach the low-skilled ones as if they were real teachers. The result is that students get motivated and are really engaged in the tasks. Cristina Santos Cristina Santos Instead of having two different tasks for different students, I will have two tasks for all. I would start with the easiest activity and put the students working collaboratively because I think everyone have some skills to share and contribute to achieve the goals of the task. After I will use some games or web tools for the hardest task, so the low-skilled learners can be motivate and, with some help of the high-skilled learners, they could start to understand and, above all, they want to understand. So they will be motivate to taking part in the learning process. Ana, Spain One of the keys to get personalized learning is just to listen to the students before programming activities. Ana, Spain One of the keys to get personalized learning is just to listen to the students before programming activities. Mar7kan Mar7kan Naide Baştuğ,BURSA TURKEY Naide Baştuğ,BURSA TURKEY No matter what the subject is, every child has something to do.organize topics according to their interests and abilities.it doesn't have to succeed. but having an idea is important. Nina, Croatia Nina, Croatia In order to achieve the set learning goals, we can adjust the difficulty of each student's task individually. That is especially achievable in the subject that I teach (Informatics), because we can take a lot of different paths and get to the same end goal, by using different examples and tools. In the end we will have achieved the set goal, though on a different level of completion, both adequate to the level of skill that each of the students has. Imagine that you have to Imagine that you have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do? ana freire Portugal ana freire Portugal I will put a simpler activity to low-skilled students. Manuela, Romania Manuela, Romania I have to communicate more with the students, otherwise I would not know what they want Anabela Aguiar, Portugal Anabela Aguiar, Portugal I think I would do what I normally do in my classes: have them work collaboratively to solve the challenges together. I think it’s amazing the kind of motivation that collaboration among students in different stages of learning may bring both to high skilled and low skilled students: the first reaches a deeper understanding by helping the latter, while the low skilled student normally welcomes the help of his peers. Jasenka Kuljak, Croatia Jasenka Kuljak, Croatia They would work together because I believe that each of them has the skills and knowledge that one can share with the other. gonca esendemir gonca esendemir for high skilled leaners ı would prepare an activity that promotes students' problem solving skills, and for the low skilled learners I would prepare an activity that asks for identification from a given case study. FilipaGFM, Portugal FilipaGFM, Portugal I would probably try to engage both students and their different tasks; in that way, they would help each other concluding the activity. Let's imagine preparing a video about teenagers' problems: the high-skilled student would prepare/write the script, while the low-skilled would take over the filming. Elisabetta, Italy Elisabetta, Italy I'd try to prepare activities in which both groups can contribute to the success of the activity itself, using games or maybe digital apps that can help a cooperative work. Gabi, Czech Republic Gabi, Czech Republic I’d try to connect these two kinds of learners. Collaborative learning is very useful and I’d use collaborative learning activities to encourage students to learn together and help each other. Ester Degennaro,Italy Ester Degennaro,Italy I would use cooperative learning centred on group activities, which is effective both in promoting school learning, empowering life skills and can stimulate different bits of intelligence and different styles of learning. It is, therefore, an adequate response to create an inclusive environment, as it is based on the principle that each member of the group, with his or her own peculiar and special characteristics, can contribute to the learning of all and each one can become a resource for others. Lídia Mota, Portugal Lídia Mota, Portugal It´s hard to personalise learning when you have 200 students, tree different levels and lots of themes to work with few times. But i will try, I imagine my students of 8th grade must learn the concepts related to the distribution of people in the world. The two activities where similar, for example, the information of four countries, the area and the total of the population, and they needed to calculate the density of each country, in the low skilled learners i put an example of how they do that and an exercise of filling spaces. Manuela, Romania Manuela, Romania I definitely plan two activities, one for those with special abilities and one for others. Each of the two activities should be appropriate to the qualities of the students they are addressing. Filiz Bilici/TURKEY Filiz Bilici/TURKEY I planned two different learning events. I would prepare my lesson plan in this way and try to be effective. Alex_PT Alex_PT I would definitely use technology, for example, differentiated blogging tasks. The integration of different media in blogging makes it easier to engage and reach all pupils, all learning styles or the differences in individuals’ learning; class(room) blogging can also be differentiated to meet the pupils’ needs, since the assignment possibilities are endless. Bearing this in mind and since I’m teaching now social and environmental issues, namely food waste, I would do the following: In a very straight-forward way, for the low-skilled students I would simply ask them to reflect on their learning so that they would be able to write a personal / reflective blogpost or in case it would be easier, to create a podcast and upload it to the blog; for the high-skilled I would challenge them for a follow-up activity, such as conducting an experiment at home (focus on the amount of food waste and what happens to it) and post their findings and conclusions to the blog (eventually also including tips / measures to prevent home and general food waste). Another possibility would be to ask those students to build graphs / infographics or record a video discussing their data. In this case, by using a class blog, as a language teacher, I’m giving every learner the opportunity to explore a subject / topic in a way that is individually adapted to each one’s skills and needs; in other words, blogs invite participation and have the potential to democratise a classroom since all learners are given the chance of equal participation. Kate, Croatia Kate, Croatia I would try to connect those two kinds of learners. If for example, there are students who like speaking to others and be in the centre of attention, I would let them use that ability to talk to those who prefer listening and writing and consider those types of learning best. Lucia, Italy Lucia, Italy Group work is great to engage different kinds of pupils. Pupils who might not be so brilliant at academic work can be a revelation to their peers, maybe because they are very generous or sensitive or have a knack for technology that some academically clever students do not have. When group work is impossible, I try and provide a variety of stimuli - written, aural, visual... to meet their individual needs. Erkan ERDEN, Simav/TURKEY Erkan ERDEN, Simav/TURKEY It is difficult to find MoNE classes at homogeneous levels of intelligence. However, by discovering the interests and interests of the students in a good teaching class, they can decide what to take. This is not too difficult. It is only necessary to know each student's level of interest, interest and value. If we learn what the student can get, we don't have a problem to blow up every student. Some students like to run instead of flying. Let each student make a bird with two wings and not break their wings. Teresa Cândido Teresa Cândido It depends on what I’m teaching, but when I want students to learn about something it’s always a good idea to join the best students on the subjects with the weakest. That way they can both give their contribution and I believe they can both learn something. Collaborative learning is great! Margarida - Portugal Margarida - Portugal Thinking in these groups separately and also in a very general way, I consider that for the group of highly qualified students, I would prepare a relatively complex activity that aimed at creating something (an object, a project, solving a problem), in the development of the activity, the contents would appear as needs. The goal would be to allow students to use their creativity and choose their way by connecting content from various areas, using the resources they understood, knowing (us teachers) that the students would run into the knowledge we wanted them to learn. For the low-qualified students I also consider the project a good idea, obviously it would have to be a fairly simple project. Presenting a challenge that may be connected to the students' daily lives and that may involve different resources makes the contact with the topic that we want to develop much more motivating. It would have to be a more focused activity that eventually needed to review previously taught content and allow the student the time he needed. If we have a class with these two types of students, we could consider, in specific situations or activities, put the most qualified students to guide low-skilled students. We would, in this situation, promote the development of other skills in students and it is also interesting to see that sometimes students find ways to explain what they have learned, very different from ours. Alex, Germany Alex, Germany So-called low-skilled learners (in the terms of schooling) might be grateful for more scaffolding and guidance whereas high-skilled ones could creatively use more liberties in achieving the task assigned to them. In regards to the multiple intellgences, maybe the low-skilled is only low skilled concerning the intelligences focused on in school systems. So aproaching the task from other directions might be very helpful for them. Roberta, Italy Roberta, Italy I usually work to present the same concept in a different way: sonic, kinesthetic, figurative, graphic catching what children offer me as well Tena, Croatia Tena, Croatia I would like them to sit together so that high-skilled can help the low-skilled learner. Jana, Slovenia Jana, Slovenia I share the theme a learning task in several ways - through photos, concrete material, listening to videos, watching video ... Ksenija, Slovenia Ksenija, Slovenia By using tablets and Internet and app Draw my story: presenting natural phenomena and learning new vocabulary. Cristina Dias, Portugal Cristina Dias, Portugal Having a class of high-skilled and low-skilled learners I would mingle them in groups, lets imagine to build a chair (as I teach crafts), for instance. The tasks would be divided among them, eventually, the high-skilled would make the project with the ideas of all of the group, and the low-skilled learners would direct the construction of the chair, because, most of them have a better spacial intelligence. Because, in my opinion, learning together and exchanging different knowledges is one of the best ways for students to learn and to get all more socially accepted. Voinea Axinte Costica, Romania Voinea Axinte Costica, Romania We had different students in class with different types of intelligence. I've tried to personalize tasks according to their type or intelligence Oğuz YAVUZ, TURKEY Oğuz YAVUZ, TURKEY At the beginning we should keep in mind that each situation and each student requires a specific attention and approach. Then, for high skilled students I generally prefer to challange them with more complex or difficult tasks. However, the low-skilled ones need some low level challange, too. Colloborative approach may even work in this case. Giuseppe, Italy Giuseppe, Italy I normally use collaborative learning activities in these cases. I create three or more groups with different levels inside in. Sudents collaborate to learn together and they help each other in theyr own group by peer learning. This way to work stimulates good practices and team working. Fernando Fdez Fernando Fdez Last time I make groups mixing high and low skills but lower skill students did not participate a lot so next time I will try individual task to improve participation of individuals Emiliana Rufo, Italy Emiliana Rufo, Italy I will use collaborative learning activities to encourage students to learn together, to help each other by peer learning, too. Hatice YAZIMCI ÇALIŞKAN ,TURKEY Hatice YAZIMCI ÇALIŞKAN ,TURKEY I divide the class into groups, and I put students into each group at all levels. So I support peer solidarity.I use material according to student level. ÖZDEN ARAR MERSİN TÜRKİYE ÖZDEN ARAR MERSİN TÜRKİYE I divide the class into groups, and I put students into each group at all levels. So I support peer solidarity. I am preparing material in 3 different mathematics classes. The student can participate in the course by using the material which is difficult. In science, I study the subject at the low-level level. I would like high-level students to prepare a high-level research presentation. Mine, Turkey Mine, Turkey I try to share topics for their abilitis Sema/TURKEY Sema/TURKEY I would use different tasks according to high and low skilled students considering the aim of the lesson. It is also good to encourage them work as a pair or group. Carla M, Portugal Carla M, Portugal To teach a new grammar structure, I elicit the translation of the grammar structure at the end of each presentation. I also complete the first two sentences in a grammar exercise with the high-skilled learners, so the low-skilled learners know exactly what they have to do and so feel more confident. Reading task – I brainstorm vocabulary before getting students to open their books. I see how many words they can guess that will come up in the text and I pre-teach some difficult words from the text before students read it so low-skilled learners understand it better. It’s important to create a desire to read, so I encourage students to predict the content by asking questions in English, I let the low-skilled learners answer in their own language. I also ask students to look at the pictures and headings, and elicit any information that they already know about the topic. In the end of the lesson, high-skilled learners make up their own vocabulary activities, e.g., word searches to exchange with a partner. Burcu Burcu I would rather encourge the high-skilled one to create activities about subject for the low-skilled one. I deeple believe in peer learning. Andrea, Portugal Andrea, Portugal According to what is said in the videos, nobody is a high-skilled or low-skilled learner. Everyone as its focus or main skill: reading, writing, collaborative work and others. I would allow the two students to choose the way they feel comfortable to solve the activity. The goal is that both can learn by using their perception, emotions and interests and be able to make connections with other subjects or themes. Activity: Hear a story and retell it by: drawing, writing, using puppets, music or games. It's a pair work. The students choose one idea each. The result must be the fusion of the two ideas. Anunciação, Portugal Anunciação, Portugal In my daily practice, heterogeneity is a constant. Each student has a particular view of the world, different interests and ambitions, and different types of intelligence. It is not always easy to reach each one and motivate for meaningful learning. I always try to start with practical examples from day to day life and from there to the more complex subjects. Sometimes I ask high-skilled students to prepare and present a certain content / subject to the class, choosing materials and methodologies. In my classes I very often promote peer or group work to solve multi level exercises, so that low-skilled learners can carry out the activities at their own pace and giving their opinion on solving problems Miguel Correia, Portugal Miguel Correia, Portugal It depends of the goal of the task. In my math lessons, for some tasks, i start with easy examples or exercises and go to more complex ones, and let the students to work collaborativelly, for other tasks i make pairs by the level with almost equal exercises or just one more difficult for some of the pairs. That´s a way i found to undestand their difficulties, how they think, research or study. ROBERTO MARTÍN, SPAIN ROBERTO MARTÍN, SPAIN I would create, by using a webpage called lyrics training, two different exercises, but in the same way, an exercise to fill the blanks with lost words from a song: 1.- high skilled learners will have a high leavel song, with many lost words 2.- low skilled ones will do the same but having a few blanks, and more over than that, easy ones. So, all the students will have the same exercise but in two ways, asuming that it's the same activity for all of them, what will create the sensation that they are not so different. Dimitria, Bulgaria Dimitria, Bulgaria In both ways I would give the students tasks according to their interests. For example, if high-skilled students are keen readers and they like reading literature in English, I would connect, for instance, a grammar task with their favourite book in English. I would ask them to find examples in a chapter or extract of that book for a particular sentence structure or else. On the other hand, for the low-skilled lerners I would show videos, play games or listen to a recording allowing them more easily to practice and remember what they are supposed to learn. Mustafa ERKOÇ-TURKEY Mustafa ERKOÇ-TURKEY Flipped classroom is a good idea. Flipped classroom is a good idea. Carolina, Italy 💡 Carolina, Italy 💡 Learning task: learning the pythagorean theorem 1. Activity for high-skilled learners: using a whiteboard and show a special relationship between the sides of a right triangle and see how it's used to solve for a missing length on a right triangle. 2. Activity for low-skilled learners: Wheel with liquid demonstrates the Pythagorean theorem. Feyza, Ankara Turkey Feyza, Ankara Turkey To give more responsibility to high-quality students in the classroom environment, to cooperate with low-skilled students and to teach peer education can eliminate the problems created by heterogeneity in the classroom environment. Reflect Reflect Reflect Reflect Gül SAKARYA Gül SAKARYA Edirne-TURKEY Firstly, I am against separating the student because of high or low learning. In my opinion, the environment in which the student comes from, the nutrition, the important thing that they learn about daily life before starting school is important. High-quality learning: looking at the student's readiness to determine what he / she wants to learn, what he / she learns and what he / she has gained. Low-skilled learning: First of all, I will develop a learning environment based on the skills and academic status of the student who cannot win at the calendar age and develop their weaknesses. sylvie sylvie The teacher´s work is every year harder and harder. We have in our class many students and each one is different and we must adapt the teaching to their characteristics to improve their academic success. I think that either the peer group or team group would help, especially if heterogeneity in the group exists it will overcome the barriers of some students with collaborative work. Also asking to a high-skilled student to be the teacher for a time might be a good idea for him and for the rest of the class Mary, Italy Mary, Italy I would prepare two different activities and later I would ask to explain what every student did and learnt. Later we can discuss with the classroom about the two different ways of learning. Rodica, Romania Rodica, Romania I would promote collaborative learning and different kind of tasks. Flipped classroom is also a good idea. Giorgia, Romania Giorgia, Romania I always had different students in classroom with different type of inteligence. I tried to personalize the tasks according with their type or inteligence and to establish lower criteria of difficulty of their tasks. Gjergji, Albania Gjergji, Albania I would develop different group activities according to their interests, needs and abilities. I will design and implement individual plans based on their needs. Also comprehensive activities for students to learn and from each other. Seher Güzel, Istanbul, Turkey Seher Güzel, Istanbul, Turkey I would encourage both of them , and I would try to find each one's ability. I would assess their efort on a specific subject. mine selvi mine selvi I'd give the high-skilled student a subject whatever s/he likes to do and search and present it in the class with the participation of others and help the lower-skilled student read a text without an end and write down his/her ending to the text and roleplay it in the class Mirela Barcău Mirela Barcău In such a situation, I think I would prepare workbooks with differentiated workloads. Yune, Basque Country Yune, Basque Country I would suggest different kind of activities (some of them to relate concepts, other with images, other ones to develop, …) and the students will have to work in groups of 3 to help and learn from each other. Faruk Yıldız, Turkey Faruk Yıldız, Turkey I gave them learning activities in a way that was easy to difficult to work with. I wish they could do as much as they could. As highly skilled learners complete all the tasks, as low-skilled learners will complete less, I would like to help others who complete the study after a certain time. Ksenija, Croatia Ksenija, Croatia Depending on the topic - individual working materials, working in pairs or groups, combination of text and images, creating omething - drawing, designing... It's everydays activity... Nils / Germany Nils / Germany I would use different tasks or would give the low-skilled learner some help. In English lessons for example the high skilled learner would have to write a text without any help and the low-skilled would get some ideas or even some beginnings of sentences. (high-skilled and low-ski (high-skilled and low-skilled learners). What would you do? Avatar of European Schoolnet Academy European Schoolnet Academy + 232 ● 1m Lucia Italy Lucia Italy N Lucia Italy Lucia Italy Nowadays it is very difficult to motivate children's attention because they have a variety of interesting offers outside of school starting Sara, Spain Sara, Spain We usually have heterogeneous classes, so we have to deal with this every day. I tend to have open activities that every one can complete to some extent, some will give a more elaborate answer, others will Yıldız Yıldız I would encourage them to do some creative tasks to fin out the degree of their skills.ı would let them do their works optionally. Ana, Portugal Ana, Portugal In my daily practice I have to deal with many different students with different "intelligences" , different skills and different interest. Sometimes I give them different tasks, other times I try to join them in mixed hability groupsor I simply let them suggest how they want to carry on that task . Silvia, Spain Silvia, Spain I encourage cooperative learning, pairing students so that they can help each other with the activities Claudya, Romania Claudya, Romania Peer work, team work. Antonietta, Italy Antonietta, Italy I DON’T NEED TO IMAGINE BECAUSE IT’S A DAILY ROUTINE: IN A LEARNING TASK I ALWAYS TRY TO ASK MY STUDENTS TAILORED PERFORMANCE IN ORDER TO CREATE COLLABORATION AND MOTIVATION. It often works but sometimes it doesn’t, so I have to redistribute activities. Elsa Ramos, Portugal Elsa Ramos, Portugal In my class I usually use peer work, one more facility to learn and one with more difficulty to understand. I use the best student as a tutor. Sometimes I use different activities for different students, but I try to go to their interested. For this, I use digital media, mobile phone and some web games. Hara, Cyprus Hara, Cyprus The activities will be planned according to each groups learning preferences. Some students may need audiovisual material while others may prefer text. Some may prefer to work collaboratively while others individually. Manuela Silva, Portugal Manuela Silva, Portugal Nowadays classrooms are learning environments where students must be perceived as unique human beings waiting for supporting conditions where they can fully develop their skills, abilities and enrich their knowledge of the world. In my daily teaching practice, I have to adapt activities to meet students interests or learning styles. It is very challenging to find instructional approaches that answer the needs of learners with a variety of aptitudes and learning styles preferences (the first video highlights this aspect quite clearly – students have different cognitive learning styles). As I teach English as a second language, I always try to vary my approach to the tasks. Recently I’ve been reading and analysing a text about studying abroad and discussing with them how this experience is enriching for students. I always try to bring to class texts that students can listen to (read by English speakers) so that aural learners can process the information in their preferred way but we also comment on the pictures that accompany the text so that visual learners can also participate and present their ideas. I try to ensure activities that are varied to accommodate learners with different cognitive learning styles. Besides adapting the comprehension questions for high and low skilled learners (which is relatively easy to do), the final product of our sequence of learning tasks may be different for each group of students. High achievers who have a more analytical and communicative learning style can do research work and roleplay a situation where two friends are planning to go on an exchange programme. In the same class, lower achievers can work based on the ideas in the text and prepare a list of advantages and disadvantages of going on an exchange programme; more creative students can elaborate a poster to persuade other students to have such an experience. I believe that by diversifying the final product we can engage students and make lessons more appealing. Melek GÖKSU /Turkey Melek GÖKSU /Turkey I can use more sophisticated disciplined teaching steps for my student with higher education level. but I have to explain the steps to my low-level student one by one and proceed slowly. Aida LS Aida LS I guess I'd change some questions so everybody reaches the minimum but those who can, get the most of everythhing Isabel, Portugal Isabel, Portugal In our days, most of us use different methologies in the classroom. But we also know that is difficult, the rules of school and the parent´s somethimes don’t let the teachers execute diferente activities. In this particullary case, i will make groups of students with different skills to equilibrate the activities solving . Žaklina Kvesić Croatia Žaklina Kvesić Croatia i think there is no needto imagine such a situation as it happens in nearly all of the teacher classroom everyday .I would arrange different groups according to their level. Dimitra Zorba,Gree Dimitra Zorba,Gree As a P.E. teacher i always create mexed groups of high skilled and low skilled students.So they can support each other.But sometimes i must personalized the activities and create groups with the same learning skills .I prepare different types of tasks. Stanley,Nigeria Stanley,Nigeria I would structure the task according to their learning abilities.The more skilled will have more complex and challenging task while the other group will get simplified assignment possibly with guidance. İSHAK KUR İSHAK KUR First, I explore their learning areas and intelligence types. I learn family status and physical capacity. I try to prepare learning environments suitable for their interests and abilities by putting them into learning projects. Despoina Amarantidou, Greece Despoina Amarantidou, Greece I will involve both collaboration and team work so that students feel safe. Feruze from Turkey Feruze from Turkey I create mixed grups and make the high skilled students to help the low skilled ones. YASİN TABANLI YASİN TABANLI KIRIKKALE-TÜRKİYE I use a lot of visual material to reach all students in the history class. take into account the interests and needs of the students. Lalitha India Lalitha India I would group them in a heterogenous group of high skilled and low skilled students. Students are more open to peers for learning and expressing their difficulties.(specially the teenagers ). Then have graded task , starting from the simplest to the toughest. Though the low skilled learner may not get in one go, his friends will devise a method to simplify to his reach. Carlos, Portugal Carlos, Portugal As a Math teacher this is my diary scenario. Every single class i have to adjust and personlize ativities. I usualy use pairs colaborative work ; speech to each other how they do; multi level exercises; tecnologies; vídeos; work with real materials; diary evaluation (progress and products) and a portfolio of seleted tasks. Simona, the Czech Republic Simona, the Czech Republic The high-skilled learner could be asked to help the low-skilled learner to understand a rule, explain things, correct mistakes. The high-skilled learner would have to find out how to explain things logically and understand links between things. The low-skilled one would ask questions that could motivate the high-skilled learner. Roberto Italy Roberto Italy I like peer group with one high skill and one low skilled. The best student can tutor the other and both can grow in different ways. On the other hand I face a lack of enough students with the skills of a tutor. An activity for high skilled could be to create an infographic. For a low skilled I would suggest to highlight relevant concepts in a document Ana Croatia Ana Croatia I have been trying to involve my students in various activities that one day will be useful skills - presentation skills, how to write a complaint, how to do research online finding proper pages and sites not only for entertainment purposes, i often demand in some tasks to email me their homework and to practise attaching documents for example. I struggle with collaborative learning watching in a group of 4-5 that only 2 are doing the hard work... combine tasks so tha combine tasks so that they could help each other and collaborate together HAKAN DOĞAN-Sivas_TURKEY HAKAN DOĞAN-Sivas_TURKEY I would try to organize some different homework to high levels and low levels by using some technological devices that they were interested. Neslihan, Turkey Neslihan, Turkey I can try to blend their skills. They can support each other. They can perform both personalized learning and collaborative learning. Fatma Banu Özbek/Tur Fatma Banu Özbek/Tur First of all,I couldn't make up a certain categorization for high and low skilled learners but I'll try to give an answer. I think one way is to provide different options for learners to choose from within the task. Also, as mentioned in one of the videos, I would expect different outcomes from different learners, expecting them to reach the same goal would be for vain Teach yourself and tell me what you find Teach yourself and tell me what you find Imagine a narrative unit: the reading and understanding of the actions of the characters. We have two groups of students: one with high reading and comprehension literacy and the other with low literacy. For the first group privilege the autonomous activities: reading, identification of the characters by physical portrait and by psychological or psychosocial portrait; recording of relevant narrative actions, interactions between characters, final meaning of each intervention. You can present the results in text, in theater or in a graphic slide. For the second group I propose: oral narrativity on the part of the teacher, the so-called retelling of the story, with challenge to the students to complete, fill gaps, both on the marks of identity of the characters and on the actions narrated, with a visual, in the picture, of the interactions between the characters. I suggest oral or schematic presentations of free choice José Machado First of all, at the First of all, at the very beginning of the year, I would apply different types of activities and get the info about each student's learning types. After that I would do group works and gather the students who have the same learning skills. On the other hand, in some activities I would mix those kids and let them figure out the best way they can. Fahrettin AKTAŞ, Turkey Fahrettin AKTAŞ, Turkey I think the best way is to offer a learning environment. Jagoda, Croatia Jagoda, Croatia There is no news that children are learning on different ways. The challenge is to find the way to facilitate them to reach their goals using their own ways ad powers. Ecem, İzmir Ecem, İzmir According to my own perspective, I will give the task to my students and set them free to do it in their own way. Because when I personalise it, then it'll be my task and my own personalised learning. If I categorised my students before the task, like which way they learn best and if I know which type of learners they are, then it will be that way. Halil SÜNBÜL TURKEY/OSMANİYE Halil SÜNBÜL TURKEY/OSMANİYE In two different students, I would make a difference. Teresa Lacerda, Portugal Teresa Lacerda, Portugal I didn't like the categorazition the students in "high-skilled and low-skilled learners". The third video show us a different perspective. Students and adults have different kinds of intelligence. So, one teacher must work with this in your own classroom. In my classroom I always have the tables arranged in a group and the students that are part of each group are quite heterogeneous. Thus, in the same group are students who have more difficult to learn, others more disinterested and others with more ease and interest in the subjects that integrate the curriculum of the discipline. At this moment I am teaching the theme "Extinction and conservation of species" and the work of the students is to be carried out as follows: - In each group, each student has a leading role, time keeper, materials organizer, responsible for the presentation, evaluator - that was chosen by the students according to their competencies; - The theme will be explored by members of the group as agreed between them and using resources that they find most interesting. For example, Internet searches of videos, articles, environmental advocacy organizations or through questions put to people who can give them information they deem relevant, including the teacher; - Students have to define tasks well and hold each element responsible for their execution; - In appropriate intervals, students have to gather the materials they have, discuss ideas to decide whether to continue along the same path, or make changes; - The final work is placed in the class portfolio, a Padlet, and is presented to all colleagues; - Finishing groups will have to comment and evaluate each other's work in Padlet. My role is to be constantly circulating through the groups to put questions and support what is needed. This is one of the ways I have found to be able to involve all students in learning the subjects of the discipline. Obviously, with this group organization I am fortunate enough to have the students tutor each other, helping themselves in the process of learning. Anita, Croatia Anita, Croatia 1.activity: -Visokokokirani disciple: Make a power point presentation about seed germination and plant growth -nisk-qualified student: Orally present how he sowed bean seeds and followed germination and growth 2.aktivnost: - Vocationally qualified disciple: graphically shows the growth rate of leaves and stems with growing conditions (air temperature, water .....) - a disadvantaged student: Practical work in the schoolyard is the task of sowing two seeds in the same living conditions (one dry and the old and the other healthy) in a notebook the lines of the days he noticed Raquel Santiago, Portugal Raquel Santiago, Portugal First of all, I usually sit a high skilled learner with a low-skilled learner on each table. I speak to them and explain that one can help the other. Specially in a foreign language class, this can work out well because students who know more vocabulary, for example, can help the others who are, sometimes, too shy to ask basic vocabulary. Secondly, I would probably give them a webquest, for example and ask them to work collaboratively or have them work on a project together so one would help the other, with my assistance or close attention if necessary. Lastly, I would like to refer that the second video about lost and confused students really resonates with me. We all know that sometimes we have students who are just not interested, maybe because they are not learning the way they prefer or the tasks are not directed to their type of intelligence. These students are happy to just let others do the work and they don't really participate and, thus, they aren't learning anything. In this situation, I would probably give the high skilled student a webquest or another type of task he could do independently; and try to give the low skilled student a task about the same topic, but I would try to work with him more individually. Obviously, this is difficult to do with large classes and I'm still struggling with some students and trying to understand them. So, the third video really touched me too. Ana Correia, Guarda, Portugal Ana Correia, Guarda, Portugal Students with different intelligences or with different learning abilities are the daily basis of any teachers’ work. In a primary English class, I would define different types of objectives, different kind of tasks, different timing and different assessment procedures, if possible different input sources according to the students, the class or the school characteristics. I would have exercises (oral or written) with different levels of difficulty or adapted to the kids’ interests/abilities, give clues according to needs, give room to activities with different stages of autonomy and build from that on. Spoken interaction differentiation is quicker to organize for me as we can build it almost as we go and there is a stronger sense of class and of common purpose. But preparing such personalised activities when there is a written format (even if they have an oral purpose) is overwhelming, not only to produce, but also to manage in class without losing track of the group. It is even more so if we are not dealing with a single class, a single school or even a single level in the same room (which is my context). The way I’m doing it right now doesn’t match the second video’s idea that personalized learning is about making things easier and “getting quality time” with students or “spend(ing) more time… engaging them”… Rosalba, Rome Rosalba, Rome Next week, after the end of the first term, we' ll organize a one-week period of recovery and empowering activities. This morning I told my high skilled students that in turn they will be engaged to be teachers to their lower skilled schoolmates: first of all they will present a lesson on the already studied topics to the class, presenting, in particular, the Mind maps and all the google presentations they have shared on google classroom; next they will work in groups implementing peer to peerr support. All the class accepted my proposal enthusiastically. Alma, Bosnia and Herzegovina Alma, Bosnia and Herzegovina I would ask them what is the best way according to their opinion to do or learn specific assignment and I will prepare those activities on that way. Same activities from other perspectives. Eduardo López. Spain Eduardo López. Spain With primary students you sometimes need to use miming, gestures o keywords to help them remember. With students having more problems to understand the lessons, you have to combine all kind of strategies, make the necessary adjustments, labelling is very good to boost memory, this way, you reinforce writing while fostering speaking. Raquel Martins Raquel Martins Content can be taught in different ways and using different materials. The main objective is that the strategies used take into account the students' individual needs and promote their success. I divided the class into groups, for example, giving the most qualified students tools to guide them in discovering, on a given topic, to construct simple questions to put the group of low-skilled students. This group of students, the poorly qualified, would freely research the subject, in the Library, on the web or even questioning adults about the subject. This group would present to the most qualified students what they discovered with the research they did, with an exchange of information between the groups. The group of qualified students would go through interactive games created for this purpose, using the Kahoot for example, question the students on the topic. Fun and interactive, everyone learned. Rute Vieira, Portugal Rute Vieira, Portugal Firstly it would set what the ultimate goal to achieve for both students. Based on this, it would propose differentiated tasks for each of the students. In the student with more difficulties it would be important to have recourse to material (in the case of mathematics, for example) and using day-to-day situations. For the student with great ease it would be important to give him the freedom to learn more if he wanted to go further. In this type of situations, I also use group work among students since the way to reach colleagues, the way they speak, the motivation ... are different from when I am developing a theme. Gamze, Turkey Gamze, Turkey In math lessons mostly I try to start with easy examples and go on more complex ones. Moreover let the students collaborate is an effective way. Sometimes I let high-skilled students to work with low-skilled students as groups. Mira, Croatia Mira, Croatia I believe that all teachers daily have such a situation. My way is to help students in group work by giving them tasks of varying weight, in individual work I also tailor assignments, give additional instructions, learners with writing and reading difficulties, help with instructions and adjust the weight of tasks. Paulo Almeida, Portugal & Belgium Paulo Almeida, Portugal & Belgium I would probably give them the same task. However, I would put them to work collaboratively, where the high skilled student would help the low skilled student in solving the task. In this way, not only the high skilled student would develop his / her competences in helping the other, but also the low skilled student could develop his / her competences, being accompanied by a tutor who speaks the same language and who can feel closer, in terms of relation and age level. I could do the same type of practice, but with different tasks. Zekiye KAFALİ, Turkey Zekiye KAFALİ, Turkey I think there is no need to imagine such a situation, as it happens in nearly all of the teachers' classrooms everyday. The best way, in my opinion, is to get them to communicate and collaborate. Thanks to peer work or group work and different activities, high-skilled learners can help low-skilled learners. Zvonko, Serbia Zvonko, Serbia I would give more difficult task for high-skilled learner and easier task for low-skilled learner. Seyhan yilmaz Seyhan yilmaz All students who have different intelligence have the same education because of our system.We hve to strugle to have any idea about stdent's intelligence they should be educated according to their speed of learning and interests Nurcan Korkmaz Karataş-Turkey Nurcan Korkmaz Karataş-Turkey My My students are learning better with the game Banu Güven, Konya/Türkiye Banu Güven, Konya/Türkiye First of all try to learn what kind of intelligence they have, then try to makke a task which contains knowledge according to their ıntelligence type Ana Teresa Gonçalves Ana Teresa Gonçalves I would give them diferent tasks. They should be adapted to their capacities. first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them Elena SpainThe s Elena Spain The students are different levels I would teach differents activities María, Segovia María, Segovia My school has a very wide range of diverse students: different cultural backgrounds, different economic levels, diverse ethnic groups, etc. In my first grade class I find kids already reading and others still struggling with recognising letters. That's why I like to present open-level activities, so the whole class can work on the same topic but at different levels, according to their capacities. Sanja, Croatia Sanja, Croatia I will designe different activitis trough group work so that high-skill learners help and support low-skill learners. Dan Sovan-Romania Dan Sovan-Romania Generally, our classrooms are extremely heterogeneous and numerous in terms of the number of students. Moreover, as a result of an inclusive education policy, we also have work with students with ESC. It is extremely difficult for an early teacher to find a way to optimize the teaching-learning process, but the didactic experience tells the word. First of all, a preliminary diagnosis of pupils' competencies should be made and, depending on the results, we will adjust the process and workloads on low, medium and advanced levels. Of course, for low-level people, remedial or recovery classes can be made, and other students can be trained to perform by participating in various competitions, school Olympiads. em differentiated work ta em differentiated work tasks Alina, Romania Alina, Romania Of course, give them differentiated work tasks Ali CEM Ali CEM It will be appropriate to assign tasks to all kinds of students according to their skills. Maria, Larissa Greece Maria, Larissa Greece I will make mixed groups with high and low skilled learners in each group. Irina,Latvia Irina,Latvia I would make these two learners work over. They can both split tasks as they wish. They can work together to help and support each other. Edita,Croatia Edita,Croatia I would create groups with fewer students and give them tasks of different level. Each student would have the chance to choose a task that he could solve. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Rosa M Reina (Spain) Rosa M Reina (Spain) Probably i will desing different activities in the same test. I will adapt to their abilities. Different intelligences, different teaching. Melita, Croatia Melita, Croatia It's an everyday situation. The classes are heterogeneous. I would do tasks of different levels, with different skills, where such a heterogeneous group would have to come up with a solution. They should also use the skills of the weakest one. Sara Sara I will use stratified and differentiated activities promoting collaboration among students. José Teixeira, PT José Teixeira, PT I must admit that I don't like to categorise my students in “high-skilled” and “low-skilled”, just because all of them have different skills, so the best strategy to personalise a learning task, in my opinion, is to encourage cooperative learning. Students should work in small groups and inside the group they have different tasks according to their skills. All of them should collaborate to accomplish the task. Rukiye/TURKEY Rukiye/TURKEY I would arrange different groups according to their level José María, Spain José María, Spain I understand that I shoul prepare activities that motivate first and foremost and then propose activities in which they feel more comfortable attending to their personal skills. Always with a common goal and with the help of a collaborative work. Madalena, Ponte de Lima, Portugal Madalena, Ponte de Lima, Portugal As an English teacher, grammar is usually an issue for students who are less analytical or are more prone to engage in activities in which they use their rather visual intelligence. In that sense, if I were to teach a specific grammar item, I'd start by showing the students a video (maybe a cartoon or a part from a TV series or film) in which the structure was being used; then after aknowledging the structure, the students would be able to choose between either practising that structure using a previously selected interactive online ESL site or draw their own cartoon on paper, creating a story with characters that would have to use the grammar structure in their lines. Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Güney /TURKEY Güney /TURKEY each student's interests are different so we should use different methods and techniques,flexible content and student reflection. Klaudija/Croatia Klaudija/Croatia Every student has the right to learning, only needs to adapt. We can work through group work so that better students help and encourage students with lesser abilities. Another way is to adapt working methods to students with reduced spouses. Carla Carla Every single day I have to adjust and find new solutions, what worked just the day before may not work the following day. Anyway, I'll give a simple example for a writing task in a mixed abilities class: some students receive a writing task with a bullet list with main ideas to develop (the scaffold) and always an extra bullet to suggest with his/her own idea; some other students will receive the task to write a story which begins with a given initial sentence, wider writing task Each child's developmental characteristics are different, differences should be considered. Each child's developmental characteristics are different, differences should be considered. Gonca Gonca I would teach different types of activities for understand how pupils learn easy. Fabiola Fabiola I think that the activities to personalise learning are: 1) the group work where the best guys can help others overcome their difficulty 2) individual paths where teacher helps the pupil to achieve the goals based on his skills Gülhan KIZILKAYA UÇUCU Gülhan KIZILKAYA UÇUCU I have to understand the level of students first. I can focus on what you can learn better and learn Marianthi Arvanitidou- Greece Marianthi Arvanitidou- Greece Teaching is very difficult because you have to faced with different types of students A high-skilled stude A high-skilled student can be offered more creative tasks, with many unknowns, but they can also compose problems that reflect some industrial processes or everyday life. Unskilled students happily solve the tasks in which they apply skill and less use memory and logic. Patrizia, Italy Patrizia, Italy Every day I am in contact with at least two types of students: really good but not motivated students, who sometimes call themselves bored, motivated students but with poor attitudes that reach satisfactory results with great effort. With such structured classes, depending on the subjects to be presented to the students, I use different strategies: 1) Group work: the group is mixed, that is, formed by particularly gifted pupils who work alongside students with difficulties to whom they propose activities to be presented through a report, presentations 2) Particularly gifted pupils monitor and support the activities of the weakest and help them overcome difficulties 3) Use of technologies that favor the creativity of the best but at the same time facilitate the learning of students with difficulty Elena Quiles Elena Quiles I think that in that particular case, I would group students in different teams mixing high-skilled students with low-skilled ones so that the former can help the latter. In addition, I would prepare an activity adapted to high-skilled learners and another one to low-skilled learners according to their abilities Salva. Spain Salva. Spain I would adapt a part of the activity for each of them. However, I would design another part of the activity so that they could work together taking into account the differences in each one of them. I believe that collaborative works help my students respect and value the differences between them as a positive aspect in social relationships. Elisa, Italy Elisa, Italy Different students with different strong and weak points: we have to face this problem every day and it is not so easy to find always a solution to get a good balance in the individual involvement. So for me it is enough to succeed in finding the right solution at least from time to time. For example I engage students in group work and I try to help each of them to do their best, for ex those who are very good at art will be asked to look for graphic solutions, those who can write very well will be responsible for the writing of the whole group's ideas etc. A later stage is for them to teach their mates what they can do better. I always present them a schedule with different phases they have to cover and this helps to Patrícia Campos, Portugal Patrícia Campos, Portugal For these two kinds of learners I could vary: - the way the tasks were presented, for example one could receive the instructions in a more formal way, for example a text and the others would receive a video or a audio recording, were teacher could use a more simple vocabulary; - the difficulty of the tasks; - the time given to complete each task; - the number of tasks; - the type of tasks; - the focus on evaluation (results vs. process). Hakan Can Hakan Can I join Lilia's idea. I would do such a practice. I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Lília, Portugal Lília, Portugal In order to truly personalize the learning environment for students, I first need to have a comprehensive understanding of my students. This means knowing their academic strengths and weakness as part of a complete learner profile that gives a holistic view of each student. As a teacher, I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Furthermore, I would suggest and provide a variety of activities, through viewing videos, listening to podcasts, view presentations, read articles or texts, participate in discussion boards online, etc. Throughout all the process, assessment is extremely important in assuring student success. The assessment process should be embedded within each lesson and used as a tool for immediate and consistent feedback. Students need some form of direction and timely as well as constructive feedback. Lejla Hujdur, B&H Lejla Hujdur, B&H I would create cooperatives groups with differrent types of tasks so every student can express themself in the best way. I would also use peer to peer learning. Leticia Gil from Spain Leticia Gil from Spain I would try to create cooperative groups in order to learn in a motivated way. Each child is different and needs particular attention so, as teachers, we should personalize our way of teaching taking into account their interests and abilities of learners. Claudia Italy 🐏 Claudia Italy 🐏 In my classes there are students with different skills and abilities. Every child is unique and unrepeatable. I try to enhance the different characteristics. I propose group work and games. Sometimes I use peer tutoring. i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs António, Portugal António, Portugal In all my/our classes it is as inevitable as life itself that there are different skill levels. In autonomous group activities I tend to create different roles and tasks. In some cases with the highest skilled ones tutoring/supervising the other students. Nilüfer Güreşçi Nilüfer Güreşçi I'd start by getting to know the interests and abilities of the learner. I prepare an education and training plan and activities that I can use in my interests. I ensure that a student with a high level of learning maintains his level of questions and activities to keep his curiosity and motivation going on. Rosa Barros, Portugal Rosa Barros, Portugal It is not necessary for me to imagine I have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners) because I do it on a daily basis. As a starting point, I must emphasise that I do not like to “label” my students as each one of them has different skills and abilities and it is by sharing and taking advantage of differences that our classroom becomes a healthy learning environment. In my classes, students help each other all the time, either in groups or in pairs, but in a peer-coaching/tutoring strategy, and at the end of each tasks, students share what they have done/learnt. Throughout the schoolyear, I try to plan diversified activities that involve all range of intelligences, interests and knowledge (being it the result of formal, non-formal or informal learning) so that each student can put the most of him into the class and engage in a collaborative lifelong learning process. But we are referring to a more formal learning activity, take for instance, a listening-comprehension task, I would plan a T/F exercise for the “low-skilled” learner and maybe a gap-filling or a completion exercise to the high-skilled one. João Teixeira, Portugal João Teixeira, Portugal I would give each student or group of students a different role and different tasks according to their levels, skills, abilities and interests. Each student/group will perform the task on his/their own way for the setting time or, depending on the aim of the task, for the time he/they need(s). All these activities would be supervised by the teacher or, preferably, by other students. Anita, Croatia Anita, Croatia The truth is that we are faced with the need to personalize learning every day. The intellectual abilities of our pupils vary and I find myself preparing one lesson in different ways so those with dyslexia or dysgraphia can follow my teaching. Sílvia Teixeira, Portugal Sílvia Teixeira, Portugal As experts, we do not need to imagine this kind of situation, because it happens every day inside our classroom, not necessarily based in high-skilled and low-skilled learners, but having in mind different students, with different interests, different intelligences, different needs… The best way to personalise learning is through “autonomous learning time” (Tempo de Estudo Autónomo – TEA). It is a situation where students learn to formulate goal, plan their learning process, identify resources of learning, select materials which are suitable for their ability and interest, choose and implement appropriate strategies to learn, evaluate their learning process and manage their time to learn, even outside the classroom. Esada Čirić-Delić Esada Čirić-Delić This is a reality in my country. We have mixed-ability classes with multiple intelligences and I like to include various activities to suite all those intelligences. Sometimes I change materials to suit, sometimes pair work is best and sometimes group work brings the results. Aslo Aslo Aslı Aslı I would divide the class into groups and give each student a different role according to their levels and interests. Then, I would assign them differnt tasks according to the pace of the lesson Teresa M., Spain Teresa M., Spain I'd have to adapt the activities: same format but different tasks for different learners for them to fulfil their capabilities. Leyla, Turkey Leyla, Turkey Making mixed groups with different intelligence and asking them to create a product by which each individual can take out his/her strength among others. Preparing and delivering personalized teaching/learning material and leading each student to a reachable goal would make them feel proficient. Heidi, Germany Heidi, Germany The best way to personalize a task in my opinion is preparing a project with a question. In a project every student works with its personal ability, at its own pace, in groups or alone. Erhan Erhan Yes, every students have different kind of intelligence. They can use them more efficently but teacher have to use not only his/her teaching method but also in a school . So every unit must bring different areas of interest (intelligence) in english. Teachers pay attention to this and organise their teaching method for their students. Eduarda Sousa, Portugal Eduarda Sousa, Portugal This is not an imaginary situation. It's truly part of teachers " daily struggle. So generally I divide the class in mixed level group so that the fast learners can help low level learners. My teen students just love this as it's easier for them to understand their peers' "lecture. I also try to give my high level students a bit of a challenge by working on their own and solving problems using for instance thei mobiles while I help the other ones. Bosiljko, Croatia Bosiljko, Croatia I will create groups with max 4 pupils in, and give them tasks with different level of complexity. probably I will explore their possibilities before... Each student will perform Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zehra Tuğçe Özgel, Turkey Zehra Tuğçe Özgel, Turkey I determine their needs, speaking both by doing survey. I prepare lesson plans for their needs along with the curriculum. Vida , Lithuania Vida , Lithuania For the purpose of studying the topic, the students are divided into groups and tasks of different complexity. Anca, Romania Anca, Romania I would divide the class into groups, same topic, different tasks. Temel Gövce Turkey Temel Gövce Turkey First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. All students work in the same Subject using different materials. If there were two activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (A High skilled learner with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pair to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity. I would implement group work strategy and try to apply myteaching steps for students'different skills I would implement group work strategy and try to apply myteaching steps for students'different skills D., Croatia D., Croatia This is an every day situation. Classes are heterogeneous. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Demet - Turkey Demet - Turkey Mixed groups can be created. Serge from Belgium Serge from Belgium Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zrinka, croatia Zrinka, croatia Divide them into groups or pairs and give them projects according to theirs skills. Something similar but different level activities. Brankica, Croatia Brankica, Croatia I would put them in a group to work on a topic together, and I would assign them various, personalized tasks and adjusted to their skills. They would have to cooperate and help each other, and I would also give them pair-work homework. Audronė, Lithuania Audronė, Lithuania I'd preteach a low-skilled learner, later they could work together and benefit from each other. Cláudia de Sousa, PORTUGAL, D Cláudia de Sousa, PORTUGAL, D This is what actually happens on a daily basis. Classes are heterogeneous and our work demands reflecting over this question regularly. In my opinion these two students obviously need two different approaches. The highly-skilled student is, normally, a more motivated student in a learning context because learning isn’t a difficult task, whereas the low-skilled student may be a less engaged one because he/she finds it difficult to keep up with what is being taught. This last student might feel lost, confused, may need more attention for many and diverse reasons. However, without knowing both students well, we can’t jump to conclusions this easily and we should definitely not decide over strategies without bearing in mind why they are being defined as high-skilled and low-skilled. In other words, is the high-skilled student so just because of his high grades? Does that mean he is highly motivated? And concerning the low-skilled student, are his grades low because he/she struggles with assessment and tests? Does that mean he/she is less motivated? According to what happens at school, teachers are expected to be more concerned with low-skilled students, because we would like them to get better grades. We tend to spend more time thinking about how we can help these in becoming successful as if high grades were synonym of success in life. Nevertheless, I defend that in both cases the key to help these students is motivating them towards different non-formal learning activities because in both cases each will have to undergo different processes at different their own pace. Learning is long-term process and this is what students are to be reminded regularly! Antonino, Portugal Antonino, Portugal In my opinion, personalizing learning does not necessarily imply assigning a task to each student. Herculean task for sure. However, you can assign different tasks to two different groups to work on the same topic. Strategy to implement: Group work in the design mode. The groups would be with a small number of students in order to enhance the collaborative and participative work; In the formation of the groups it would take into account the different intelligences / capacities forming heterogeneous groups; The project modality allows to maximize the capacities of each one because, with the constant orientation of the teacher, it is possible to demonstrate skills of the less qualified students, namely in the operationalization and more practical parts; This modality obliges the students to diversify their abilities and not always the most qualified academically they are in parts that leave its scope, like for example to organize a structure to present the final work. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Cecília, Portuga Cecília, Portuga I organized the class into work groups by proficiency levels, characteristics or similar interests, in order to create an excellent learning environment. It would do the same activity but would adjust the level of activity requirement to the actual ability of the students to allow them to succeed. Susana Carneiro, Portugal Susana Carneiro, Portugal I could use collaborative groups in PBL or a "menu" of tasks for the students to choose with the same goal (for example: research paper about sustainable projects around the world or ation plan to do at home and make the daily life more sustainable). Low-skilled? It depends on the skills you`re looking for :) Olivera, Montenegro Olivera, Montenegro Gathering children according to interests, needs and skills. Adapting activities that include reading and writing, for one group; and for the other group in the lecture I also insert digital media. Aleka, Greece. Aleka, Greece. It depends on various factors such as the age of the students, the kind and purpose of the activity, how well I've known them... Jorge Estrela, Portugal Jorge Estrela, Portugal Start teaching from the level at which the students are. This is why it is fundamental to diagnose knowledge, assessing the level of student performance, interests and learning profiles. When planning activities, take into account the profile of each student, so that everyone has an opportunity to learn, for those who present more difficulties and those who are already on the road to school success. There are some aspects to be differentiated in the planning and dynamization of activities: consider the students' learning style (visual, auditory, schematic); repeat the information, explain in other words; explain the topic in small groups; use activities that work the same theme for all students and adapt the level of difficulty; provide concrete material for the students with more difficulties; adapt the time of activities; diversifying the forms of production (text production, oral presentation, drawing, painting ); use facilities outside the classroom, such as the school library. Jasna, Croatia Jasna, Croatia I would divide the class into groups and make my students work on a similar but different level activities or a would connect high -skilled learner with low-skilled learner. High – skilled learner can help low-skilled learner. Hacı Ömer Erarslan Bursa-Turkey Hacı Ömer Erarslan Bursa-Turkey I would divide the class into groups and make children work on similar but different level activities. Feruze from Turkey Feruze from Turkey I make mixed small groups and give projects them and make the high skilled students help the low skilled one. CAMINO, ESPAÑA CAMINO, ESPAÑA Nobody will know the difference between both levels of learning between the students. Nobody will know the differences between the contents of the activities. I would be the only one to know about it. Students would work together, helping each other to understand contents of the exercises. I could help low-skilled and high-skilled learners in different ways at the same time. Sandra Oliveira, Portugal Sandra Oliveira, Portugal I woul divided students into small groups of 3 to 4 elements:groups of highly qualified and low-skilled students. I would provid them with a list of research topics, so that they chose the more interested one. then I would explain them the essential learning and objectives and contents of the activity. Students will research the theme and then present their work to the class. For the groups of low-skilled students I would provided them diferent level activities and guide them, if they want. It would give them more individualized support. In the end, thye also present the research results. All students would transpose their research into the learning journal. Jorge Conde Jorge Conde I would make the collaborate with each other in different tasks, allowing them to help each other. I usually give assignments and when students end their task they can go to other groups and support their colleagues. Sandra Gomes, Portugal Sandra Gomes, Portugal I could either ask the high-skilled learner to help the low-skilled one or choose to adapt the activities according to their skills/level. For instance, I could hand out a worksheet on a vocabulary topic we had studied in class and grade the tasks. Imagine it is a word search on technology. I could give it to the low-skilled student with the words he/she was supposed to find, whereas I wouldn't give this hint to the high-skilled one. Or I could just pair them and allow them to find the words together! If it's a reading comprehension exercise where students have to complete a sentence according to the ideas in the text, I can give the low-skilled learner options to help him/her complete it. Doinita B., Romania Doinita B., Romania I would use the "teacher method": high-skilled learners to teach low-skilled learners, and at the end I would provide feedback to both kinds of learners. Renata, Zadar Renata, Zadar In some lessons I always connect high-skilled learner with low-skilled learner. The task is that high-skilled learner found a way to teach other student thru discussion, drowning, explanation with their own words. After that, very often, low-skilled learners know better than after my explanation. Ana Paula, Portugal Ana Paula, Portugal Çölban-Turkey Çölban-Turkey I personalize teaching methods very often. I try to prepare activities according to my students' development processes, intelligence types and needs. I spend time with my students who need individual attention. Daniela, Italy Daniela, Italy I would divide the class into groups and make children work on similar but different level activities. Soraya, Portugal Soraya, Portugal I would probably try to adjust the activity to their personal interests. I would let them choose the way to get to the purpose of the activity. I would also let them choose how to present the results. sebahat yalçın,İzmir Turkey sebahat yalçın,İzmir Turkey I prepare the activities of the the learning task according to the learners' abilities,their preparedness about the task ,their intersets and also theirtype of intelligence. Sarah Mallia, Malta Sarah Mallia, Malta I would give a shorter task to the low-skilled learners and include some challenging tasks for the high skilled learners. I would use visuals , auditory and technology so that I 'll try to reach all sorts of many students at the same time. HEVAL DURAK MUĞLA TURKEY HEVAL DURAK MUĞLA TURKEY I personalise my teaching methods so often.I have prepared different kind of exercises for different level of pupils.I spend more individual time for those who need extra help. Lurdes - Portugal Lurdes - Portugal Let’s say that the task is “Asking for and giving directions”. For the high-skilled learners, the activity would be writing down all the instructions to get from point A (it could be our school) to point B (a hospital, for instance). For the low-skilled students, the task would be, using Google maps, drawing the way from A to B, according to the instructions given by their colleagues. Elsa Martins - Portugal Elsa Martins - Portugal After presenting the topic and showing flashcards to all the students at the same time I would ask some questions about the pictures. Firstly I would ask high-skilled and then ask the low-skilled ones so that they can listen to their classmates answers. For low-skilled learners I might whisper the words if they can't remember them or give them some answer clues. For other activities it could be in small groups with both high-skilled and low-skilled learners, collaborating throught the activity. If it is an individual task/ activity low-skilled students could have different stategies like matching exercises instead of open questions, fill in the gaps (with given words), true false questions. I usually to this for students with special needs. Sandra V. Sandra V. I would put those two learners to work in pair. They can split assignments as they want or they can work together, helping each other. Ş.G.Gundem/İzmir Ş.G.Gundem/İzmir I can set up working groups with children at different levels. They learn to work together. I can give you homework based on the children's level. Lina, CRO Lina, CRO Group work is a great way to help children with difficulties but also to motivate children with high skills. It can be a theme where children with difficulties can draw something or read basic text in book, and high skilled students can explore something more on internet. Berkant Berkant Some of my students are learning from the examples ,some of their classmates' group work.And some of learning a part of one to one work Nițescu Emilia-Elisabeta, Romania Nițescu Emilia-Elisabeta, Romania To begin with, I start with differentiated activities. For those with difficulties, I will have different tasks than those advanced. I will try to work on teams by using each other's skills. All of this will be accomplished without the pupils observing the difference between given tasks. Nilay Dokur, Turkey Nilay Dokur, Turkey I think the first step for the different learning levels of students for the same activity would be defining and categorising the student's intelligence types before the activity. For instance a brainstorming activity about the subject matter. Then I would prepare learning corners to let them perform their abilities. Paulo Alves - Portugal Paulo Alves - Portugal Group project based learning with both - high and low-skilled learners (lsl). They have to draw a plan and execute it with several tasks. The aim is the high-skilled learners help the low-skilled learners making them (lsl) aware of the "how-to" process. In future tasks, with those skills, they (lsl) can improve applying knowledge and get feedback from high-skilled learners and also from the teacher. I think that it should I think that it should Adriana, Romania Adriana, Romania It is important to work with both types of students and to let them feel they are equally important for the teacher and for the learning process of the entire group. I think I would, at a certain point, let the advanced ones "teach" the others in their particular manner and then ask for feedback. Marina, Zadar, Croatia Marina, Zadar, Croatia It would take them to nature and there would be activities for both of them. I would give them different activities - watching, calculating, climbing and it would be interesting for all. 9 9 Sanja, Croatia Sanja, Croatia I would give them a group project with different activities, for example calculate something, use technology, make a presentation so each student can pick which part of the task suits him best I I Göksel Ogalan , Manisa/Turke Göksel Ogalan , Manisa/Turke First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. If the high skilled student shows really great potential, I would start with more complex structures as I would do with the lower skilled one. If I would see that they can compete with the tasks , I would guide them by learning new and more complex structures and assure that they learn how to handle with the problems on their own way. Providing them opportunity to discover their own potential and being aware of own intelligence type. FátimaM, Portugal FátimaM, Portugal I would think of a very interesting, challenging, fun question and let my high-skilled and low-skilled students get to the answer through whichever way they prefer. Fatih TOPÇU/Türkiye Fatih TOPÇU/Türkiye For example, in the theme of mother's love, I would give a student the task of composition and the other a task of telling painting. Slađana Kristek Slađana Kristek I think it depends on the task. I would like that the student that is high skilled helps them that is low skilled. The low skilled sholud make set of questions and the other sholud explain the task. Lacramioara Cazangiu,Romania Lacramioara Cazangiu,Romania If students have a different level of training, I will prepare a lesson in which I will work differently. The same theme should be understood by all but by different ways of understanding. HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY First of all it can be accepted that personalise learning or instruction is very difficult to implement for teachers in large classes. Analyzing the class to find out who they are, what is their interest is important step when giving the task to high skilled and low skilled learners. Then I try to encourage my students to work in pairs. I give all of them the same project work and decide and collaborate with each other how to prepare and represent it. nurcihan,istanbul/Turkey nurcihan,istanbul/Turkey as an english teacherI usually try to personalise the learning task in my classes.for example at he end of a unit I gives tasks to low skilled learners writing about that unit topic or asking and aswering questions with their partner about topic but I want high skilled learners to prepare a sketch about new topic and act it out I would survey the s I would survey the students to identify styles first then vary the activities according to their interests - different activities but same But same learning objectives Ella, Croatia Ella, Croatia I would make a learning scenario with project based learning and flipped classroom. So both of the learners can in non-formal way, at own pace, do the activities Serap OZDEMIR ORUC Serap OZDEMIR ORUC I would give the same task to them. And I would let them to present their work by their own way: by drawing-painting, by using technology-making slideshows, by searching on the net or library and writing the results with hand or on computer, by presenting with a drama , by just talking about the topic/giving examples about it. Adina Geczi, Romania Adina Geczi, Romania Being different, they will be lost in the process if I won't be able to help them. So, for the same subjects I will create different learning activities. Using a rich set of methods I will find a way to make every student to understand what they have to learn. After that I will know how to elaborate the tests using different types of skills. Maija Maija I would start with a game or other activity that is interesting for both levels to get involved Latife Çeri,Turkey Latife Çeri,Turkey At first,İt is difficult for us because our educatıon system has to make our pupils similirazed.But we can change our by collobrative or group activity lessons and also we could adapt techonolgy to most of our lessons.This makes our lessons enjoyable... Nicolette - Malta Nicolette - Malta I would start by giving my students a task to work on in groups. I would spend some time observing them working together to get a clearer picture of the different types of learners. I would adapt the activity according to the abilities of the students using different types of questions which can help them grasp the learning task. Mehtap Öz Mehtap Öz Their differences make them unique.I would give the same topic and make them free.The results are not important,The most important is their own effort Mustafa Özdemir/Turkey Mustafa Özdemir/Turkey For both students, I would set up activities with technology that wouldn't be different from each other. Barbara Matysek, Poland Barbara Matysek, Poland I would try to prepare different activities for high -skilled students and different for low-skilled students. It is important to know your students well, to know their abilities. Low -skilled students would get easier exercises to make them feel successful and high-skilled more difficult to let them practice and learn more. A group work would also be a good idea because students can work together, decide what they can do , divide the work between each other according to their abilities and produce the final outcome. Željana, Croatia Željana, Croatia I "m testing my Students which tipe of inteligence they are and then I try to show them the best ways of learning and the methods Mmmo Mmmo Mmm Mmm Monique Malta Monique Malta I would first gather evidence on what my learners know visa vis the topic being discussed. The next step is to prepare engaging material within the learners abilities. Mia Mia I would make a same task but with different activities, different kind of question, different methods etc. For example, today i have worked rythm with one class and there were 3 students with special needs. I gave them easier task and they answered correct. That was great because they were so happy and I was happy, too. Dilay Dilay I would differentiate the activity types according to learners' intelligences and levels. To do this, I should know my students very well. h-skilled and low-skilled h-skilled and low-skilled learners). What would you do? Adela Gabriela Adela Gabriela I am testing my students to know what kind of learner they are. Using Gardner Theory about Multiple Intelligences... Marina Molla, Greece Marina Molla, Greece Gardner' s "Theory of Multiple Intelligence" suggested that we all have different kinds of "intelligences". As teachers we have to try and find our students' abilities and talents and adjust their learning tasks to these: Visual-Spatial Intelligence Linguistic-Verbal Intelligence Logical-Mathematical Intelligence Bodily-Kinesthetic Intelligence Musical Intelligence Interpersonal Intelligence Intrapersonal Intelligence Naturalistic Intelligence Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Sanja, Croatia Sanja, Croatia I'll try to make task about what they're interested in. Before doing it, I'll talk to students and try to find out what are their intereses. Karela Georgia Karela Georgia At the beginning I will try to understand how they want to work. I will prepare activities for both kinds of learners. Cristina Cristina First of all I have to actually 'read' the class so as to find out at what stage they are and also who is who: high or low skilled (assuming they are all in the same class) Then, maybe instead of two different activities, as time is not much, I would opt for 2 different ways of presenting the same activity. As referred in the second video, once in the classroom we have to sense the kind of student we have before us, which is not easy, specially with big classes. I would start by using my regular approach and 'feel' how the class reacts to it. Then I would definitely use a web tool to either a) make the activity more visual b) foster the students interaction c) Provide some movement to the class (literally have them move around) The students would then have the chance to try out their different ways to LEARN. Annibale, Italy Annibale, Italy First I analize the type of audience, after I start to find different tools and I prepare 2 activity with different tools. I test it, I maje some change and after I will have the two activities Sibel Akyılmaz Ateş,Turkey Sibel Akyılmaz Ateş,Turkey I would prepare different types of tasks, lots of exercise assignments and lots of independent. Sevda ER-Turkey Sevda ER-Turkey All students work in the same subject using different materials. a more demanding then i would started with the simple one for all and then i would created pairs to callaboarate for that . Angelo, Rivoli, Italy Angelo, Rivoli, Italy It depends on the learning task. If it consists, for example, in memorizing obligatory contents, then it is necessary to seek together the modality that most facilitates each student, perhaps with the help of ICT. If, on the other hand, the task consists of a project without rigid constraints, then it can be tailored to suit the preferences of each student. Laurrie, Ro Laurrie, Ro I would give them a group task (e.g. project), that might involve both kinds of ss - I would appoint a leader who would lead the group and assign roles: weaker ss might be good at drawing, others might have other good sides. Thus, they all get to collaborate and do sth together. Adeviye Alcıl Turkey Adeviye Alcıl Turkey Observing individual differences is very important.I try to make my students more difficult to understand issues.If we plan the teaching with different visual and audio tools we consider individual differences. Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey I prefer to practice learning and field trips by doing it for the highly qualified low skilled student. I can apply a personalized learning method with question answer method according to the interest of children. Fatma AVCI, Turkey Fatma AVCI, Turkey each of my students have different learning pathways. They have different interests and perceptions. I take this into account Fernando Mota, Portugal! Fernando Mota, Portugal! Above all, we will always have to respect the needs of each student and their differences. In view of this, I think that different learning plans should be drawn up, depending on the case, that is to say, for a highly qualified student, a plan for the development of their skills should be drawn up, whereas for a low-qualified student a recuperation plan. In one case as in the other, with the existence and application of this type of plans, we can better follow the development and the progress of these students. Therefore, a certain topic will be taught differently, taking into account the differentiated characteristics of the students. For the highly qualified students, in addition to the explanation of the concepts, you will be presented with information sheets to deepen them, with exercises of a higher degree of exigency. For the students with little qualification beyond the explanation of the concepts, you will be presented with information sheets explaining them, with exercises of lesser degree of exigency. Adília, Portugal Adília, Portugal In many schools teachers have to work with very large classes, with 30 students, which makes it very difficult to personalise learning or instructions. I like to encourage my students to work in pairs, but it sometimes takes a lot of time, specially if they all choose to present their work. The aim of the learning task would be to describe different types of family. I would encourage them to work in pairs, so that high-skilled and low-skilled students collaboratively could reach their goal. They would have the opportunity to help each other. Then I would give them the chance to submit their work using the format that best suited each of them ; which means that instead of only submitting a short written description, one of them could in fact submit the written essay, but the other could choose a drawing that he would afterwards present to the rest of the class. At the end I would encourage peer-to-peer assessment using pre-discussed criteria. Derya Ümüş CEM, TURKEY Derya Ümüş CEM, TURKEY I give the two different tasks to both students according to their fields of interest and skill. Massimiliano, Italy Massimiliano, Italy For a struggling student iI agree assigned a question card with multiple answers. Aurora, Slovenia Aurora, Slovenia I think that to give each one a different task is the easest way, but I would like to make them work together and to make them realize that together the result is better, greatter and that they feel better. Emma Giurlani Italy Emma Giurlani Italy I totally agree with what Athanasia says . I often make the same as she says with my classes.I try to change often the peers and I ask my students to collaborate to solve more complex activities and tasks.As Maria Helena says we also have the same problem in Italy.We have very big classes and sometime it is not very easy to personalise the activities. But I found a great help with eTwinning projects .The activities are tailored to give each project partner the opportunity to collaborate and to "grow" with the others. As Athanasia says I ask the group to choose their "speaker" among the weakest ones in order to help them becoming more self confident . This way they can improve their skills and abilities both by deepening their knowledge with the help of their group mates and reinforcing their competences Marina Molla, Greece Marina Molla, Greece Athanasia, Greece Athanasia, Greece All students work in the same "subject" using different materials. If there were 2 activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (1 advanced with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pai to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity (meaning that the capable student wouls not just do the job but would be interested in explaining and helping his/her partner, too so that he/she is capable to present the pair's work to the rest in the class) Maria Helena, Portugal Maria Helena, Portugal Context: In Portugal, in secondary schools, one of the problems we have to face daily are classes with many students (26-30 students) that make “personalized instructions” as Randy Bass said quite difficult. So I tried to find some activities that could be implemented without much fuss. Aims: - Improve listening and oral skills - Enlarge vocabulary related to the environment Main activity: 1. Listening to two people speaking about environmental problems and completing a cloze text. 2. Identifying the problems. 3. Suggesting solutions for the problems presented. 4. Presenting the solutions to class. Resources and Materials: Handout with exercises Low-skilled learners: Exercise 1: A cloze text in which all the missing words are given, but they are presented jumbled in a box above the text. Exercise 2: Pictures of the environmental problems with name tags are shown and they have to choose the ones they have heard in the listening text. Exercise 3: Several solutions are presented and they choose the ones they think are appropriate or add others they can think of. (They may use online dictionaries to check for unknown words in this exercise.) Exercise 4: They choose a problem and possible solutions and present it to class. (In this oral presentation they can organize it as they see fit and be creative. These students may also take some notes to look at - similar to a TV program host. However, they musn´t read them out to the class.) High-skilled learners: Exercise 1: A cloze text which they have to complete with what they hear in the listening text. Exercise 2: Completing a table with all problems mentioned in the listening text. Exercise 3: Gathering solutions they think are appropriate for the problems. Exercise 4: They choose a problem and possible solutions and presented it to class. (In this oral presentation they can organize it as they see fit and be creative.) Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Sofia Tsigara, Greece Sofia Tsigara, Greece In kindergarten school , I use different types of activities. For example, drawing and constactions. Sara, Portugal Sara, Portugal A development activity would be the demographic, economic and social research of an African country. For a struggling student, he assigned a question card with multiple answers. Clara, Italy Clara, Italy I do this everyday. I try to prepare different kind of input for the same content. Images, videos, audiofiles, schemes, mindmaps so that my action can meet tha different ways of learning. Then I ask to do graduated activities. Everybody start from the simplest. At the end, the most capable does a pair activity to help the weakest student to go up a level. At the very end, an activity of higher level to let the most capable students express themselves how they want. Iva,Croatia Iva,Croatia I will prepere different types of activites and methods for them. Also we must adapt learning to each of them. Iva,roatia Iva,roatia Selda Türkarslan, TURKEY Selda Türkarslan, TURKEY I would differentiate the activity by using some scaffolding structure, giving some help or example for low-skilled learner. Konstantinos-Greece Konstantinos-Greece We must adapt learning according to the level of pupils and their interests. high-medium-low goals. Nieves, Madrid Nieves, Madrid I would differentiate the activity to meet the needs of these two kinds of students. It could be differentiation based on ability or in students’ personal interests, allowing them to create something based on their different kind of intelligences. Grazia P., Italy Grazia P., Italy If the activity can be assigned in such a way that the two students work collaboratively, I think I would design a type of work in which both can test themselves, each with their own peculiarities and taking responsibility for carrying out their part. In fact, collaborative work allows to assign different roles. For example, one might be suitable for the student with the lowest level in writing, but at a higher level in the creative and design side of the activity. On the other hand, the best student in writing could perform the part of research and writing of the text. Let's say that it depends on the activity. I believe that no one is a genius in everything and even the less good students have propensities towards activities that can perform better than the so-called good in the class. Andrada, Romania Andrada, Romania I think that a teacher can use different types of activities suitable for many kinds of students and intelligences Paola T., Palestrina(Italy) Paola T., Palestrina(Italy) I'm Art History Teacher in the Secondary School. I’m teaching through ICT(padlet, tes teach, thinglink...) Digital learning resources support information processing by helping students to develop mental representations through the mix of media elements presented to them. mihaela, Romania mihaela, Romania The Conscientious Student would ask him to further document a notion that he was interested in during the lesson and to present to colleagues some interesting aspects related to that notion. The student who learns more slowly would ask for the lesson already taught by synthesizing it in some key concepts. Ana, Portugal Ana, Portugal I think I could plan a learning task composed by two activities. Each one of the activities would be focused in different ways of learning, so that they could reach the needs and interests of each one of the students. In the end I would ask students to present their results to each other and to join in both activities, once they would be a complement of each other. This way the students could understand that different ways of learning can help one another to create a more complete learning task. Carmen, Leon Carmen, Leon In general terms, I organize all my activities (I teach languages) in two different levels;if for example,we are learning a particular verbal tense,I have a set of exercises prepared for those who may need more time to learn it. Sometimes I don't need to use these extra exercises because they are able to understand it easily but should the need arise,I always have them within reach. Most times,what I really need are extra activities for those who go a bit ahead of the rest; these students are too quick and ,if I don't want to "lose" them, I have to offer them more difficult alternative tasks. Catherine, Ireland Catherine, Ireland As a history teacher, I often get students to write essays on historical figures. I generally have two activities prepared for students. For the more able students I provide them with a rubric to follow when writing their essay. For students who struggle with this task, I provide a fill in the blanks exercise, to ensure that they are still participating and engaging with the material. Before completing these activities, I would have pre-taught the required information through a variety of tasks including class discussions, videos and role-pay activities. Violeta Cumak, Lithuania Violeta Cumak, Lithuania In case want the student to reach for more or not to feel a loser, I would offer to them different type of activities and tasks. Of course in the very beginning need to recognize what type of intelligence the person is. Lidija Antolić, Croatia Lidija Antolić, Croatia I would make one activity easier and one activity more difficult to solve. After solving the tasks. There would be pair work. The high-skilled children help the low-skilled children. One activity would be group work. So children can develop their communication skills. Kata, Split-Croatia Kata, Split-Croatia I would give different kind of activities: listening activity, reading activity, calculating activity etc. The high-skilled children could help the low-skilled children with tasks. The tasks cuold be easy, medium and hard so everyone can do something. They can work at groups and at the end present their solutions of the tasks in front of the class. Ankica,Croatia Ankica,Croatia I would prepare different types of tasks, lots of exercise assignments and lots of independent work Re Re I believe I believe Sílvia, Portugal Sílvia, Portugal I believe that a good strategy will be to anticipate learning for students with more difficulty and to elaborate complementary tasks for those who feel that what they learn in the classroom is not enough and that they want to challenge themselves. On the other hand, either the teacher or the students can go to different learning environments where they feel more comfortable, for example, a library, using the computer / tablet / mobile phone, trying to relate the content in a day-to-day situation, seeing a film about it, seeking the help of another classmate or teacher for further support ... Isabel Carioca Isabel Carioca Portugal The two activities should be done in group work (each group has high-skilled and low-skilled learners) and each group choose how (time, support materials, place…) to make the activities. Massimiliano, Italy Massimiliano, Italy I would like to prepare exercises based on the characteristics of the students, favoring their positive aspects. Lucía, Spain Lucía, Spain I would try to do the first part of the class with all the levels and then I would separate them into the two different snows. They would be working in a group and I would attend to both groups equally. ort. ort. Pureza Pureza I would prepare different kind of activities and exercises. Lídia, Portugal Lídia, Portugal In a formal learning context, more exactly in the classroom I, as a teacher/facilitator, would have to bear in mind the fact that independently from their learning profiles, both the so-called high-skilled and low-skilled learners must reach the same goals in terms of formal learning at the end of the activity. I could, for example, try to plan the activity by means of a task-based methodology, within which both high- and low skilled learners would follow a set of tasks according to their interests, abilities and skills. Amongst the former, autonomy would be encouraged along with hints for further investigation, and follow-up suggestions; the latter would receive more detailled instructions and would be provided with glossaries; audio and/or visual help, among other possible supports. I, as a teacher, would plan to spend more time assisting this group (and make up for it by putting students in charge in the other group). Project-based teaching methods also prove themselves effective and make it easier for learners to contribute according to their learning style. Concerning this method, I have often implemented the Learning Station method in my classroom amongst DaF learners with quite good results. Dimitra, Greece Dimitra, Greece I would try to find a task and separate my classroom into teams in which there will be both high-skilled and low-skilled learners and the first part of the task will be for the low-skilled learners and the second part of the task will be for the high-skilled learners. The tasks will be bresented in the classroom by every team. By that way, the high-skilled learners could help the low-skilled learners as well as the low-skilled learners will not feel marginalised and incapable of completing a high expetance task. Charo /Spain Charo /Spain I would do a task with different levels of learning. Firstly, an easy level; before a medium level and finally a high level. So, each pupil would do until she/he could it. Demet YILDIRIM, Turkey Demet YILDIRIM, Turkey I would use the "Station technique" which I often use during my class. I would prepare different stations and group students for example; "drawing a picture station", "writing a song station" "creating a game station" etc. I would want them to work on their tasks with their group outside the school with the help of tecnhology (optional). Carla, Portugal Carla, Portugal Different types of tasks, with different types of goals and expectations that appeal to different types of knowledge, learning and intelligence. Tasks should have different degrees of complexity. Maria, Italy Maria, Italy I have prepared different kind of exercises for different levels of learning. Mirela, Croatia Mirela, Croatia I would try to include several type of tasks, so every student can choose their own task. If they wont, after finishing one task they can try task that is level up. Ayşin/Turkey Ayşin/Turkey this is really hard work.because I'm a math teacher and the level difference between the students in the class makes my job very difficult. I would try to make I would try to make the activities include not just cognitive aspect, but the other ones as well, such as spacial, kynaestetic, sensory etc. Cornelia Melcu Cornelia Melcu Task: Understand the written message. According with the type of learners Read and write learners write the story report. Visual learners create a graphic organizer of the story. Auditory learners give an oral report. Kinesthetic learners build a diorama illustrating the story. Learning environment: Break some students into reading groups to discuss the assignment. Allow students to read individually if preferred. Create quiet spaces where there are no distractions. Why? Group working would facilitate both high- skilled and low-skilled students. ÖZNUR/ TURKEY ÖZNUR/ TURKEY Learning, methods and techniques should be adjusted according to the speed of the individuals. Objectives and expectations should be determined accordingly. Students should take part in the activities. Class dynamics should be tried to synchronize Ángel, Spain Ángel, Spain There are no learning goals for all students, but rather the objectives and learning methods and speed are adapted to the individual. Vasiliki Psaridou/Greece Vasiliki Psaridou/Greece Working the last 12 years with first grade Elementary pupils, I personalise my teaching methods so often. I have prepared different kind of exercises for different level of pupils. I also spend more individual time for those who need extra help. Lucia Italy Lucia Italy Nowadays it is very difficult to motivate children's attention because they have a variety of interesting offers outside of school starting From sports clubs, multiple videogames....And so it is very difficult to find topics that can be shared, Perhaps it is good to come back to propose ancient things that for children They look really fabulous Sara, Spain Sara, Spain We usually have heterogeneous classes, so we have to deal with this every day. I tend to have open activities that everyone can complete to some extent, some will give a more elaborate answer, others will complete the activity giving in a simpler way. Sometimes it's also a good idea to have group work or pairs. Yıldız Yıldız I would encourage them to do some creative tasks to fin out the degree of their skills.ı would give them tasks with different alternatives , some easy some difficult. So that I can encourage them for a better result each day Ana, Portugal Ana, Portugal In my daily practice I have to deal with many different students with different "intelligences" , different skills and different interest. Sometimes I give them different tasks, other times I try to join them in mixed hability groupsor I simply let them suggest how they want to carry on that task . Another aspect which I find essential is that I recognise which student needs that "extra" support, a bit more attention or just a "well done". Silvia, Spain Silvia, Spain I encourage cooperative learning, pairing students so that they can help each other with the activities Claudya, Romania Claudya, Romania Peer work, team work. Antonietta, Italy Antonietta, Italy I DON’T NEED TO IMAGINE BECAUSE IT’S A DAILY ROUTINE: IN A LEARNING TASK I ALWAYS TRY TO ASK MY STUDENTS TAILORED PERFORMANCE IN ORDER TO CREATE COLLABORATION AND MOTIVATION. It often works but sometimes it doesn’t, so I have to redistribute activities. Elsa Ramos, Portugal Elsa Ramos, Portugal In my class I usually use peer work, one more facility to learn and one with more difficulty to understand. I use the best student as a tutor. Sometimes I use different activities for different students, but I try to go to their interested. For this, I use digital media, mobile phone and some web games. Hara, Cyprus Hara, Cyprus The activities will be planned according to each groups learning preferences. Some students may need audiovisual material while others may prefer text. Some may prefer to work collaboratively while others individually. Manuela Silva, Portugal Manuela Silva, Portugal Nowadays classrooms are learning environments where students must be perceived as unique human beings waiting for supporting conditions where they can fully develop their skills, abilities and enrich their knowledge of the world. In my daily teaching practice, I have to adapt activities to meet students interests or learning styles. It is very challenging to find instructional approaches that answer the needs of learners with a variety of aptitudes and learning styles preferences (the first video highlights this aspect quite clearly – students have different cognitive learning styles). As I teach English as a second language, I always try to vary my approach to the tasks. Recently I’ve been reading and analysing a text about studying abroad and discussing with them how this experience is enriching for students. I always try to bring to class texts that students can listen to (read by English speakers) so that aural learners can process the information in their preferred way but we also comment on the pictures that accompany the text so that visual learners can also participate and present their ideas. I try to ensure activities that are varied to accommodate learners with different cognitive learning styles. Besides adapting the comprehension questions for high and low skilled learners (which is relatively easy to do), the final product of our sequence of learning tasks may be different for each group of students. High achievers who have a more analytical and communicative learning style can do research work and roleplay a situation where two friends are planning to go on an exchange programme. In the same class, lower achievers can work based on the ideas in the text and prepare a list of advantages and disadvantages of going on an exchange programme; more creative students can elaborate a poster to persuade other students to have such an experience. I believe that by diversifying the final product we can engage students and make lessons more appealing. Melek GÖKSU /Turkey Melek GÖKSU /Turkey I can use more sophisticated disciplined teaching steps for my student with higher education level. but I have to explain the steps to my low-level student one by one and proceed slowly. Aida LS Aida LS I guess I'd change some questions so everybody reaches the minimum but those who can, get the most of everythhing Isabel, Portugal Isabel, Portugal In our days, most of us use different methologies in the classroom. But we also know that is difficult, the rules of school and the parent´s somethimes don’t let the teachers execute diferente activities. In this particullary case, i will make groups of students with different skills to equilibrate the activities solving . Žaklina Kvesić Croatia Žaklina Kvesić Croatia i think there is no needto imagine such a situation as it happens in nearly all of the teacher classroom everyday .I would arrange different groups according to their level. Dimitra Zorba,Gree Dimitra Zorba,Gree As a P.E. teacher i always create mexed groups of high skilled and low skilled students.So they can support each other.But sometimes i must personalized the activities and create groups with the same learning skills .I prepare different types of tasks. Stanley,Nigeria Stanley,Nigeria I would structure the task according to their learning abilities.The more skilled will have more complex and challenging task while the other group will get simplified assignment possibly with guidance. İSHAK KUR İSHAK KUR First, I explore their learning areas and intelligence types. I learn family status and physical capacity. I try to prepare learning environments suitable for their interests and abilities by putting them into learning projects. Despoina Amarantidou, Greece Despoina Amarantidou, Greece I will involve both collaboration and team work so that students feel safe. Feruze from Turkey Feruze from Turkey I create mixed grups and make the high skilled students to help the low skilled ones. YASİN TABANLI YASİN TABANLI KIRIKKALE-TÜRKİYE I use a lot of visual material to reach all students in the history class. take into account the interests and needs of the students. Lalitha India Lalitha India I would group them in a heterogenous group of high skilled and low skilled students. Students are more open to peers for learning and expressing their difficulties.(specially the teenagers ). Then have graded task , starting from the simplest to the toughest. Though the low skilled learner may not get in one go, his friends will devise a method to simplify to his reach. Carlos, Portugal Carlos, Portugal As a Math teacher this is my diary scenario. Every single class i have to adjust and personlize ativities. I usualy use pairs colaborative work ; speech to each other how they do; multi level exercises; tecnologies; vídeos; work with real materials; diary evaluation (progress and products) and a portfolio of seleted tasks. Simona, the Czech Republic Simona, the Czech Republic The high-skilled learner could be asked to help the low-skilled learner to understand a rule, explain things, correct mistakes. The high-skilled learner would have to find out how to explain things logically and understand links between things. The low-skilled one would ask questions that could motivate the high-skilled learner. Roberto Italy Roberto Italy I like peer group with one high skill and one low skilled. The best student can tutor the other and both can grow in different ways. On the other hand I face a lack of enough students with the skills of a tutor. An activity for high skilled could be to create an infographic. For a low skilled I would suggest to highlight relevant concepts in a document Ana Croatia Ana Croatia I have been trying to involve my students in various activities that one day will be useful skills - presentation skills, how to write a complaint, how to do research online finding proper pages and sites not only for entertainment purposes, i often demand in some tasks to email me their homework and to practise attaching documents for example. I struggle with collaborative learning watching in a group of 4-5 that only 2 are doing the hard work... combine tasks so tha combine tasks so that they could help each other and collaborate together HAKAN DOĞAN-Sivas_TURKEY HAKAN DOĞAN-Sivas_TURKEY I would try to organize some different homework to high levels and low levels by using some technological devices that they were interested. Neslihan, Turkey Neslihan, Turkey I can try to blend their skills. They can support each other. They can perform both personalized learning and collaborative learning. Fatma Banu Özbek/Tur Fatma Banu Özbek/Tur First of all,I couldn't make up a certain categorization for high and low skilled learners but I'll try to give an answer. I think one way is to provide different options for learners to choose from within the task. Also, as mentioned in one of the videos, I would expect different outcomes from different learners, expecting them to reach the same goal would be for vain Teach yourself and tell me what you find Teach yourself and tell me what you find Imagine a narrative unit: the reading and understanding of the actions of the characters. We have two groups of students: one with high reading and comprehension literacy and the other with low literacy. For the first group privilege the autonomous activities: reading, identification of the characters by physical portrait and by psychological or psychosocial portrait; recording of relevant narrative actions, interactions between characters, final meaning of each intervention. You can present the results in text, in theater or in a graphic slide. For the second group I propose: oral narrativity on the part of the teacher, the so-called retelling of the story, with challenge to the students to complete, fill gaps, both on the marks of identity of the characters and on the actions narrated, with a visual, in the picture, of the interactions between the characters. I suggest oral or schematic presentations of free choice José Machado First of all, at the First of all, at the very beginning of the year, I would apply different types of activities and get the info about each student's learning types. After that I would do group works and gather the students who have the same learning skills. On the other hand, in some activities I would mix those kids and let them figure out the best way they can. Fahrettin AKTAŞ, Turkey Fahrettin AKTAŞ, Turkey I think the best way is to offer a learning environment. Jagoda, Croatia Jagoda, Croatia There is no news that children are learning on different ways. The challenge is to find the way to facilitate them to reach their goals using their own ways ad powers. Ecem, İzmir Ecem, İzmir According to my own perspective, I will give the task to my students and set them free to do it in their own way. Because when I personalise it, then it'll be my task and my own personalised learning. If I categorised my students before the task, like which way they learn best and if I know which type of learners they are, then it will be that way. Halil SÜNBÜL TURKEY/OSMANİYE Halil SÜNBÜL TURKEY/OSMANİYE In two different students, I would make a difference. Teresa Lacerda, Portugal Teresa Lacerda, Portugal I didn't like the categorazition the students in "high-skilled and low-skilled learners". The third video show us a different perspective. Students and adults have different kinds of intelligence. So, one teacher must work with this in your own classroom. In my classroom I always have the tables arranged in a group and the students that are part of each group are quite heterogeneous. Thus, in the same group are students who have more difficult to learn, others more disinterested and others with more ease and interest in the subjects that integrate the curriculum of the discipline. At this moment I am teaching the theme "Extinction and conservation of species" and the work of the students is to be carried out as follows: - In each group, each student has a leading role, time keeper, materials organizer, responsible for the presentation, evaluator - that was chosen by the students according to their competencies; - The theme will be explored by members of the group as agreed between them and using resources that they find most interesting. For example, Internet searches of videos, articles, environmental advocacy organizations or through questions put to people who can give them information they deem relevant, including the teacher; - Students have to define tasks well and hold each element responsible for their execution; - In appropriate intervals, students have to gather the materials they have, discuss ideas to decide whether to continue along the same path, or make changes; - The final work is placed in the class portfolio, a Padlet, and is presented to all colleagues; - Finishing groups will have to comment and evaluate each other's work in Padlet. My role is to be constantly circulating through the groups to put questions and support what is needed. This is one of the ways I have found to be able to involve all students in learning the subjects of the discipline. Obviously, with this group organization I am fortunate enough to have the students tutor each other, helping themselves in the process of learning. Anita, Croatia Anita, Croatia 1.activity: -Visokokokirani disciple: Make a power point presentation about seed germination and plant growth -nisk-qualified student: Orally present how he sowed bean seeds and followed germination and growth 2.aktivnost: - Vocationally qualified disciple: graphically shows the growth rate of leaves and stems with growing conditions (air temperature, water .....) - a disadvantaged student: Practical work in the schoolyard is the task of sowing two seeds in the same living conditions (one dry and the old and the other healthy) in a notebook the lines of the days he noticed Raquel Santiago, Portugal Raquel Santiago, Portugal First of all, I usually sit a high skilled learner with a low-skilled learner on each table. I speak to them and explain that one can help the other. Specially in a foreign language class, this can work out well because students who know more vocabulary, for example, can help the others who are, sometimes, too shy to ask basic vocabulary. Secondly, I would probably give them a webquest, for example and ask them to work collaboratively or have them work on a project together so one would help the other, with my assistance or close attention if necessary. Lastly, I would like to refer that the second video about lost and confused students really resonates with me. We all know that sometimes we have students who are just not interested, maybe because they are not learning the way they prefer or the tasks are not directed to their type of intelligence. These students are happy to just let others do the work and they don't really participate and, thus, they aren't learning anything. In this situation, I would probably give the high skilled student a webquest or another type of task he could do independently; and try to give the low skilled student a task about the same topic, but I would try to work with him more individually. Obviously, this is difficult to do with large classes and I'm still struggling with some students and trying to understand them. So, the third video really touched me too. Ana Correia, Guarda, Portugal Ana Correia, Guarda, Portugal Students with different intelligences or with different learning abilities are the daily basis of any teachers’ work. In a primary English class, I would define different types of objectives, different kind of tasks, different timing and different assessment procedures, if possible different input sources according to the students, the class or the school characteristics. I would have exercises (oral or written) with different levels of difficulty or adapted to the kids’ interests/abilities, give clues according to needs, give room to activities with different stages of autonomy and build from that on. Spoken interaction differentiation is quicker to organize for me as we can build it almost as we go and there is a stronger sense of class and of common purpose. But preparing such personalised activities when there is a written format (even if they have an oral purpose) is overwhelming, not only to produce, but also to manage in class without losing track of the group. It is even more so if we are not dealing with a single class, a single school or even a single level in the same room (which is my context). The way I’m doing it right now doesn’t match the second video’s idea that personalized learning is about making things easier and “getting quality time” with students or “spend(ing) more time… engaging them”… Rosalba, Rome Rosalba, Rome Next week, after the end of the first term, we' ll organize a one-week period of recovery and empowering activities. This morning I told my high skilled students that in turn they will be engaged to be teachers to their lower skilled schoolmates: first of all they will present a lesson on the already studied topics to the class, presenting, in particular, the Mind maps and all the google presentations they have shared on google classroom; next they will work in groups implementing peer to peerr support. All the class accepted my proposal enthusiastically. Alma, Bosnia and Herzegovina Alma, Bosnia and Herzegovina I would ask them what is the best way according to their opinion to do or learn specific assignment and I will prepare those activities on that way. Same activities from other perspectives. Eduardo López. Spain Eduardo López. Spain With primary students you sometimes need to use miming, gestures o keywords to help them remember. With students having more problems to understand the lessons, you have to combine all kind of strategies, make the necessary adjustments, labelling is very good to boost memory, this way, you reinforce writing while fostering speaking. Raquel Martins Raquel Martins Content can be taught in different ways and using different materials. The main objective is that the strategies used take into account the students' individual needs and promote their success. I divided the class into groups, for example, giving the most qualified students tools to guide them in discovering, on a given topic, to construct simple questions to put the group of low-skilled students. This group of students, the poorly qualified, would freely research the subject, in the Library, on the web or even questioning adults about the subject. This group would present to the most qualified students what they discovered with the research they did, with an exchange of information between the groups. The group of qualified students would go through interactive games created for this purpose, using the Kahoot for example, question the students on the topic. Fun and interactive, everyone learned. Rute Vieira, Portugal Rute Vieira, Portugal Firstly it would set what the ultimate goal to achieve for both students. Based on this, it would propose differentiated tasks for each of the students. In the student with more difficulties it would be important to have recourse to material (in the case of mathematics, for example) and using day-to-day situations. For the student with great ease it would be important to give him the freedom to learn more if he wanted to go further. In this type of situations, I also use group work among students since the way to reach colleagues, the way they speak, the motivation ... are different from when I am developing a theme. Gamze, Turkey Gamze, Turkey In math lessons mostly I try to start with easy examples and go on more complex ones. Moreover let the students collaborate is an effective way. Sometimes I let high-skilled students to work with low-skilled students as groups. Mira, Croatia Mira, Croatia I believe that all teachers daily have such a situation. My way is to help students in group work by giving them tasks of varying weight, in individual work I also tailor assignments, give additional instructions, learners with writing and reading difficulties, help with instructions and adjust the weight of tasks. Paulo Almeida, Portugal & Belgium Paulo Almeida, Portugal & Belgium I would probably give them the same task. However, I would put them to work collaboratively, where the high skilled student would help the low skilled student in solving the task. In this way, not only the high skilled student would develop his / her competences in helping the other, but also the low skilled student could develop his / her competences, being accompanied by a tutor who speaks the same language and who can feel closer, in terms of relation and age level. I could do the same type of practice, but with different tasks. Zekiye KAFALİ, Turkey Zekiye KAFALİ, Turkey I think there is no need to imagine such a situation, as it happens in nearly all of the teachers' classrooms everyday. The best way, in my opinion, is to get them to communicate and collaborate. Thanks to peer work or group work and different activities, high-skilled learners can help low-skilled learners. Zvonko, Serbia Zvonko, Serbia I would give more difficult task for high-skilled learner and easier task for low-skilled learner. Seyhan yilmaz Seyhan yilmaz All students who have different intelligence have the same education because of our system.We hve to strugle to have any idea about stdent's intelligence they should be educated according to their speed of learning and interests Nurcan Korkmaz Karataş-Turkey Nurcan Korkmaz Karataş-Turkey My My students are learning better with the game Banu Güven, Konya/Türkiye Banu Güven, Konya/Türkiye First of all try to learn what kind of intelligence they have, then try to makke a task which contains knowledge according to their ıntelligence type Ana Teresa Gonçalves Ana Teresa Gonçalves I would give them diferent tasks. They should be adapted to their capacities. first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them Elena SpainThe s Elena Spain The students are different levels I would teach differents activities María, Segovia María, Segovia My school has a very wide range of diverse students: different cultural backgrounds, different economic levels, diverse ethnic groups, etc. In my first grade class I find kids already reading and others still struggling with recognising letters. That's why I like to present open-level activities, so the whole class can work on the same topic but at different levels, according to their capacities. Sanja, Croatia Sanja, Croatia I will designe different activitis trough group work so that high-skill learners help and support low-skill learners. Dan Sovan-Romania Dan Sovan-Romania Generally, our classrooms are extremely heterogeneous and numerous in terms of the number of students. Moreover, as a result of an inclusive education policy, we also have work with students with ESC. It is extremely difficult for an early teacher to find a way to optimize the teaching-learning process, but the didactic experience tells the word. First of all, a preliminary diagnosis of pupils' competencies should be made and, depending on the results, we will adjust the process and workloads on low, medium and advanced levels. Of course, for low-level people, remedial or recovery classes can be made, and other students can be trained to perform by participating in various competitions, school Olympiads. em differentiated work ta em differentiated work tasks Alina, Romania Alina, Romania Of course, give them differentiated work tasks Ali CEM Ali CEM It will be appropriate to assign tasks to all kinds of students according to their skills. Maria, Larissa Greece Maria, Larissa Greece I will make mixed groups with high and low skilled learners in each group. Irina,Latvia Irina,Latvia I would make these two learners work over. They can both split tasks as they wish. They can work together to help and support each other. Edita,Croatia Edita,Croatia I would create groups with fewer students and give them tasks of different level. Each student would have the chance to choose a task that he could solve. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Rosa M Reina (Spain) Rosa M Reina (Spain) Probably i will desing different activities in the same test. I will adapt to their abilities. Different intelligences, different teaching. Melita, Croatia Melita, Croatia It's an everyday situation. The classes are heterogeneous. I would do tasks of different levels, with different skills, where such a heterogeneous group would have to come up with a solution. They should also use the skills of the weakest one. Sara Sara I will use stratified and differentiated activities promoting collaboration among students. José Teixeira, PT José Teixeira, PT I must admit that I don't like to categorise my students in “high-skilled” and “low-skilled”, just because all of them have different skills, so the best strategy to personalise a learning task, in my opinion, is to encourage cooperative learning. Students should work in small groups and inside the group they have different tasks according to their skills. All of them should collaborate to accomplish the task. Rukiye/TURKEY Rukiye/TURKEY I would arrange different groups according to their level José María, Spain José María, Spain I understand that I shoul prepare activities that motivate first and foremost and then propose activities in which they feel more comfortable attending to their personal skills. Always with a common goal and with the help of a collaborative work. Madalena, Ponte de Lima, Portugal Madalena, Ponte de Lima, Portugal As an English teacher, grammar is usually an issue for students who are less analytical or are more prone to engage in activities in which they use their rather visual intelligence. In that sense, if I were to teach a specific grammar item, I'd start by showing the students a video (maybe a cartoon or a part from a TV series or film) in which the structure was being used; then after aknowledging the structure, the students would be able to choose between either practising that structure using a previously selected interactive online ESL site or draw their own cartoon on paper, creating a story with characters that would have to use the grammar structure in their lines. Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Güney /TURKEY Güney /TURKEY each student's interests are different so we should use different methods and techniques,flexible content and student reflection. Klaudija/Croatia Klaudija/Croatia Every student has the right to learning, only needs to adapt. We can work through group work so that better students help and encourage students with lesser abilities. Another way is to adapt working methods to students with reduced spouses. Carla Carla Every single day I have to adjust and find new solutions, what worked just the day before may not work the following day. Anyway, I'll give a simple example for a writing task in a mixed abilities class: some students receive a writing task with a bullet list with main ideas to develop (the scaffold) and always an extra bullet to suggest with his/her own idea; some other students will receive the task to write a story which begins with a given initial sentence, wider writing task Each child's developmental characteristics are different, differences should be considered. Each child's developmental characteristics are different, differences should be considered. Gonca Gonca I would teach different types of activities for understand how pupils learn easy. Fabiola Fabiola I think that the activities to personalise learning are: 1) the group work where the best guys can help others overcome their difficulty 2) individual paths where teacher helps the pupil to achieve the goals based on his skills Gülhan KIZILKAYA UÇUCU Gülhan KIZILKAYA UÇUCU I have to understand the level of students first. I can focus on what you can learn better and learn Marianthi Arvanitidou- Greece Marianthi Arvanitidou- Greece Teaching is very difficult because you have to faced with different types of students A high-skilled stude A high-skilled student can be offered more creative tasks, with many unknowns, but they can also compose problems that reflect some industrial processes or everyday life. Unskilled students happily solve the tasks in which they apply skill and less use memory and logic. Patrizia, Italy Patrizia, Italy Every day I am in contact with at least two types of students: really good but not motivated students, who sometimes call themselves bored, motivated students but with poor attitudes that reach satisfactory results with great effort. With such structured classes, depending on the subjects to be presented to the students, I use different strategies: 1) Group work: the group is mixed, that is, formed by particularly gifted pupils who work alongside students with difficulties to whom they propose activities to be presented through a report, presentations 2) Particularly gifted pupils monitor and support the activities of the weakest and help them overcome difficulties 3) Use of technologies that favor the creativity of the best but at the same time facilitate the learning of students with difficulty Elena Quiles Elena Quiles I think that in that particular case, I would group students in different teams mixing high-skilled students with low-skilled ones so that the former can help the latter. In addition, I would prepare an activity adapted to high-skilled learners and another one to low-skilled learners according to their abilities Salva. Spain Salva. Spain I would adapt a part of the activity for each of them. However, I would design another part of the activity so that they could work together taking into account the differences in each one of them. I believe that collaborative works help my students respect and value the differences between them as a positive aspect in social relationships. Elisa, Italy Elisa, Italy Different students with different strong and weak points: we have to face this problem every day and it is not so easy to find always a solution to get a good balance in the individual involvement. So for me it is enough to succeed in finding the right solution at least from time to time. For example I engage students in group work and I try to help each of them to do their best, for ex those who are very good at art will be asked to look for graphic solutions, those who can write very well will be responsible for the writing of the whole group's ideas etc. A later stage is for them to teach their mates what they can do better. I always present them a schedule with different phases they have to cover and this helps to Patrícia Campos, Portugal Patrícia Campos, Portugal For these two kinds of learners I could vary: - the way the tasks were presented, for example one could receive the instructions in a more formal way, for example a text and the others would receive a video or a audio recording, were teacher could use a more simple vocabulary; - the difficulty of the tasks; - the time given to complete each task; - the number of tasks; - the type of tasks; - the focus on evaluation (results vs. process). Hakan Can Hakan Can I join Lilia's idea. I would do such a practice. I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Lília, Portugal Lília, Portugal In order to truly personalize the learning environment for students, I first need to have a comprehensive understanding of my students. This means knowing their academic strengths and weakness as part of a complete learner profile that gives a holistic view of each student. As a teacher, I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Furthermore, I would suggest and provide a variety of activities, through viewing videos, listening to podcasts, view presentations, read articles or texts, participate in discussion boards online, etc. Throughout all the process, assessment is extremely important in assuring student success. The assessment process should be embedded within each lesson and used as a tool for immediate and consistent feedback. Students need some form of direction and timely as well as constructive feedback. Lejla Hujdur, B&H Lejla Hujdur, B&H I would create cooperatives groups with differrent types of tasks so every student can express themself in the best way. I would also use peer to peer learning. Leticia Gil from Spain Leticia Gil from Spain I would try to create cooperative groups in order to learn in a motivated way. Each child is different and needs particular attention so, as teachers, we should personalize our way of teaching taking into account their interests and abilities of learners. Claudia Italy 🐏 Claudia Italy 🐏 In my classes there are students with different skills and abilities. Every child is unique and unrepeatable. I try to enhance the different characteristics. I propose group work and games. Sometimes I use peer tutoring. i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs António, Portugal António, Portugal In all my/our classes it is as inevitable as life itself that there are different skill levels. In autonomous group activities I tend to create different roles and tasks. In some cases with the highest skilled ones tutoring/supervising the other students. Nilüfer Güreşçi Nilüfer Güreşçi I'd start by getting to know the interests and abilities of the learner. I prepare an education and training plan and activities that I can use in my interests. I ensure that a student with a high level of learning maintains his level of questions and activities to keep his curiosity and motivation going on. Rosa Barros, Portugal Rosa Barros, Portugal It is not necessary for me to imagine I have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners) because I do it on a daily basis. As a starting point, I must emphasise that I do not like to “label” my students as each one of them has different skills and abilities and it is by sharing and taking advantage of differences that our classroom becomes a healthy learning environment. In my classes, students help each other all the time, either in groups or in pairs, but in a peer-coaching/tutoring strategy, and at the end of each tasks, students share what they have done/learnt. Throughout the schoolyear, I try to plan diversified activities that involve all range of intelligences, interests and knowledge (being it the result of formal, non-formal or informal learning) so that each student can put the most of him into the class and engage in a collaborative lifelong learning process. But we are referring to a more formal learning activity, take for instance, a listening-comprehension task, I would plan a T/F exercise for the “low-skilled” learner and maybe a gap-filling or a completion exercise to the high-skilled one. João Teixeira, Portugal João Teixeira, Portugal I would give each student or group of students a different role and different tasks according to their levels, skills, abilities and interests. Each student/group will perform the task on his/their own way for the setting time or, depending on the aim of the task, for the time he/they need(s). All these activities would be supervised by the teacher or, preferably, by other students. Anita, Croatia Anita, Croatia The truth is that we are faced with the need to personalize learning every day. The intellectual abilities of our pupils vary and I find myself preparing one lesson in different ways so those with dyslexia or dysgraphia can follow my teaching. Sílvia Teixeira, Portugal Sílvia Teixeira, Portugal As experts, we do not need to imagine this kind of situation, because it happens every day inside our classroom, not necessarily based in high-skilled and low-skilled learners, but having in mind different students, with different interests, different intelligences, different needs… The best way to personalise learning is through “autonomous learning time” (Tempo de Estudo Autónomo – TEA). It is a situation where students learn to formulate goal, plan their learning process, identify resources of learning, select materials which are suitable for their ability and interest, choose and implement appropriate strategies to learn, evaluate their learning process and manage their time to learn, even outside the classroom. Esada Čirić-Delić Esada Čirić-Delić This is a reality in my country. We have mixed-ability classes with multiple intelligences and I like to include various activities to suite all those intelligences. Sometimes I change materials to suit, sometimes pair work is best and sometimes group work brings the results. Aslo Aslo Aslı Aslı I would divide the class into groups and give each student a different role according to their levels and interests. Then, I would assign them differnt tasks according to the pace of the lesson Teresa M., Spain Teresa M., Spain I'd have to adapt the activities: same format but different tasks for different learners for them to fulfil their capabilities. Leyla, Turkey Leyla, Turkey Making mixed groups with different intelligence and asking them to create a product by which each individual can take out his/her strength among others. Preparing and delivering personalized teaching/learning material and leading each student to a reachable goal would make them feel proficient. Heidi, Germany Heidi, Germany The best way to personalize a task in my opinion is preparing a project with a question. In a project every student works with its personal ability, at its own pace, in groups or alone. Erhan Erhan Yes, every students have different kind of intelligence. They can use them more efficently but teacher have to use not only his/her teaching method but also in a school . So every unit must bring different areas of interest (intelligence) in english. Teachers pay attention to this and organise their teaching method for their students. Eduarda Sousa, Portugal Eduarda Sousa, Portugal This is not an imaginary situation. It's truly part of teachers " daily struggle. So generally I divide the class in mixed level group so that the fast learners can help low level learners. My teen students just love this as it's easier for them to understand their peers' "lecture. I also try to give my high level students a bit of a challenge by working on their own and solving problems using for instance thei mobiles while I help the other ones. Bosiljko, Croatia Bosiljko, Croatia I will create groups with max 4 pupils in, and give them tasks with different level of complexity. probably I will explore their possibilities before... Each student will perform Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zehra Tuğçe Özgel, Turkey Zehra Tuğçe Özgel, Turkey I determine their needs, speaking both by doing survey. I prepare lesson plans for their needs along with the curriculum. Vida , Lithuania Vida , Lithuania For the purpose of studying the topic, the students are divided into groups and tasks of different complexity. Anca, Romania Anca, Romania I would divide the class into groups, same topic, different tasks. Temel Gövce Turkey Temel Gövce Turkey First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. All students work in the same Subject using different materials. If there were two activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (A High skilled learner with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pair to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity. I would implement group work strategy and try to apply myteaching steps for students'different skills I would implement group work strategy and try to apply myteaching steps for students'different skills D., Croatia D., Croatia This is an every day situation. Classes are heterogeneous. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Demet - Turkey Demet - Turkey Mixed groups can be created. Serge from Belgium Serge from Belgium Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zrinka, croatia Zrinka, croatia Divide them into groups or pairs and give them projects according to theirs skills. Something similar but different level activities. Brankica, Croatia Brankica, Croatia I would put them in a group to work on a topic together, and I would assign them various, personalized tasks and adjusted to their skills. They would have to cooperate and help each other, and I would also give them pair-work homework. Audronė, Lithuania Audronė, Lithuania I'd preteach a low-skilled learner, later they could work together and benefit from each other. Cláudia de Sousa, PORTUGAL, D Cláudia de Sousa, PORTUGAL, D This is what actually happens on a daily basis. Classes are heterogeneous and our work demands reflecting over this question regularly. In my opinion these two students obviously need two different approaches. The highly-skilled student is, normally, a more motivated student in a learning context because learning isn’t a difficult task, whereas the low-skilled student may be a less engaged one because he/she finds it difficult to keep up with what is being taught. This last student might feel lost, confused, may need more attention for many and diverse reasons. However, without knowing both students well, we can’t jump to conclusions this easily and we should definitely not decide over strategies without bearing in mind why they are being defined as high-skilled and low-skilled. In other words, is the high-skilled student so just because of his high grades? Does that mean he is highly motivated? And concerning the low-skilled student, are his grades low because he/she struggles with assessment and tests? Does that mean he/she is less motivated? According to what happens at school, teachers are expected to be more concerned with low-skilled students, because we would like them to get better grades. We tend to spend more time thinking about how we can help these in becoming successful as if high grades were synonym of success in life. Nevertheless, I defend that in both cases the key to help these students is motivating them towards different non-formal learning activities because in both cases each will have to undergo different processes at different their own pace. Learning is long-term process and this is what students are to be reminded regularly! Antonino, Portugal Antonino, Portugal In my opinion, personalizing learning does not necessarily imply assigning a task to each student. Herculean task for sure. However, you can assign different tasks to two different groups to work on the same topic. Strategy to implement: Group work in the design mode. The groups would be with a small number of students in order to enhance the collaborative and participative work; In the formation of the groups it would take into account the different intelligences / capacities forming heterogeneous groups; The project modality allows to maximize the capacities of each one because, with the constant orientation of the teacher, it is possible to demonstrate skills of the less qualified students, namely in the operationalization and more practical parts; This modality obliges the students to diversify their abilities and not always the most qualified academically they are in parts that leave its scope, like for example to organize a structure to present the final work. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Cecília, Portuga Cecília, Portuga I organized the class into work groups by proficiency levels, characteristics or similar interests, in order to create an excellent learning environment. It would do the same activity but would adjust the level of activity requirement to the actual ability of the students to allow them to succeed. Susana Carneiro, Portugal Susana Carneiro, Portugal I could use collaborative groups in PBL or a "menu" of tasks for the students to choose with the same goal (for example: research paper about sustainable projects around the world or ation plan to do at home and make the daily life more sustainable). Low-skilled? It depends on the skills you`re looking for :) Olivera, Montenegro Olivera, Montenegro Gathering children according to interests, needs and skills. Adapting activities that include reading and writing, for one group; and for the other group in the lecture I also insert digital media. Aleka, Greece. Aleka, Greece. It depends on various factors such as the age of the students, the kind and purpose of the activity, how well I've known them... Jorge Estrela, Portugal Jorge Estrela, Portugal Start teaching from the level at which the students are. This is why it is fundamental to diagnose knowledge, assessing the level of student performance, interests and learning profiles. When planning activities, take into account the profile of each student, so that everyone has an opportunity to learn, for those who present more difficulties and those who are already on the road to school success. There are some aspects to be differentiated in the planning and dynamization of activities: consider the students' learning style (visual, auditory, schematic); repeat the information, explain in other words; explain the topic in small groups; use activities that work the same theme for all students and adapt the level of difficulty; provide concrete material for the students with more difficulties; adapt the time of activities; diversifying the forms of production (text production, oral presentation, drawing, painting ); use facilities outside the classroom, such as the school library. more_vert Jasna, Croatia Jasna, Croatia I would divide the class into groups and make my students work on a similar but different level activities or a would connect high -skilled learner with low-skilled learner. High – skilled learner can help low-skilled learner. Hacı Ömer Erarslan Bursa-Turkey Hacı Ömer Erarslan Bursa-Turkey I would divide the class into groups and make children work on similar but different level activities. Feruze from Turkey Feruze from Turkey I make mixed small groups and give projects them and make the high skilled students help the low skilled one. CAMINO, ESPAÑA CAMINO, ESPAÑA Nobody will know the difference between both levels of learning between the students. Nobody will know the differences between the contents of the activities. I would be the only one to know about it. Students would work together, helping each other to understand contents of the exercises. I could help low-skilled and high-skilled learners in different ways at the same time. Sandra Oliveira, Portugal Sandra Oliveira, Portugal I woul divided students into small groups of 3 to 4 elements:groups of highly qualified and low-skilled students. I would provid them with a list of research topics, so that they chose the more interested one. then I would explain them the essential learning and objectives and contents of the activity. Students will research the theme and then present their work to the class. For the groups of low-skilled students I would provided them diferent level activities and guide them, if they want. It would give them more individualized support. In the end, thye also present the research results. All students would transpose their research into the learning journal. Jorge Conde Jorge Conde I would make the collaborate with each other in different tasks, allowing them to help each other. I usually give assignments and when students end their task they can go to other groups and support their colleagues. Sandra Gomes, Portugal Sandra Gomes, Portugal I could either ask the high-skilled learner to help the low-skilled one or choose to adapt the activities according to their skills/level. For instance, I could hand out a worksheet on a vocabulary topic we had studied in class and grade the tasks. Imagine it is a word search on technology. I could give it to the low-skilled student with the words he/she was supposed to find, whereas I wouldn't give this hint to the high-skilled one. Or I could just pair them and allow them to find the words together! If it's a reading comprehension exercise where students have to complete a sentence according to the ideas in the text, I can give the low-skilled learner options to help him/her complete it. Doinita B., Romania Doinita B., Romania I would use the "teacher method": high-skilled learners to teach low-skilled learners, and at the end I would provide feedback to both kinds of learners. Renata, Zadar Renata, Zadar In some lessons I always connect high-skilled learner with low-skilled learner. The task is that high-skilled learner found a way to teach other student thru discussion, drowning, explanation with their own words. After that, very often, low-skilled learners know better than after my explanation. Ana Paula, Portugal Ana Paula, Portugal Çölban-Turkey Çölban-Turkey I personalize teaching methods very often. I try to prepare activities according to my students' development processes, intelligence types and needs. I spend time with my students who need individual attention. Daniela, Italy Daniela, Italy I would divide the class into groups and make children work on similar but different level activities. Soraya, Portugal Soraya, Portugal I would probably try to adjust the activity to their personal interests. I would let them choose the way to get to the purpose of the activity. I would also let them choose how to present the results. sebahat yalçın,İzmir Turkey sebahat yalçın,İzmir Turkey I prepare the activities of the the learning task according to the learners' abilities,their preparedness about the task ,their intersets and also theirtype of intelligence. Sarah Mallia, Malta Sarah Mallia, Malta I would give a shorter task to the low-skilled learners and include some challenging tasks for the high skilled learners. I would use visuals , auditory and technology so that I 'll try to reach all sorts of many students at the same time. HEVAL DURAK MUĞLA TURKEY HEVAL DURAK MUĞLA TURKEY I personalise my teaching methods so often.I have prepared different kind of exercises for different level of pupils.I spend more individual time for those who need extra help. Lurdes - Portugal Lurdes - Portugal Let’s say that the task is “Asking for and giving directions”. For the high-skilled learners, the activity would be writing down all the instructions to get from point A (it could be our school) to point B (a hospital, for instance). For the low-skilled students, the task would be, using Google maps, drawing the way from A to B, according to the instructions given by their colleagues. Elsa Martins - Portugal Elsa Martins - Portugal After presenting the topic and showing flashcards to all the students at the same time I would ask some questions about the pictures. Firstly I would ask high-skilled and then ask the low-skilled ones so that they can listen to their classmates answers. For low-skilled learners I might whisper the words if they can't remember them or give them some answer clues. For other activities it could be in small groups with both high-skilled and low-skilled learners, collaborating throught the activity. If it is an individual task/ activity low-skilled students could have different stategies like matching exercises instead of open questions, fill in the gaps (with given words), true false questions. I usually to this for students with special needs. Sandra V. Sandra V. I would put those two learners to work in pair. They can split assignments as they want or they can work together, helping each other. Ş.G.Gundem/İzmir Ş.G.Gundem/İzmir I can set up working groups with children at different levels. They learn to work together. I can give you homework based on the children's level. Lina, CRO Lina, CRO Group work is a great way to help children with difficulties but also to motivate children with high skills. It can be a theme where children with difficulties can draw something or read basic text in book, and high skilled students can explore something more on internet. Berkant Berkant Some of my students are learning from the examples ,some of their classmates' group work.And some of learning a part of one to one work Nițescu Emilia-Elisabeta, Romania Nițescu Emilia-Elisabeta, Romania To begin with, I start with differentiated activities. For those with difficulties, I will have different tasks than those advanced. I will try to work on teams by using each other's skills. All of this will be accomplished without the pupils observing the difference between given tasks. Nilay Dokur, Turkey Nilay Dokur, Turkey I think the first step for the different learning levels of students for the same activity would be defining and categorising the student's intelligence types before the activity. For instance a brainstorming activity about the subject matter. Then I would prepare learning corners to let them perform their abilities. Paulo Alves - Portugal Paulo Alves - Portugal Group project based learning with both - high and low-skilled learners (lsl). They have to draw a plan and execute it with several tasks. The aim is the high-skilled learners help the low-skilled learners making them (lsl) aware of the "how-to" process. In future tasks, with those skills, they (lsl) can improve applying knowledge and get feedback from high-skilled learners and also from the teacher. I think that it should I think that it should Adriana, Romania Adriana, Romania It is important to work with both types of students and to let them feel they are equally important for the teacher and for the learning process of the entire group. I think I would, at a certain point, let the advanced ones "teach" the others in their particular manner and then ask for feedback. Marina, Zadar, Croatia Marina, Zadar, Croatia It would take them to nature and there would be activities for both of them. I would give them different activities - watching, calculating, climbing and it would be interesting for all. 9 9 Sanja, Croatia Sanja, Croatia I would give them a group project with different activities, for example calculate something, use technology, make a presentation so each student can pick which part of the task suits him best I I Göksel Ogalan , Manisa/Turke Göksel Ogalan , Manisa/Turke First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. If the high skilled student shows really great potential, I would start with more complex structures as I would do with the lower skilled one. If I would see that they can compete with the tasks , I would guide them by learning new and more complex structures and assure that they learn how to handle with the problems on their own way. Providing them opportunity to discover their own potential and being aware of own intelligence type. FátimaM, Portugal FátimaM, Portugal I would think of a very interesting, challenging, fun question and let my high-skilled and low-skilled students get to the answer through whichever way they prefer. Fatih TOPÇU/Türkiye Fatih TOPÇU/Türkiye For example, in the theme of mother's love, I would give a student the task of composition and the other a task of telling painting. Slađana Kristek Slađana Kristek I think it depends on the task. I would like that the student that is high skilled helps them that is low skilled. The low skilled sholud make set of questions and the other sholud explain the task. Lacramioara Cazangiu,Romania Lacramioara Cazangiu,Romania If students have a different level of training, I will prepare a lesson in which I will work differently. The same theme should be understood by all but by different ways of understanding. HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY First of all it can be accepted that personalise learning or instruction is very difficult to implement for teachers in large classes. Analyzing the class to find out who they are, what is their interest is important step when giving the task to high skilled and low skilled learners. Then I try to encourage my students to work in pairs. I give all of them the same project work and decide and collaborate with each other how to prepare and represent it. nurcihan,istanbul/Turkey nurcihan,istanbul/Turkey as an english teacherI usually try to personalise the learning task in my classes.for example at he end of a unit I gives tasks to low skilled learners writing about that unit topic or asking and aswering questions with their partner about topic but I want high skilled learners to prepare a sketch about new topic and act it out I would survey the s I would survey the students to identify styles first then vary the activities according to their interests - different activities but same But same learning objectives Ella, Croatia Ella, Croatia I would make a learning scenario with project based learning and flipped classroom. So both of the learners can in non-formal way, at own pace, do the activities Serap OZDEMIR ORUC Serap OZDEMIR ORUC I would give the same task to them. And I would let them to present their work by their own way: by drawing-painting, by using technology-making slideshows, by searching on the net or library and writing the results with hand or on computer, by presenting with a drama , by just talking about the topic/giving examples about it. Adina Geczi, Romania Adina Geczi, Romania Being different, they will be lost in the process if I won't be able to help them. So, for the same subjects I will create different learning activities. Using a rich set of methods I will find a way to make every student to understand what they have to learn. After that I will know how to elaborate the tests using different types of skills. Maija Maija I would start with a game or other activity that is interesting for both levels to get involved Latife Çeri,Turkey Latife Çeri,Turkey At first,İt is difficult for us because our educatıon system has to make our pupils similirazed.But we can change our by collobrative or group activity lessons and also we could adapt techonolgy to most of our lessons.This makes our lessons enjoyable... Nicolette - Malta Nicolette - Malta I would start by giving my students a task to work on in groups. I would spend some time observing them working together to get a clearer picture of the different types of learners. I would adapt the activity according to the abilities of the students using different types of questions which can help them grasp the learning task. Mehtap Öz Mehtap Öz Their differences make them unique.I would give the same topic and make them free.The results are not important,The most important is their own effort Mustafa Özdemir/Turkey Mustafa Özdemir/Turkey For both students, I would set up activities with technology that wouldn't be different from each other. Barbara Matysek, Poland Barbara Matysek, Poland I would try to prepare different activities for high -skilled students and different for low-skilled students. It is important to know your students well, to know their abilities. Low -skilled students would get easier exercises to make them feel successful and high-skilled more difficult to let them practice and learn more. A group work would also be a good idea because students can work together, decide what they can do , divide the work between each other according to their abilities and produce the final outcome. Željana, Croatia Željana, Croatia I "m testing my Students which tipe of inteligence they are and then I try to show them the best ways of learning and the methods Mmmo Mmmo Mmm Mmm Monique Malta Monique Malta I would first gather evidence on what my learners know visa vis the topic being discussed. The next step is to prepare engaging material within the learners abilities. Mia Mia I would make a same task but with different activities, different kind of question, different methods etc. For example, today i have worked rythm with one class and there were 3 students with special needs. I gave them easier task and they answered correct. That was great because they were so happy and I was happy, too. Dilay Dilay I would differentiate the activity types according to learners' intelligences and levels. To do this, I should know my students very well. h-skilled and low-skilled h-skilled and low-skilled learners). What would you do? Adela Gabriela Adela Gabriela I am testing my students to know what kind of learner they are. Using Gardner Theory about Multiple Intelligences... Marina Molla, Greece Marina Molla, Greece Gardner' s "Theory of Multiple Intelligence" suggested that we all have different kinds of "intelligences". As teachers we have to try and find our students' abilities and talents and adjust their learning tasks to these: Visual-Spatial Intelligence Linguistic-Verbal Intelligence Logical-Mathematical Intelligence Bodily-Kinesthetic Intelligence Musical Intelligence Interpersonal Intelligence Intrapersonal Intelligence Naturalistic Intelligence Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Sanja, Croatia Sanja, Croatia I'll try to make task about what they're interested in. Before doing it, I'll talk to students and try to find out what are their intereses. Karela Georgia Karela Georgia At the beginning I will try to understand how they want to work. I will prepare activities for both kinds of learners. Cristina Cristina First of all I have to actually 'read' the class so as to find out at what stage they are and also who is who: high or low skilled (assuming they are all in the same class) Then, maybe instead of two different activities, as time is not much, I would opt for 2 different ways of presenting the same activity. As referred in the second video, once in the classroom we have to sense the kind of student we have before us, which is not easy, specially with big classes. I would start by using my regular approach and 'feel' how the class reacts to it. Then I would definitely use a web tool to either a) make the activity more visual b) foster the students interaction c) Provide some movement to the class (literally have them move around) The students would then have the chance to try out their different ways to LEARN. Annibale, Italy Annibale, Italy First I analize the type of audience, after I start to find different tools and I prepare 2 activity with different tools. I test it, I maje some change and after I will have the two activities Sibel Akyılmaz Ateş,Turkey Sibel Akyılmaz Ateş,Turkey I would prepare different types of tasks, lots of exercise assignments and lots of independent. Sevda ER-Turkey Sevda ER-Turkey All students work in the same subject using different materials. a more demanding then i would started with the simple one for all and then i would created pairs to callaboarate for that . Angelo, Rivoli, Italy Angelo, Rivoli, Italy It depends on the learning task. If it consists, for example, in memorizing obligatory contents, then it is necessary to seek together the modality that most facilitates each student, perhaps with the help of ICT. If, on the other hand, the task consists of a project without rigid constraints, then it can be tailored to suit the preferences of each student. Laurrie, Ro Laurrie, Ro I would give them a group task (e.g. project), that might involve both kinds of ss - I would appoint a leader who would lead the group and assign roles: weaker ss might be good at drawing, others might have other good sides. Thus, they all get to collaborate and do sth together. Adeviye Alcıl Turkey Adeviye Alcıl Turkey Observing individual differences is very important.I try to make my students more difficult to understand issues.If we plan the teaching with different visual and audio tools we consider individual differences. Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey I prefer to practice learning and field trips by doing it for the highly qualified low skilled student. I can apply a personalized learning method with question answer method according to the interest of children. Fatma AVCI, Turkey Fatma AVCI, Turkey each of my students have different learning pathways. They have different interests and perceptions. I take this into account Fernando Mota, Portugal! Fernando Mota, Portugal! Above all, we will always have to respect the needs of each student and their differences. In view of this, I think that different learning plans should be drawn up, depending on the case, that is to say, for a highly qualified student, a plan for the development of their skills should be drawn up, whereas for a low-qualified student a recuperation plan. In one case as in the other, with the existence and application of this type of plans, we can better follow the development and the progress of these students. Therefore, a certain topic will be taught differently, taking into account the differentiated characteristics of the students. For the highly qualified students, in addition to the explanation of the concepts, you will be presented with information sheets to deepen them, with exercises of a higher degree of exigency. For the students with little qualification beyond the explanation of the concepts, you will be presented with information sheets explaining them, with exercises of lesser degree of exigency. Adília, Portugal Adília, Portugal In many schools teachers have to work with very large classes, with 30 students, which makes it very difficult to personalise learning or instructions. I like to encourage my students to work in pairs, but it sometimes takes a lot of time, specially if they all choose to present their work. The aim of the learning task would be to describe different types of family. I would encourage them to work in pairs, so that high-skilled and low-skilled students collaboratively could reach their goal. They would have the opportunity to help each other. Then I would give them the chance to submit their work using the format that best suited each of them ; which means that instead of only submitting a short written description, one of them could in fact submit the written essay, but the other could choose a drawing that he would afterwards present to the rest of the class. At the end I would encourage peer-to-peer assessment using pre-discussed criteria. Derya Ümüş CEM, TURKEY Derya Ümüş CEM, TURKEY I give the two different tasks to both students according to their fields of interest and skill. Massimiliano, Italy Massimiliano, Italy For a struggling student iI agree assigned a question card with multiple answers. Aurora, Slovenia Aurora, Slovenia I think that to give each one a different task is the easest way, but I would like to make them work together and to make them realize that together the result is better, greatter and that they feel better. Emma Giurlani Italy Emma Giurlani Italy I totally agree with what Athanasia says . I often make the same as she says with my classes.I try to change often the peers and I ask my students to collaborate to solve more complex activities and tasks.As Maria Helena says we also have the same problem in Italy.We have very big classes and sometime it is not very easy to personalise the activities. But I found a great help with eTwinning projects .The activities are tailored to give each project partner the opportunity to collaborate and to "grow" with the others. As Athanasia says I ask the group to choose their "speaker" among the weakest ones in order to help them becoming more self confident . This way they can improve their skills and abilities both by deepening their knowledge with the help of their group mates and reinforcing their competences Marina Molla, Greece Marina Molla, Greece Athanasia, Greece Athanasia, Greece All students work in the same "subject" using different materials. If there were 2 activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (1 advanced with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pai to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity (meaning that the capable student wouls not just do the job but would be interested in explaining and helping his/her partner, too so that he/she is capable to present the pair's work to the rest in the class) Maria Helena, Portugal Maria Helena, Portugal Context: In Portugal, in secondary schools, one of the problems we have to face daily are classes with many students (26-30 students) that make “personalized instructions” as Randy Bass said quite difficult. So I tried to find some activities that could be implemented without much fuss. Aims: - Improve listening and oral skills - Enlarge vocabulary related to the environment Main activity: 1. Listening to two people speaking about environmental problems and completing a cloze text. 2. Identifying the problems. 3. Suggesting solutions for the problems presented. 4. Presenting the solutions to class. Resources and Materials: Handout with exercises Low-skilled learners: Exercise 1: A cloze text in which all the missing words are given, but they are presented jumbled in a box above the text. Exercise 2: Pictures of the environmental problems with name tags are shown and they have to choose the ones they have heard in the listening text. Exercise 3: Several solutions are presented and they choose the ones they think are appropriate or add others they can think of. (They may use online dictionaries to check for unknown words in this exercise.) Exercise 4: They choose a problem and possible solutions and present it to class. (In this oral presentation they can organize it as they see fit and be creative. These students may also take some notes to look at - similar to a TV program host. However, they musn´t read them out to the class.) High-skilled learners: Exercise 1: A cloze text which they have to complete with what they hear in the listening text. Exercise 2: Completing a table with all problems mentioned in the listening text. Exercise 3: Gathering solutions they think are appropriate for the problems. Exercise 4: They choose a problem and possible solutions and presented it to class. (In this oral presentation they can organize it as they see fit and be creative.) Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Sofia Tsigara, Greece Sofia Tsigara, Greece In kindergarten school , I use different types of activities. For example, drawing and constactions. Sara, Portugal Sara, Portugal A development activity would be the demographic, economic and social research of an African country. For a struggling student, he assigned a question card with multiple answers. Clara, Italy Clara, Italy I do this everyday. I try to prepare different kind of input for the same content. Images, videos, audiofiles, schemes, mindmaps so that my action can meet tha different ways of learning. Then I ask to do graduated activities. Everybody start from the simplest. At the end, the most capable does a pair activity to help the weakest student to go up a level. At the very end, an activity of higher level to let the most capable students express themselves how they want. Iva,Croatia Iva,Croatia I will prepere different types of activites and methods for them. Also we must adapt learning to each of them. Iva,roatia Iva,roatia Selda Türkarslan, TURKEY Selda Türkarslan, TURKEY I would differentiate the activity by using some scaffolding structure, giving some help or example for low-skilled learner. Konstantinos-Greece Konstantinos-Greece We must adapt learning according to the level of pupils and their interests. high-medium-low goals. Nieves, Madrid Nieves, Madrid I would differentiate the activity to meet the needs of these two kinds of students. It could be differentiation based on ability or in students’ personal interests, allowing them to create something based on their different kind of intelligences. Grazia P., Italy Grazia P., Italy If the activity can be assigned in such a way that the two students work collaboratively, I think I would design a type of work in which both can test themselves, each with their own peculiarities and taking responsibility for carrying out their part. In fact, collaborative work allows to assign different roles. For example, one might be suitable for the student with the lowest level in writing, but at a higher level in the creative and design side of the activity. On the other hand, the best student in writing could perform the part of research and writing of the text. Let's say that it depends on the activity. I believe that no one is a genius in everything and even the less good students have propensities towards activities that can perform better than the so-called good in the class. Andrada, Romania Andrada, Romania I think that a teacher can use different types of activities suitable for many kinds of students and intelligences Paola T., Palestrina(Italy) Paola T., Palestrina(Italy) I'm Art History Teacher in the Secondary School. I’m teaching through ICT(padlet, tes teach, thinglink...) Digital learning resources support information processing by helping students to develop mental representations through the mix of media elements presented to them. mihaela, Romania mihaela, Romania The Conscientious Student would ask him to further document a notion that he was interested in during the lesson and to present to colleagues some interesting aspects related to that notion. The student who learns more slowly would ask for the lesson already taught by synthesizing it in some key concepts. Ana, Portugal Ana, Portugal I think I could plan a learning task composed by two activities. Each one of the activities would be focused in different ways of learning, so that they could reach the needs and interests of each one of the students. In the end I would ask students to present their results to each other and to join in both activities, once they would be a complement of each other. This way the students could understand that different ways of learning can help one another to create a more complete learning task. Carmen, Leon Carmen, Leon In general terms, I organize all my activities (I teach languages) in two different levels;if for example,we are learning a particular verbal tense,I have a set of exercises prepared for those who may need more time to learn it. Sometimes I don't need to use these extra exercises because they are able to understand it easily but should the need arise,I always have them within reach. Most times,what I really need are extra activities for those who go a bit ahead of the rest; these students are too quick and ,if I don't want to "lose" them, I have to offer them more difficult alternative tasks. Catherine, Ireland Catherine, Ireland As a history teacher, I often get students to write essays on historical figures. I generally have two activities prepared for students. For the more able students I provide them with a rubric to follow when writing their essay. For students who struggle with this task, I provide a fill in the blanks exercise, to ensure that they are still participating and engaging with the material. Before completing these activities, I would have pre-taught the required information through a variety of tasks including class discussions, videos and role-pay activities. Violeta Cumak, Lithuania Violeta Cumak, Lithuania In case want the student to reach for more or not to feel a loser, I would offer to them different type of activities and tasks. Of course in the very beginning need to recognize what type of intelligence the person is. Lidija Antolić, Croatia Lidija Antolić, Croatia I would make one activity easier and one activity more difficult to solve. After solving the tasks. There would be pair work. The high-skilled children help the low-skilled children. One activity would be group work. So children can develop their communication skills. Kata, Split-Croatia Kata, Split-Croatia I would give different kind of activities: listening activity, reading activity, calculating activity etc. The high-skilled children could help the low-skilled children with tasks. The tasks cuold be easy, medium and hard so everyone can do something. They can work at groups and at the end present their solutions of the tasks in front of the class. Ankica,Croatia Ankica,Croatia I would prepare different types of tasks, lots of exercise assignments and lots of independent work Re Re I believe I believe Sílvia, Portugal Sílvia, Portugal I believe that a good strategy will be to anticipate learning for students with more difficulty and to elaborate complementary tasks for those who feel that what they learn in the classroom is not enough and that they want to challenge themselves. On the other hand, either the teacher or the students can go to different learning environments where they feel more comfortable, for example, a library, using the computer / tablet / mobile phone, trying to relate the content in a day-to-day situation, seeing a film about it, seeking the help of another classmate or teacher for further support ... Isabel Carioca Isabel Carioca Portugal The two activities should be done in group work (each group has high-skilled and low-skilled learners) and each group choose how (time, support materials, place…) to make the activities. Massimiliano, Italy Massimiliano, Italy I would like to prepare exercises based on the characteristics of the students, favoring their positive aspects. Lucía, Spain Lucía, Spain I would try to do the first part of the class with all the levels and then I would separate them into the two different snows. They would be working in a group and I would attend to both groups equally. ort. ort. Pureza Pureza I would prepare different kind of activities and exercises. Lídia, Portugal Lídia, Portugal In a formal learning context, more exactly in the classroom I, as a teacher/facilitator, would have to bear in mind the fact that independently from their learning profiles, both the so-called high-skilled and low-skilled learners must reach the same goals in terms of formal learning at the end of the activity. I could, for example, try to plan the activity by means of a task-based methodology, within which both high- and low skilled learners would follow a set of tasks according to their interests, abilities and skills. Amongst the former, autonomy would be encouraged, along with hints for further investigation, and follow-up suggestions; the latter would receive more detailed instructions and would be provided with glossaries; audio and/or visual help, among other possible supports. I, as a teacher, would plan to spend more time assisting this group (and make up for it by putting students in charge in the other group). Project-based teaching methods also prove themselves effective and make it easier for learners to contribute according to their learning style. Concerning this method, I have often implemented the Learning Station method in my classroom amongst DaF learners with quite good results. Dimitra, Greece Dimitra, Greece I would try to find a task and separate my classroom into teams in which there will be both high-skilled and low-skilled learners and the first part of the task will be for the low-skilled learners and the second part of the task will be for the high-skilled learners. The tasks will be bresented in the classroom by every team. By that way, the high-skilled learners could help the low-skilled learners as well as the low-skilled learners will not feel marginalised and incapable of completing a high expetance task. Charo /Spain Charo /Spain I would do a task with different levels of learning. Firstly, an easy level; before a medium level and finally a high level. So, each pupil would do until she/he could it. Demet YILDIRIM, Turkey Demet YILDIRIM, Turkey I would use the "Station technique" which I often use during my class. I would prepare different stations and group students for example; "drawing a picture station", "writing a song station" "creating a game station" etc. I would want them to work on their tasks with their group outside the school with the help of tecnhology (optional). Carla, Portugal Carla, Portugal Different types of tasks, with different types of goals and expectations that appeal to different types of knowledge, learning and intelligence. Tasks should have different degrees of complexity. Maria, Italy Maria, Italy I have prepared different kind of exercises for different levels of learning. Mirela, Croatia Mirela, Croatia I would try to include several type of tasks, so every student can choose their own task. If they wont, after finishing one task they can try task that is level up. Ayşin/Turkey Ayşin/Turkey this is really hard work.because I'm a math teacher and the level difference between the students in the class makes my job very difficult. I would try to make I would try to make the activities include not just cognitive aspect, but the other ones as well, such as spacial, kynaestetic, sensory etc. Cornelia Melcu Cornelia Melcu Task: Understand the written message. According with the type of learners Read and write learners write the story report. Visual learners create a graphic organizer of the story. Auditory learners give an oral report. Kinesthetic learners build a diorama illustrating the story. Learning environment: Break some students into reading groups to discuss the assignment. Allow students to read individually if preferred. Create quiet spaces where there are no distractions. Why? Group working would facilitate both high- skilled and low-skilled students. ÖZNUR/ TURKEY ÖZNUR/ TURKEY Learning, methods and techniques should be adjusted according to the speed of the individuals. Objectives and expectations should be determined accordingly. Students should take part in the activities. Class dynamics should be tried to synchronize Ángel, Spain Ángel, Spain There are no learning goals for all students, but rather the objectives and learning methods and speed are adapted to the individual. Vasiliki Psaridou/Greece Vasiliki Psaridou/Greece Working the last 12 years with first grade Elementary pupils, I personalise my teaching methods so often. I have prepared different kind of exercises for different level of pupils. I also spend more individual time for those who need extra help.

Marina Stanojlović Mirčić, Serbia

marinastmircic — 2019-02-04 00:29:26 UTC

I will prepare different tasks for both groups of students. For example, while some students are talikng with their peers via Skype on the chosen topic, others can make a presentation about it.

Dan Sovan-Romania

sovan_dan — 2019-02-04 06:26:22 UTC

Generally, our classrooms are extremely heterogeneous and numerous in terms of the number of students. Moreover, as a result of an inclusive education policy, we also have work with students with ESC. It is extremely difficult for an early teacher to find a way to optimize the teaching-learning process, but the didactic experience tells the word. First of all, a preliminary diagnosis of pupils' competencies should be made and, depending on the results, we will adjust the process and workloads on low, medium and advanced levels. Of course, for low-level people, remedial or recovery classes can be made, and other students can be trained to perform by participating in various competitions, school Olympiads.

Lidija, Croatia

2019-02-04 07:27:24 UTC

I would give the students two groups. An advanced group will have harder tasks. You need to collect data from the internet and process them. The second group should process the data from the encyclopedia. Both groups finally presented their work through posters that can be made on Lino.

Julijana

julijana_novakovic — 2019-02-04 07:56:01 UTC

I define the problem for the lesson, share tasks and form a group using random selection.
Tasks for high-skilled learnings: to prepare activitis,
to lead/manage your group activities, split tasks into several smaller tasks.
All student work together and help each other.

Maria Luisa, Genoa, ItalyI think that for a good lesson it is important to know well their pupils and know what their needs and their ways of learning are and their interests.

2019-02-04 08:05:49 UTC

Beatriz, Spain

2019-02-04 09:03:07 UTC

I often resort to group and pair work, as students usually feel more at ease when working with their peers, and I also plan extension and reinforcement activities for each didactic unit

Ana Rita Silva, Portugal

anaritamaia_silva — 2019-02-04 12:16:31 UTC

Recently I finished the unit of energy in the discipline of Physics. I have students with different learning rhythms, as well as with different expectations regarding the learning itself. I used collaborative project work to try to work around this problem.

The goal was to construct a sealed foam roller coaster, where a marble was able to travel the 4 meters of "gutter" without ever ceasing to be in contact with it, reducing speed rather than abrupt stop. Students would come into contact with the terms Kinetic Energy, Potential, Friction, among others.

The most qualified students were able to improve their learning and their proficiency by helping other less qualified students and were able to refute and correct any mistakes made by the less qualified students. At the same time, the less qualified students understood the concepts better, because the language between peers was more similar.

Ivo Cruz, Portugal

2019-02-04 12:50:44 UTC

In order to engage both students in a task were their skills can be fulfilled I would create a task with different parts. Some parts to low-skilled and other parts that require a higher level of skills and then make the students to work in a collaborative way to solve the challenges together. Of course this requires time to prepare, to idealize and good teacher supervision.

Sandra Viana, Portugal

sandravian — 2019-02-04 15:27:00 UTC

I love putting students in groups and these groups are always made randomly (I use a digital platform for this). They are divided in groups and they are all important to the group. If they have to write a collaborative text, for example, all contributions are valued and discussed in group. Each student can give his opinion, can express his ideas and interests, can share his knowledge with his peers, can express his uniqueness... At the end the group presents his collaborative work and no one is alienated because they were all engaged during the activity.

Birgül Ç.- Turkey

birgulcelikler — 2019-02-04 17:01:16 UTC

Actually, I always feel lucky about teaching Physics both high-skilled and low skilled students due understand physics concepts depends on many types of intelligence.

First of all, I was planning my lessons all kind of students but differentiated in details. Let say that our objective is sight of eye. I was dividing my students in groups. I asked them to research about sight, image formation and image formation on camera vs. and to prepare their research in different types of homework such as visual (photos or videos), paper, audio or creative limits of them. After research, I gave them a hands on activity about image formation and sight of eye. To differentiate this lesson for high achievers, I may put in a little bit mathematical calculations. In Turkey, our low achievers have lots of trouble in math. If I gave the idea that physics can be learned without mathematics as concepts, I would make my students are successful in Physics lessons.

Dulcínea Almeida

2019-02-04 17:07:11 UTC

Laura

lauraelenaburcus — 2019-02-04 17:12:33 UTC

First. I will observe my students and their abilities and type of intelligence. Then, I will make mixed groups (high and low skilled), but with different type of intelligence. The task will be diversified: some of them will observe, some will research, some will synthesize, some will write a mini-theatre play and other will play. Finally, some can draw some pictures inspired by the theme.

Inge

ingedc — 2019-02-04 17:21:21 UTC

I would split the learning task in several activities where they can work on cooperating in mixed teams. I would ask them to divide the tasks between the participants. Some of the tasks are obliged for everyone. Other tasks they can choose. I prepare tasks that activate different intelligences of the students. In that way I try to personalise the learning taking care of their personal learning needs.

Maria Pace

2019-02-04 17:34:45 UTC

I would include a collaboration task in which students with different level of abilities can work together. This is important so as to have children learning from each other and understanding and appreciating each other. I would also include differentiated tasks in which students can work individually. Such activities will tally with the students abilities and learning preferences.

Ana Nunes, Portugal

accnunes — 2019-02-04 17:44:54 UTC

I am a language teacher and a typical learning task is to learn new vocabulary on a particular topic. When I introduce a new topic I always use visuals – flashcards, either on paper or digital, realia… One activity that I usually use is a game in which we put the flashcards on the board (or put up the pictures on the interactive board), then one student will stand next to the board and another one will say one of the words/chunks of language that we are learning and the student has to point to the correct picture. This is quite easy, everyone wants to participate (they particularly enjoy having me “special” pointer to point to the flashcard), the high-skilled learners are engaged because I usually asked them to demonstrate first and the low-skilled ones feel this is something they can do and as they get more confident they want to do something more than just point, they want to say the words for other students to point to. I also include word games, for the low-skilled learners I include activities such as word searches and crosswords for the high-skilled ones. But they can choose from the variety of activities that I prepare those that they want to do.

Mehmet ERÇAKIR,TR

caglayanuniv — 2019-02-04 19:06:14 UTC

first i think students skills and their learning ways for exp: drama, games, study with objects etc.
and then i prepare a plan include strategies for all my students. for exp; in math subject symmetry- a student may want to search symmetry in nature, other one may want to search symmetry in inventions, other one may want to work with objects and draw their symmetries.

Gülseren Kalafat, Ankara

gulserenceylan — 2019-02-04 19:07:13 UTC

As a English teacher, if I need to teach vocabulary, I'd give different wordsto low and high leveled students according to their intelligences and the pace of learning. For instance, for the low leveled learner, I'd give little bit easier words at least to keep in their minds and/or learn. For the high leveled students I'd. give higher level vocabulary to learn then teach. I'd tell them after you're sure about having learned those vocabulary to teach those each other in a way that they want. They could use songs, videos, ppts, flashcards etc. I'd leave that choice to them.

Ignacio / Spain

imonclus — 2019-02-04 19:28:38 UTC

It would be interesting to work in groups so that the most skilled could help the less gifted.

But I would also like to create a working group for the most gifted to develop their full potential.

Dana, România

danapunei — 2019-02-04 19:31:33 UTC

I would use collaborative learning activities.

Madalena Figueiredo, Portugal

mmafg — 2019-02-04 19:56:10 UTC

I think the best strategie is join the two students and give them the task, so the brigter one will support the other and the two of them will learn better. We've been told the best way to learn is teaching...and, as a teacher, I think that's true.
We can, also, on a group work, try to choose different kinds of "intelligence" and let the students explore the subject on their way, by writting a text; drawing; dancing; singing; talking, etc.
I agree with the teachers who talks in the videos - the problem is the system that makes us the instrument of massive teaching, which isn't good neither to the students, nor the teachers.

Vicky Greece

091083 — 2019-02-04 20:14:03 UTC

It' s a usual difficulty in a class.children work with groups.Every group has high skilled and lowskilled learners.In this way children help each other and express ideas.

Sadık Çalışkan

sdk44drk1 — 2019-02-04 20:19:54 UTC

Preparing activities appropriate to their level

Montsse, Spain

4edplastica — 2019-02-04 20:27:35 UTC

Firstly I would ask them about their interests, observe their skills, their strengths and weaknesses. Then, I would prepare different level of activities in suitable way their levels but with the same objectives. For instance, to high-skilled students tasks with many questions that they would guess and look for by internet. And to low-skilled learners through guided activities, more concrete proposals in order to encouraging them to carry on, learning during their process and stimulate their learning.

Alina, Timisoara

alinajucuti — 2019-02-04 20:35:02 UTC

Romania
I think is necesary to prepare diffrent activities dor students, but I encourage to colaborate,to learn from each other, to understanding and appreciating.

Silvia, italy

2019-02-04 20:38:38 UTC

A task more tradizionale (Reading and writing) and a task more creative (example play or create a book or a game).

Esther from Spain

estheriitawork — 2019-02-04 20:46:17 UTC

I would group my students in cooperative groups so that the multiple intelligences would exist. For example, in groups of four there would be a student with emotional intelligence, verbal intelligence, logical intelligence and creative intelligence. So that for the task, they can all take part in taking the role of what suits better for them.

Remzo

2019-02-04 21:07:57 UTC

I will try to join both of them.It is very important when they share their knowlagde.

Adina, RO

2019-02-04 21:44:49 UTC

I would find tasks for working in pairs - high skilled+low skilled - thus they can brainstorm, reflect and motivate each other;

Amelia De Chiara, Italy

amelia_dechiara — 2019-02-04 22:16:54 UTC

A project base learning activity can be useful to engage different kind of learnears: splitting the class in groups, each group is formed by different kind of learners/intelligence, each member has a task according to his/her attitude, all the members work together to reach the final task.

Celeste, Portugal

mcelramos — 2019-02-04 22:30:17 UTC

I would prepare 2 types of exercises - simpler and more difficult, so that everyone would be included.
I could also use a pair work trying to join a good with a not so good student so as to collaborate and the better one would help the other one.

Teresa, Lisboa

2019-02-04 22:37:58 UTC

I like give them a photo about the new theme. In groups the 4 students they think about words related with the picture and new theme. After someone go to whiteboard and start load all the words and doing a draw, or scheme. All students are engage and they like it.

Ivanka, Croatia

ivanka_cvetko — 2019-02-04 23:11:59 UTC

Adjust activities with respect to student skills, divide students into teams, and give them brief and clear instructions how to jointly solve problematic tasks

Nicoleta Ro

2019-02-04 23:35:54 UTC

i put the students with high skilled to explain to the students with low skilled the solution of learning task

Ronel, Phillippines

2019-02-05 05:50:06 UTC

I will group the students in a more collaborative manner such as peer tutoring so that the high- skilled will have to low-skilled to work hand in hand according to the problem they encountered

YASİN TABANLI

2019-02-05 06:54:37 UTC

I planned two different learning events. I would prepare my lesson plan in this way and try to be effective.

Letizia, Italy

letiziaandreozzi — 2019-02-05 09:48:16 UTC

I would prepare a cooperative activity so the different kind of learners can help each others

Francisco, Portugal

2019-02-05 11:50:42 UTC

I agree mostly with what Esther from Spain wrote. I would invest in choosing the right roles to each student of an heterogeneous group. In fact, that's how it happens in real life!

Isabel, Portugal

2019-02-05 12:08:14 UTC

I will try to use some cooperative way of learning, to active involvement of all learners.

Carla Barros, Portugal

2019-02-05 13:19:31 UTC

I would prepare different tasks with different levels of difficulty and promote collaborative work.

Alessandra Amideo,

2019-02-05 13:58:47 UTC

ITALY
I would give them a reality task and I would let them work in cooperative learning.

Luminita, Ro

adi_luminita — 2019-02-05 14:00:14 UTC

I think is necesary to prepare diffrent activities dor students, but I encourage to colaborate, to understanding and appreciating.

Vlatka Čus, Croatia

vlatka_cus — 2019-02-05 14:49:52 UTC

In a Maths, it depends of a learning task. If it is possible, some of them can make some posters with formulas, sketches or similar what can be useful for al students in a class, and others can solve the tasks. Tasks can be also different – from simple application of formulas to solving complex problems…

Astrid

AstridVE — 2019-02-05 15:02:36 UTC

Flipgrid with different tasks (3) questions they can choose which one they want to explore and answer

Stefania, Romania

2019-02-05 18:28:04 UTC

I teach romanian language and literature.
First, I answer to my students to read the text. .
For understand the text, I have some exercises about the text
Second, I have some exercises to interpret the text (symbols, conections with other texts studied etc).
I work on groups.

Gönül Ekşi,Turkey

eksigonul — 2019-02-05 19:08:57 UTC

Preparing activities appropriate to their level

Maja ,Croatia

maja_knez_vranic — 2019-02-05 19:40:50 UTC

I would put them in pairs and give very clear tasks to do together.So that more skilled pupil can help the other one.

Dana Floareș, România

floaresdana — 2019-02-05 20:05:19 UTC

I propose or I let my students chose working tasks starting from simple to complex to solve in tandem or groups of 4, 6-7. Collaborative learning give them the courage to explore, to ask, to give answer, to present their point of view.

A

alexandra_sofia_fernandes — 2019-02-05 22:59:09 UTC

Alexandra Fernandes

alexandra_sofia_fernandes — 2019-02-05 22:59:11 UTC

It would develop the same proposal with different levels of performance, for one would put direct answers of the type indicate, refer, identify, enumerate. For another, I would ask you to reflect on the subject and come up with resolution solutions.

So

sofiasuarz — 2019-02-05 23:51:19 UTC

Blaženka

2019-02-06 05:17:58 UTC

Work in groups is great way for students to collaborate. The students with high skills can help the students with low skills. They work with different tasks in the same group. Everyone contribute with their own way and that one with high skills can help student with low skills.

Betul, Turkey

betulkrs — 2019-02-06 06:30:13 UTC

I divide my students into heterogeneous groups and I provide peer learning. Thus, different interests come together in the group. I know every kid is special.

Cláudia Meirinhos, Portugal

claudiameirinhos — 2019-02-06 17:43:53 UTC

And now, after viewing the videos threre is a question: highly qualified students in what? If there are different types of intelligence some will have better performance in some activities and others in others. I can think about what the traditional school intends to value, memorize concepts, transfer knowledge and abstract thinking, and thinking about students who take good marks in traditional tests as opposed to those who need more individualized support and different methodologies and strategies. In this case, to the same theme I would plan more practical activities, resorting to the work of peers and the concretizing material and other more autonomous and investigative activities. I even think it would be a good opportunity to put students in reverse class, or a group of students lecturing on certain content.

RABIA SHAH, PAKISTAN

2019-02-06 17:46:23 UTC

i will divide the class in different groups. every group consisting of half no of students with high skills and half with low skills. peer learning is no doubt an effective way of learning

Mirjana, Croatia

2019-02-06 18:08:04 UTC

In that case I would make mixed pairs of students.

Eduardo, Portugal

2019-02-06 18:31:20 UTC

There are several ways to tap or reach the different types of students we have and the different types of intelligence they have. As far as I am concerned I should mention that I have always had the concern of being able to lead all students to progress / success but it was not always possible. Although, on average, English had always achieved a success rate of more than 85% and a quality success rate of around 60%, I always felt that I had students whose progress was anemic and success a distant goal. We can always argue that the school should give access to all and from there stratify the students, selecting only the best. But is this the correct application of the concept of universal educability? I do not think so, and this entry of mine into the First Cycle came to solidify my idea. Is it possible to take 9 classes and 160 students to improve and produce results in learning English? I think so and despite this teacher’s group that I found is very recent I feel that this goal is perfectly achievable.

2019-02-06 20:26:41 UTC

HI,SofiD. Iwill work with low-skilled learners,using more photos so learning will become more easily,to high-skilled use only asimple guiding because they can find alone their way.

F.Gulcin/Turkey

2019-02-06 20:48:15 UTC

I prepare and implement an activity that I plan, then the second time they direct it completely, and the activity is shaped according to the areas of interest, so that they can apply whatever they want.

Florentina, Romania

2019-02-06 21:52:28 UTC

I would give them different tasks with different levels of difficulty and I'd promote teamwork.

ENgin Turkey

Engins — 2019-02-06 21:54:15 UTC

Peer learning can also be used to help students personalize their learning. This requires cooperative learning. Assuming that each student has a different style of learning, the coexistence of different styles will help to diversify learning and at the same time help to personalize it. Because students love to learn by sharing.

İsmail Çağlayan ÖZKAYA

2019-02-06 21:58:52 UTC

I would make mixed groups so they can callobarate with each other, the topic can be at the middle of interest

Florentina, Romania

2019-02-06 22:05:29 UTC

Catarina, Portugal

2019-02-06 22:16:44 UTC

I would explain them that they had to learn a specific content and would ask them how would they like to try to lean it or find out more about it. According to their answer I would try to walk side by side their different paths to get them to a similar place.

Burc,n

burcin_incee — 2019-02-07 06:18:28 UTC

First of all, I would ask them "what would you know about this topic, what would you do". After the answer come out, I would plan a lesson towards the learning task in defiance of his or her skills.

RICARDO, BOLOGNA, IT

2019-02-07 08:12:59 UTC

First, I would recognize what they know about the subject and then I would promote two different paths, one more detailed and richer of examples and another one more objective. Also, I would collect during the activities the struggle they are having to understand the learning process and I would help them with it.

Fl

paduraruflorentina — 2019-02-07 08:49:50 UTC

Florentina, Roamania

paduraruflorentina — 2019-02-07 08:49:51 UTC

Florentina, Romania

paduraruflorentina — 2019-02-07 08:49:52 UTC

I would get to know them better, then I would try to give them specific tasks so that both of them can learn the way they like.

Aygün ERGİN ROMANCI, Turkey

aygunergin — 2019-02-07 11:54:58 UTC

I would make a survey first to understand their learning habits better and divide them into different groups and focus on colloborative learning

Cristina, Romania

cristina08ichim — 2019-02-07 12:26:35 UTC

It happens to me to be this challenge with my students in my classes. Try to give them tasks with varying degrees of difficulty.

I like the idea of the learning stations that Anita suggested.

2019-02-07 13:53:57 UTC

I would work on the same topic and I would give the students differenciated material according to their level. As most people suggests, collaborative learning is useful for all students.
Carmen Romerio

Hello,

2019-02-07 15:34:04 UTC

i would probably prepare simillar tasks with different levels of difficulty for the two groups. I would try to do some project work.

António Gomes, Portugal

AntonioGomes — 2019-02-07 15:45:19 UTC

I usually use two different approaches:
- When activities are accomplished / carried out by the most qualified learners, I ask for their collaboration to help others fulfill their tasks (they can help colleagues with different, and often more effective, approaches);
- When they are group activities, I try to have them be made up of students with different abilities and different interests. Although they are more heterogeneous groups in their constitution, they will be more homogeneous among them. The goals and end products of each group may differ depending on what the group decides.

Havva

2019-02-07 16:47:55 UTC

Firstly, I ask some questions about the topic to learn their background information and to understand their learning way. After that, I give the topic to them to learn at home by themselves. when they come back to school, ı use the peer learning with some materials like pictures, videos or sounds.

After I understand their learning way, I prepare simillar tasks with different level of difficulty

cornelia_bascau — 2019-02-07 20:47:59 UTC

Alida, Albania

alidatelegrafi — 2019-02-07 21:33:28 UTC

Usually, schools systems and curiculums don;t allow to much space, so its usually difficult to deal with or to put into practice personalised learning.

SEDA, TURKEY

sedasagin — 2019-02-08 11:22:52 UTC

I strongly believe in students who are awarded with different kinds of multiple intelligences, should be treated differently. That's why in the boundries of standartised school curriculum, not everybody must be successful. So in my classes I arrange the activity types and their levels of difficulty according to my kids' needs. When I teach numbers for example, for one group I present three or even four digit numbers, for the other group I give only 2 digit numbers with some kind of pictures or realias. Because that is what each individual needs to be successful according to the norms.

Alexandra Fejer

alefejer — 2019-02-08 15:20:16 UTC

I would give them differentiated activities on the same topic and then, put them together to share what they have learned.

Maria

2019-02-08 17:21:10 UTC

I try to bring the subject to the pupils first, then they describe it, read other information and finally we use schemes, tables.

Andreia Bento

andreiabento2 — 2019-02-08 21:19:08 UTC

It happens to all teachers to have heterogeneous classes, both in terms of knowledge and in terms of interest in the subject, in addition to all students having very different personal tastes and abilities. So even when I am teaching more expository classes, teaching calculation rules or algebraic processes, for example, I always try to have sets of exercises of varying degrees of complexity to be assigned to the students. In this way I avoid that those who have more difficulties are frustrated by not being able to reach the more complex objectives and I avoid that the good students disinterested for not considering the class stimulating or challenging for them.
When themes provide research and project work, it is easier to let students explore their different skills and let the different intelligences contribute to the enrichment of learning for all students in the class.

Rukiye,Turkey

86mrscabalar — 2019-02-09 08:14:44 UTC

After placement test, ı would prepare different kind activitiies. such as , Games using with tecnology, or reading activities. or drawing a picture about the subject. while the student is drawing on the board, ı would explain the subject other students. some of them likes music, emotional. we can also sing a song together. while teaching English you can use differnt types of activities for students in according to personilized learning. but there are some problems that are system and crowded classroom. teacher cannot touch all students' heart or understan what kinf of intelligence the students have.

2019-02-09 08:37:56 UTC

Personalizing a task
For a low capacity student, I divide the exercise into parts, I don't give the whole task at once. For the high capacity student the situation is vice versa. I give the whole task to him and let him discover the task by himelf and go on his pace

Gizem T-Turkey

elttakacgizem — 2019-02-09 10:40:27 UTC

I prepare an instruction with a video and a reading text also.I tell the students to work at at home and note down their questions and the topics that they can indivudualised.In the class we focus on their question and make them heterogenous grups.Thanks to it they can learn together.

THOMEI GREECE\ I would have them work in teams to learn from each other...

thome06 — 2019-02-09 13:23:45 UTC

Olinda, Portugal

olindamartins — 2019-02-09 14:50:04 UTC

Considering that students have different rythms and interests, I´d choose two different tasks to achieve the same goal. For the high-qualified students I´d give a more theoretical activity (reading and using the dictionary, for eg.) while for the others I´d give a task which would appeal to their senses, involving images or music.

Christine Malta

2019-02-09 15:11:57 UTC

I would chose activities where students are free to choose how to tackle the task according to their preferred learning style. I could use group work and also scaffolding techniques.

Ana Estremoz

ana_paula_estremoz — 2019-02-09 15:17:45 UTC

To prepare the right activity for each, I would have to identify the type of intelligence they possess and how they like to learn so I could get the most out of it.

If I wanted them to find out about Human Rights, I could ask to the high-skilled one to do a research about the theme and a p.point or any other digital presentation. With the low_skill student I would gide him more through the task, be more specific and, especially, I would let him choose the way he wanted to present it, allowing to use his type of intelligence to do a great work also!

Snjezana, Croatia

smzoraja566 — 2019-02-09 17:21:00 UTC

I would chose activities where students are free to choose how to work on task according to their learning style and their abilities.

E.Mouzinho, Portugal

elsa_mouzinho — 2019-02-09 17:55:09 UTC

To prepare the right activity for each, I would have to identify the type of intelligence they possess and how they like to learn so I could get the most out of it.If I wanted them to find out about Human Rights, I could ask to the high-skilled one to do a research about the theme and a p.point or any other digital presentation. With the low_skill student I would gide him more through the task, be more specific and, especially, I would let him choose the way he wanted to present it, allowing to use his type of intelligence to do a great work also!

Ljubica Ruzhinska, Macedonia

rljubica_78 — 2019-02-09 18:51:52 UTC

I am an English language teacher, so the learning activity could be writing an essay on a given topic. For the high-skilled students I would set the task for them to create a digital story on the topic using different digital tools (PowerPoint, video, online presentation, comic strip…) and for the low-skilled students I would set the task for them to create a digital story as well but use drawings/pictures/images to create it rather than words or sentences.

Bülent AKŞAHİN

2019-02-09 19:12:38 UTC

Turkey Iam music teacher

Daniela Tanu,Romania

tiganasu_daniela — 2019-02-09 19:59:07 UTC

If I would give the pupils a learning task-for example, to analyze a literary text in class IV-a by the Cub method, I would give differentiated tasks of choice to those with linguistic, mathematical, spatial, musical intelligence , kinestezic, inter, intrapersonal, in mixed groups

2019-02-09 21:24:54 UTC

Daniela Tanu,Romania Daniela Tanu,Romania If I would give the pupils a learning task-for example, to analyze a literary text in class IV-a by the Cub method, I would give differentiated tasks of choice to those with linguistic, mathematical, spatial, musical intelligence , kinestezic, inter, intrapersonal, in mixed groups Bülent AKŞAHİN Bülent AKŞAHİN Turkey Iam music teacher Ljubica Ruzhinska, Macedonia Ljubica Ruzhinska, Macedonia I am an English language teacher, so the learning activity could be writing an essay on a given topic. For the high-skilled students I would set the task for them to create a digital story on the topic using different digital tools (PowerPoint, video, online presentation, comic strip…) and for the low-skilled students I would set the task for them to create a digital story as well but use drawings/pictures/images to create it rather than words or sentences. E.Mouzinho, Portugal E.Mouzinho, Portugal To prepare the right activity for each, I would have to identify the type of intelligence they possess and how they like to learn so I could get the most out of it.If I wanted them to find out about Human Rights, I could ask to the high-skilled one to do a research about the theme and a p.point or any other digital presentation. With the low_skill student I would gide him more through the task, be more specific and, especially, I would let him choose the way he wanted to present it, allowing to use his type of intelligence to do a great work also! Snjezana, Croatia Snjezana, Croatia I would chose activities where students are free to choose how to work on task according to their learning style and their abilities. Ana Estremoz Ana Estremoz To prepare the right activity for each, I would have to identify the type of intelligence they possess and how they like to learn so I could get the most out of it. If I wanted them to find out about Human Rights, I could ask to the high-skilled one to do a research about the theme and a p.point or any other digital presentation. With the low_skill student I would gide him more through the task, be more specific and, especially, I would let him choose the way he wanted to present it, allowing to use his type of intelligence to do a great work also! Christine Malta Christine Malta I would chose activities where students are free to choose how to tackle the task according to their preferred learning style. I could use group work and also scaffolding techniques. Olinda, Portugal Olinda, Portugal Considering that students have different rythms and interests, I´d choose two different tasks to achieve the same goal. For the high-qualified students I´d give a more theoretical activity (reading and using the dictionary, for eg.) while for the others I´d give a task which would appeal to their senses, involving images or music. THOMEI GREECE\ I would have them work in teams to learn from each other... THOMEI GREECE\ I would have them work in teams to learn from each other... Gizem T-Turkey Gizem T-Turkey I prepare an instruction with a video and a reading text also.I tell the students to work at at home and note down their questions and the topics that they can indivudualised.In the class we focus on their question and make them heterogenous grups.Thanks to it they can learn together. Personalizing a task Personalizing a task For a low capacity student, I divide the exercise into parts, I don't give the whole task at once. For the high capacity student the situation is vice versa. I give the whole task to him and let him discover the task by himelf and go on his pace Rukiye,Turkey Rukiye,Turkey After placement test, ı would prepare different kind activitiies. such as , Games using with tecnology, or reading activities. or drawing a picture about the subject. while the student is drawing on the board, ı would explain the subject other students. some of them likes music, emotional. we can also sing a song together. while teaching English you can use differnt types of activities for students in according to personilized learning. but there are some problems that are system and crowded classroom. teacher cannot touch all students' heart or understan what kinf of intelligence the students have. Andreia Bento Andreia Bento It happens to all teachers to have heterogeneous classes, both in terms of knowledge and in terms of interest in the subject, in addition to all students having very different personal tastes and abilities. So even when I am teaching more expository classes, teaching calculation rules or algebraic processes, for example, I always try to have sets of exercises of varying degrees of complexity to be assigned to the students. In this way I avoid that those who have more difficulties are frustrated by not being able to reach the more complex objectives and I avoid that the good students disinterested for not considering the class stimulating or challenging for them. When themes provide research and project work, it is easier to let students explore their different skills and let the different intelligences contribute to the enrichment of learning for all students in the class. Maria Maria I try to bring the subject to the pupils first, then they describe it, read other information and finally we use schemes, tables. Alexandra Fejer Alexandra Fejer I would give them differentiated activities on the same topic and then, put them together to share what they have learned. SEDA, TURKEY SEDA, TURKEY I strongly believe in students who are awarded with different kinds of multiple intelligences, should be treated differently. That's why in the boundries of standartised school curriculum, not everybody must be successful. So in my classes I arrange the activity types and their levels of difficulty according to my kids' needs. When I teach numbers for example, for one group I present three or even four digit numbers, for the other group I give only 2 digit numbers with some kind of pictures or realias. Because that is what each individual needs to be successful according to the norms. Alida, Albania Alida, Albania Usually, schools systems and curiculums don;t allow to much space, so its usually difficult to deal with or to put into practice personalised learning. After I understand their learning way, I prepare simillar tasks with different level of difficulty After I understand their learning way, I prepare simillar tasks with different level of difficulty Havva Havva Firstly, I ask some questions about the topic to learn their background information and to understand their learning way. After that, I give the topic to them to learn at home by themselves. when they come back to school, ı use the peer learning with some materials like pictures, videos or sounds. António Gomes, Portugal António Gomes, Portugal I usually use two different approaches: - When activities are accomplished / carried out by the most qualified learners, I ask for their collaboration to help others fulfill their tasks (they can help colleagues with different, and often more effective, approaches); - When they are group activities, I try to have them be made up of students with different abilities and different interests. Although they are more heterogeneous groups in their constitution, they will be more homogeneous among them. The goals and end products of each group may differ depending on what the group decides. Hello, Hello, i would probably prepare simillar tasks with different levels of difficulty for the two groups. I would try to do some project work. I like the idea of the learning stations that Anita suggested. I like the idea of the learning stations that Anita suggested. I would work on the same topic and I would give the students differenciated material according to their level. As most people suggests, collaborative learning is useful for all students. Carmen Romerio Cristina, Romania Cristina, Romania It happens to me to be this challenge with my students in my classes. Try to give them tasks with varying degrees of difficulty. Aygün ERGİN ROMANCI, Turkey Aygün ERGİN ROMANCI, Turkey I would make a survey first to understand their learning habits better and divide them into different groups and focus on colloborative learning Fl Fl Florentina, Roamania Florentina, Roamania Florentina, Romania Florentina, Romania I would get to know them better, then I would try to give them specific tasks so that both of them can learn the way they like. RICARDO, BOLOGNA, IT RICARDO, BOLOGNA, IT First, I would recognize what they know about the subject and then I would promote two different paths, one more detailed and richer of examples and another one more objective. Also, I would collect during the activities the struggle they are having to understand the learning process and I would help them with it. Burc,n Burc,n First of all, I would ask them "what would you know about this topic, what would you do". After the answer come out, I would plan a lesson towards the learning task in defiance of his or her skills. Catarina, Portugal Catarina, Portugal I would explain them that they had to learn a specific content and would ask them how would they like to try to lean it or find out more about it. According to their answer I would try to walk side by side their different paths to get them to a similar place. İsmail Çağlayan ÖZKAYA İsmail Çağlayan ÖZKAYA I would make mixed groups so they can callobarate with each other, the topic can be at the middle of interest ENgin Turkey ENgin Turkey Peer learning can also be used to help students personalize their learning. This requires cooperative learning. Assuming that each student has a different style of learning, the coexistence of different styles will help to diversify learning and at the same time help to personalize it. Because students love to learn by sharing. Florentina, Romania Florentina, Romania I would give them different tasks with different levels of difficulty and I'd promote teamwork. Florentina, Romania Florentina, Romania F.Gulcin/Turkey F.Gulcin/Turkey I prepare and implement an activity that I plan, then the second time they direct it completely, and the activity is shaped according to the areas of interest, so that they can apply whatever they want. Mirjana, Croatia Mirjana, Croatia In that case I would make mixed pairs of students. HI,SofiD. Iwill wor HI,SofiD. Iwill work with low-skilled learners,using more photos so learning will become more easily,to high-skilled use only asimple guiding because they can find alone their way. RABIA SHAH, PAKISTAN RABIA SHAH, PAKISTAN i will divide the class in different groups. every group consisting of half no of students with high skills and half with low skills. peer learning is no doubt an effective way of learning Cláudia Meirinhos, Portugal Cláudia Meirinhos, Portugal And now, after viewing the videos threre is a question: highly qualified students in what? If there are different types of intelligence some will have better performance in some activities and others in others. I can think about what the traditional school intends to value, memorize concepts, transfer knowledge and abstract thinking, and thinking about students who take good marks in traditional tests as opposed to those who need more individualized support and different methodologies and strategies. In this case, to the same theme I would plan more practical activities, resorting to the work of peers and the concretizing material and other more autonomous and investigative activities. I even think it would be a good opportunity to put students in reverse class, or a group of students lecturing on certain content. Eduardo, Portugal Eduardo, Portugal There are several ways to tap or reach the different types of students we have and the different types of intelligence they have. As far as I am concerned I should mention that I have always had the concern of being able to lead all students to progress / success but it was not always possible. Although, on average, English had always achieved a success rate of more than 85% and a quality success rate of around 60%, I always felt that I had students whose progress was anemic and success a distant goal. We can always argue that the school should give access to all and from there stratify the students, selecting only the best. But is this the correct application of the concept of universal educability? I do not think so, and this entry of mine into the First Cycle came to solidify my idea. Is it possible to take 9 classes and 160 students to improve and produce results in learning English? I think so and despite this teacher’s group that I found is very recent I feel that this goal is perfectly achievable. Betul, Turkey Betul, Turkey I divide my students into heterogeneous groups and I provide peer learning. Thus, different interests come together in the group. I know every kid is special. Blaženka Blaženka Work in groups is great way for students to collaborate. The students with high skills can help the students with low skills. They work with different tasks in the same group. Everyone contribute with their own way and that one with high skills can help student with low skills. So So A A Alexandra Fernandes Alexandra Fernandes It would develop the same proposal with different levels of performance, for one would put direct answers of the type indicate, refer, identify, enumerate. For another, I would ask you to reflect on the subject and come up with resolution solutions. Dana Floareș, România Dana Floareș, România I propose or I let my students chose working tasks starting from simple to complex to solve in tandem or groups of 4, 6-7. Collaborative learning give them the courage to explore, to ask, to give answer, to present their point of view. Maja ,Croatia Maja ,Croatia I would put them in pairs and give very clear tasks to do together.So that more skilled pupil can help the other one. Gönül Ekşi,Turkey Gönül Ekşi,Turkey Preparing activities appropriate to their level Stefania, Romania Stefania, Romania I teach romanian language and literature. First, I answer to my students to read the text. . For understand the text, I have some exercises about the text Second, I have some exercises to interpret the text (symbols, conections with other texts studied etc). I work on groups. Astrid Astrid Flipgrid with different tasks (3) questions they can choose which one they want to explore and answer Vlatka Čus, Croatia Vlatka Čus, Croatia In a Maths, it depends of a learning task. If it is possible, some of them can make some posters with formulas, sketches or similar what can be useful for al students in a class, and others can solve the tasks. Tasks can be also different – from simple application of formulas to solving complex problems… Luminita, Ro Luminita, Ro I think is necesary to prepare diffrent activities dor students, but I encourage to colaborate, to understanding and appreciating. Alessandra Amideo, Alessandra Amideo, ITALY I would give them a reality task and I would let them work in cooperative learning. Carla Barros, Portugal Carla Barros, Portugal I would prepare different tasks with different levels of difficulty and promote collaborative work. Isabel, Portugal Isabel, Portugal I will try to use some cooperative way of learning, to active involvement of all learners. Francisco, Portugal Francisco, Portugal I agree mostly with what Esther from Spain wrote. I would invest in choosing the right roles to each student of an heterogeneous group. In fact, that's how it happens in real life! Letizia, Italy Letizia, Italy I would prepare a cooperative activity so the different kind of learners can help each others YASİN TABANLI YASİN TABANLI I planned two different learning events. I would prepare my lesson plan in this way and try to be effective. Ronel, Phillippines Ronel, Phillippines I will group the students in a more collaborative manner such as peer tutoring so that the high- skilled will have to low-skilled to work hand in hand according to the problem they encountered Nicoleta Ro Nicoleta Ro i put the students with high skilled to explain to the students with low skilled the solution of learning task Ivanka, Croatia Ivanka, Croatia Adjust activities with respect to student skills, divide students into teams, and give them brief and clear instructions how to jointly solve problematic tasks Teresa, Lisboa Teresa, Lisboa I like give them a photo about the new theme. In groups the 4 students they think about words related with the picture and new theme. After someone go to whiteboard and start load all the words and doing a draw, or scheme. All students are engage and they like it. Celeste, Portugal Celeste, Portugal I would prepare 2 types of exercises - simpler and more difficult, so that everyone would be included. I could also use a pair work trying to join a good with a not so good student so as to collaborate and the better one would help the other one. Amelia De Chiara, Italy Amelia De Chiara, Italy A project base learning activity can be useful to engage different kind of learnears: splitting the class in groups, each group is formed by different kind of learners/intelligence, each member has a task according to his/her attitude, all the members work together to reach the final task. Adina, RO Adina, RO I would find tasks for working in pairs - high skilled+low skilled - thus they can brainstorm, reflect and motivate each other; Remzo Remzo I will try to join both of them.It is very important when they share their knowlagde. Esther from Spain Esther from Spain I would group my students in cooperative groups so that the multiple intelligences would exist. For example, in groups of four there would be a student with emotional intelligence, verbal intelligence, logical intelligence and creative intelligence. So that for the task, they can all take part in taking the role of what suits better for them. Silvia, italy Silvia, italy A task more tradizionale (Reading and writing) and a task more creative (example play or create a book or a game). Alina, Timisoara Alina, Timisoara Romania I think is necesary to prepare diffrent activities dor students, but I encourage to colaborate,to learn from each other, to understanding and appreciating. Montsse, Spain Montsse, Spain Firstly I would ask them about their interests, observe their skills, their strengths and weaknesses. Then, I would prepare different level of activities in suitable way their levels but with the same objectives. For instance, to high-skilled students tasks with many questions that they would guess and look for by internet. And to low-skilled learners through guided activities, more concrete proposals in order to encouraging them to carry on, learning during their process and stimulate their learning. Sadık Çalışkan Sadık Çalışkan Preparing activities appropriate to their level Vicky Greece Vicky Greece It' s a usual difficulty in a class.children work with groups.Every group has high skilled and lowskilled learners.In this way children help each other and express ideas. Madalena Figueiredo, Portugal Madalena Figueiredo, Portugal I think the best strategie is join the two students and give them the task, so the brigter one will support the other and the two of them will learn better. We've been told the best way to learn is teaching...and, as a teacher, I think that's true. We can, also, on a group work, try to choose different kinds of "intelligence" and let the students explore the subject on their way, by writting a text; drawing; dancing; singing; talking, etc. I agree with the teachers who talks in the videos - the problem is the system that makes us the instrument of massive teaching, which isn't good neither to the students, nor the teachers. Dana, România Dana, România I would use collaborative learning activities. Ignacio / Spain Ignacio / Spain It would be interesting to work in groups so that the most skilled could help the less gifted. But I would also like to create a working group for the most gifted to develop their full potential. Gülseren Kalafat, Ankara Gülseren Kalafat, Ankara As a English teacher, if I need to teach vocabulary, I'd give different wordsto low and high leveled students according to their intelligences and the pace of learning. For instance, for the low leveled learner, I'd give little bit easier words at least to keep in their minds and/or learn. For the high leveled students I'd. give higher level vocabulary to learn then teach. I'd tell them after you're sure about having learned those vocabulary to teach those each other in a way that they want. They could use songs, videos, ppts, flashcards etc. I'd leave that choice to them. Mehmet ERÇAKIR,TR Mehmet ERÇAKIR,TR first i think students skills and their learning ways for exp: drama, games, study with objects etc. and then i prepare a plan include strategies for all my students. for exp; in math subject symmetry- a student may want to search symmetry in nature, other one may want to search symmetry in inventions, other one may want to work with objects and draw their symmetries. Ana Nunes, Portugal Ana Nunes, Portugal I am a language teacher and a typical learning task is to learn new vocabulary on a particular topic. When I introduce a new topic I always use visuals – flashcards, either on paper or digital, realia… One activity that I usually use is a game in which we put the flashcards on the board (or put up the pictures on the interactive board), then one student will stand next to the board and another one will say one of the words/chunks of language that we are learning and the student has to point to the correct picture. This is quite easy, everyone wants to participate (they particularly enjoy having me “special” pointer to point to the flashcard), the high-skilled learners are engaged because I usually asked them to demonstrate first and the low-skilled ones feel this is something they can do and as they get more confident they want to do something more than just point, they want to say the words for other students to point to. I also include word games, for the low-skilled learners I include activities such as word searches and crosswords for the high-skilled ones. But they can choose from the variety of activities that I prepare those that they want to do. Maria Pace Maria Pace I would include a collaboration task in which students with different level of abilities can work together. This is important so as to have children learning from each other and understanding and appreciating each other. I would also include differentiated tasks in which students can work individually. Such activities will tally with the students abilities and learning preferences. Inge Inge I would split the learning task in several activities where they can work on cooperating in mixed teams. I would ask them to divide the tasks between the participants. Some of the tasks are obliged for everyone. Other tasks they can choose. I prepare tasks that activate different intelligences of the students. In that way I try to personalise the learning taking care of their personal learning needs. Laura Laura First. I will observe my students and their abilities and type of intelligence. Then, I will make mixed groups (high and low skilled), but with different type of intelligence. The task will be diversified: some of them will observe, some will research, some will synthesize, some will write a mini-theatre play and other will play. Finally, some can draw some pictures inspired by the theme. Dulcínea Almeida Dulcínea Almeida If I had to prepare a learning task for with different levels of learning skills I create two groups that will prepare a presentation of the subject. For the high-skilled learners they will have to prepare a ppt presentation based in the information that they research using a book, a journal or magazine they choose, they can also use new technologies. They have to present to the class. The group low-skilled learners are asked how can they present the same subject, I will give theme a few information and any subjections; but the must choose how to present that subject in a visual and creative way to the class. Birgül Ç.- Turkey Birgül Ç.- Turkey Actually, I always feel lucky about teaching Physics both high-skilled and low skilled students due understand physics concepts depends on many types of intelligence. First of all, I was planning my lessons all kind of students but differentiated in details. Let say that our objective is sight of eye. I was dividing my students in groups. I asked them to research about sight, image formation and image formation on camera vs. and to prepare their research in different types of homework such as visual (photos or videos), paper, audio or creative limits of them. After research, I gave them a hands on activity about image formation and sight of eye. To differentiate this lesson for high achievers, I may put in a little bit mathematical calculations. In Turkey, our low achievers have lots of trouble in math. If I gave the idea that physics can be learned without mathematics as concepts, I would make my students are successful in Physics lessons. Sandra Viana, Portugal Sandra Viana, Portugal I love putting students in groups and these groups are always made randomly (I use a digital platform for this). They are divided in groups and they are all important to the group. If they have to write a collaborative text, for example, all contributions are valued and discussed in group. Each student can give his opinion, can express his ideas and interests, can share his knowledge with his peers, can express his uniqueness... At the end the group presents his collaborative work and no one is alienated because they were all engaged during the activity. Ivo Cruz, Portugal Ivo Cruz, Portugal In order to engage both students in a task were their skills can be fulfilled I would create a task with different parts. Some parts to low-skilled and other parts that require a higher level of skills and then make the students to work in a collaborative way to solve the challenges together. Of course this requires time to prepare, to idealize and good teacher supervision. Ana Rita Silva, Portugal Ana Rita Silva, Portugal Recently I finished the unit of energy in the discipline of Physics. I have students with different learning rhythms, as well as with different expectations regarding the learning itself. I used collaborative project work to try to work around this problem. The goal was to construct a sealed foam roller coaster, where a marble was able to travel the 4 meters of "gutter" without ever ceasing to be in contact with it, reducing speed rather than abrupt stop. Students would come into contact with the terms Kinetic Energy, Potential, Friction, among others. The most qualified students were able to improve their learning and their proficiency by helping other less qualified students and were able to refute and correct any mistakes made by the less qualified students. At the same time, the less qualified students understood the concepts better, because the language between peers was more similar. Beatriz, Spain Beatriz, Spain I often resort to group and pair work, as students usually feel more at ease when working with their peers, and I also plan extension and reinforcement activities for each didactic unit Maria Luisa, Genoa, ItalyI think that for a good lesson it is important to know well their pupils and know what their needs and their ways of learning are and their interests. Maria Luisa, Genoa, ItalyI think that for a good lesson it is important to know well their pupils and know what their needs and their ways of learning are and their interests. Julijana Julijana I define the problem for the lesson, share tasks and form a group using random selection. Tasks for high-skilled learnings: to prepare activitis, to lead/manage your group activities, split tasks into several smaller tasks. All student work together and help each other. Lidija, Croatia Lidija, Croatia I would give the students two groups. An advanced group will have harder tasks. You need to collect data from the internet and process them. The second group should process the data from the encyclopedia. Both groups finally presented their work through posters that can be made on Lino. Dan Sovan-Romania Dan Sovan-Romania Generally, our classrooms are extremely heterogeneous and numerous in terms of the number of students. Moreover, as a result of an inclusive education policy, we also have work with students with ESC. It is extremely difficult for an early teacher to find a way to optimize the teaching-learning process, but the didactic experience tells the word. First of all, a preliminary diagnosis of pupils' competencies should be made and, depending on the results, we will adjust the process and workloads on low, medium and advanced levels. Of course, for low-level people, remedial or recovery classes can be made, and other students can be trained to perform by participating in various competitions, school Olympiads. Marina Stanojlović Mirčić, Serbia Marina Stanojlović Mirčić, Serbia I will prepare different tasks for both groups of students. For example, while some students are talikng with their peers via Skype on the chosen topic, others can make a presentation about it. Rosário Sá Pinto Rosário Rosário Sá Pinto Rosário Sá Pinto Well, First of all I need to really know my students: their difficulties, their interests, their expectations for the future and from school, their dislikes. Then I would defined two different activities: one for the students who show more difficulties and another for the students who are more at ease with the content or the subject. I would also promote the peer help, because I believe that the teen feel more comfortable with their peers. As far as assessment is concerned, I usually create kahoots which help students to test what they already know. Another advantage of Kahoot is that we can check what itens the students failed and those in which they were successful. Ayla Akhan Ayla Akhan I used to form a heterogeneous group. each student has a point of success and completes each other. in addition, peer learning between students becomes easier to learn by taking place guarantee learning and mo guarantee learning and motivation to do more and better, the most skilled, as well as the less skilled. What is important is to alternate the characteristics of the groups, depending on the subjects and needs. The purpose is that both groups learn more and in a motivated and effective context. Josip, Croatia Josip, Croatia I think that I would prepare different activities for students and make them learn in pairs or groups with different time schedules. They would work together and help each other. Ivana, Croatia Ivana, Croatia I would ask my students to work on a project in groups. There would be different tasks with different levels of difficulty so the students can choose the activity which suits them best (reading, writing, drawing, presenting their work...). High-skilled learners can help low-skilled learners. Seher , Ankara Seher , Ankara The term personalised learning does not really make sense, because really all learning is personal. Personalised instruction is trying to imagine the greatest amount of ways that you can customise a curriculum to the abilities and the interests of the individual student. – Randy Bass, GeorgeTown University Because of this information we can say that every student has different styles more_vert Marta Oliveira, Portugal Marta Oliveira, Portugal I would try to establish different learning stations, so that students would rotate between them and experience different activities, skills and materials. Tutoring time can also be very helpful. In this way it is possible to understand different learning styles and abbilities as well as what methods and materials can be used to reach to each student. peer work can be really helpful peer work can be really helpful Ivica G. , Croatia Ivica G. , Croatia As long as the ss work in groups and work collaboratively, they can find a suitable role according to their learning styles for themselves. Mirela, Croatia Mirela, Croatia Since I teach iterature I noticed that not all chldren like to read novels. So, my idea for the activities would be to have high skilled learner (the one who loves to read and can read without any problems) read a whole novel and low skilled learner (the one who doesn't like to read) only summary of it. Summary would be good enough because we could discuss ideas of the novel even if students don't read entire novel and maybe if they are not forced to do something that is very hard for them they would feel less negative about reading and in time they would read whole novels too. Yasemin Tekbaş, Kahta, Turkey Yasemin Tekbaş, Kahta, Turkey I would try to use peer assistance. Laura, Italy Laura, Italy When planning I would think about a cooperative work (expecially pair work), then I usually encourage the students to help each other and to learn together. I would observe and monitor the progress of each child to figure out different types of acrivities and strategies to help both students in learning. Daniela, Malta Daniela, Malta In class you always have to cater to different types of students. It is not just a matter of having students come from different backgrounds and with different characters. Students have also different learning styles. For a teacher this might seem very difficult and unfortunately the system and the curricula sometimes force the teacher to use a one size fits all approach. In my class to reach as many students as possible I use learning stations. Students rotate from one station to another and carry out different activities. In this way, students are engaged in different activities that engage students of different skills. Such an activity also allows students themselves to recognize how they learn best. Anita, Croatia Anita, Croatia As I teach Math, I do this regularly by giving students different tasks. Cristina Elena Voicu - ROMANIA Cristina Elena Voicu - ROMANIA I think the best way to help students develop their skills is to work in group based on multiple intelligence theory. Every student can bring the best skills in the group - logical, spatial, musical etc. And to use rubric for the group not individual. Because each contributed to the solution/product with their best skills. Ezgi K. Turkey Ezgi K. Turkey Firstly I try to figure out their learning styles. After this I choose the proper materials or methods for each of them. I know , I have to teach them same topic but if I have enough time, proper space and tools it is not difficult. But it is said that like in second video the cirriculum and the system does not allow you to try different ways Maria Anversa Grasso, Italy Maria Anversa Grasso, Italy In order to empower the different types of intellingence, I will make use of the "cooperative learning" and "learning by doing". Dividing the students in mixed heterogeneous small groups , I will lead them to produce different products according to different tasks that range from practical activites in the Lab to study cases and problem solving activities. In this way the same topic will be analysed from multiple points of view. Cristina Antal, Romania Cristina Antal, Romania I believe working in pairs or groups helps a lot. Thinking to the multiple inteligences, each student may be a power for his/her mates or for himself/herself. İLKNUR GÖZERİ İLKNUR GÖZERİ I think personalized learning is essential for learning to learn.A teaching environment such as a classroom needs to be flexible to raise awareness of multiple intelligences.We need to use multiple methods or change our methods according to the topic and tasks.Our students can participate in projects they chose to proceed.They can also have pair or group workshops for joining projects.The important point here I think is to teach our students learning to learn.We aren't the source of information.We should be a guide for them to learn more about theır abilities and go through theır own interests.Interesting activities will motivate them and lead them to enjoy the lesson during theır active participation. Özlem ,Turkey Özlem ,Turkey I used a collective and collaborative approach. Each student will have a task and interest. At the end of the process, I expect them to perform a self-assessment about their performance. In their later work, I allowed them to evaluate different tasks with their previous performances and discover where their interests were concentrated. d d Dilek Erdağ Bek-Turkey Dilek Erdağ Bek-Turkey dvanced students. I pla dvanced students. I pla Filomena Bianco Filomena Bianco I imagine we have to create a powerpoint presentation of an English-speaking country. Some kids are low at spelling, grammar and writing skills but they are excellent in technology (download, upload photos, etc.). Others are very good at writing and love searching for information. The second group will get the task of searching for infomation on the web, write texts and check spelling and grammar. The first group will have to read the texts of the previous group and according to it, they will have to find proper pictures and audio files to integrate the texts. I imagine also a sort of peer tutoring Rosário Sá Pinto Rosário Sá Pinto I believe I would define different types of activities for the two groups. I would also promote peer work joining students of a higher level with those who show more difficulties. In my opinion and from my experience a tutor student can be a privileged tool to catch the attention and reach the interest of colleagues. Students are more at ease and they feel less stressed working with peers because first of all they are talking with or questioning a friend. Sérgio Barroso Sérgio Barroso Tutoring will only be a way to the most skilled “teach” the others their way of problem solving… I would do different activities, letting them choose the process. If the most skilled are more committed to complex intellectual and cognitive exploring, most likely the less skilled would be more creative on the process of researching, analysing and producing results. At least, that’s my experience with these kind of groups. They don’t have to do the same path. sonia bras sonia bras In my classe, physical education, i use the good student to help the colleague with more difficult. Both are happy. Anita, Croatia1.activity:a) Make a strip of children's romance he has readb)Orally present a fragment of a child's novel he has read2.activitya)List and Write Characteristics of Main and Secondary Characters in Child Romanceb to list the characteristics of one of the main features of the child's novel Anita, Croatia1.activity:a) Make a strip of children's romance he has readb)Orally present a fragment of a child's novel he has read2.activitya)List and Write Characteristics of Main and Secondary Characters in Child Romanceb to list the characteristics of one of the main features of the child's novel Ceyda DEMİR Trabzon/Turkey Ceyda DEMİR Trabzon/Turkey I'm a pre-school teacher. I usually do "peer teaching" when there are situations like this in my class. I see more effective learning in my low-skilled students. I'm also trying to support her by giving her personal instructions. I'm trying to teach in different ways instead of uniform training. I try to teach story, music, narrative and art in a very different way. Đurđica Krtanjek, Croatia Đurđica Krtanjek, Croatia Group work is an excellent activity for all students to take part, each according to their abilities. It is important that the teacher adequately allocates roles in such a situation and takes care that all members of the group are equally involved in the work. Răzvan Răzvan It s very Very important to choose your own method of approach to learning. Dilek Erdur Ceylan-Turkey Dilek Erdur Ceylan-Turkey The activity or the task can be completed and evaluated in many ways: h,gh skilled students can be asked to complete advanced or harder parts or practices, low skilled ones can be asked to match, color etc. Luísa Pires, Portugal Luísa Pires, Portugal For example – topic: Reading comprehension of a text High-skilled learners: answer comprehension questions, complete sentences, find synonyms Low-skilled learners: illustrate the text, order pictures according to the events in the text, organize sentences with a summary of the text Tomislav, Croatia Tomislav, Croatia In such a situation the group approach seems to be the best choice. The task development needs to be thorough so that the weaker students can contribute to the solution. But tasks also must be designed to more advanced students do not get bored. Isabel, Portimão, Portugal Isabel, Portimão, Portugal For the less qualified student, i proposed a problem-solving approach, with the student being the issue, from real situations. The activity would be done with a pair, following a script, which allows them to find answer to the problem, and having as main resource the Internet. For the most qualified student, i proposed an inquiry approach to be developed in a group. Students plan a way to respond to the problem, and should articulate contents of various disciplines. Lidija Škrlec, Croatia Lidija Škrlec, Croatia I completely agreewith the third video - we should give our students the opportunity to show and develop their intrests and preferences. Give them the freedom to evolve into a successful adults. The system really needs a drastic change. I would give both groups of kids the same task and let them work their way through it. I believe both groups would find a great solution that works for them. Rui, Portugal Rui, Portugal I like to do group and peer work and mix the students with different abbilities/intelligences. I give different tasks and questions that they need to solve. Helena - Portugal Helena - Portugal I would use a multiple intelligence approach. I would divide the students according to their learning preferences and ask them to do Project work. This way both high-skilled and low-skilled students would be able to use their learning skills accordinmg to how they preferbably enjoy learning. Group work and peer assessment is one of the good ways of coping with such situations. Group work and peer assessment is one of the good ways of coping with such situations. Maria S. Italia Maria S. Italia The third video really excited me. I thought about the expression of some of my pupils when they can't solve a problem or a math exercise. I have a strong intention to look for a system that can allow everyone to give the best of themselves, but I still don't know how to do it. n any class there are stu n any class there are students with different kinds of intelligence and rythms of learning. No student equals to another.Therefore, I would create mixed ability groups – having stronger students working with less strong ones – because through this type of strategy, I would be promoting collaborative work. Besides, students like to perform group work. And I understand why. High-skilled students can give support to the mates who have lower skills. Maybe they have a simpler approach in explaining things. On the other hand, the low-skillled ones would be more at ease in exposing their doubts, difficulties. As for the resources, they could still be designed differently and according to the students in the groups. So, everyone would still be coping with each other. This way the learning process would not be at risk. Isabel Pereira, Portugal Isabel Pereira, Portugal I believe that the Problem-Based Learning (PBL) methodology would work very well in the case of having to customize a learning topic. To each of the students I would give a guideline to the research with initial research questions and space to add their own questions. At this stage, the orientation of the teacher is fundamental. From there, where each one would have a working script built to their measure, acording to their habilities and interesses, and with their contribution, each student would select how to do the work and the resources that would be considered most effective for the accomplishment of the task. At their own pace and according to what they devised for the development of the activity, each student would be guided by the teacher at times when constraints arose. It is also important to support the management of time, resources and informations found during the research. In the end, I would share the work that each one has done. This presentation would be performed by each one and would allow the other student to add data that was researched by another student and which, eventually, was not included in their own research. By giving the studen By giving the students different tasks. High-skilled: to perform a play. Low-skilled: Giving instructions and watch them draw. Luisa Lopes, Portugal Luisa Lopes, Portugal In any class there are students with different kinds of intelligence and rythms of learning. No student equals to another.Therefore, I would create mixed ability groups – having stronger students working with less strong ones – because through this type of strategy, I would be promoting collaborative work. Besides, students like to perform group work. And I understand why. High-skilled students can give support to the mates who have lower skills. Maybe they have a simpler approach in explaining things. On the other hand, the low-skillled ones would be more at ease in exposing their doubts, difficulties. As for the resources, they could still be designed differently and according to the students in the groups. So, everyone would still be coping with each other. This way the learning process would not be at risk. Georgeta, Romania Georgeta, Romania I would use the multiple intelligence theory and ( if it's a new text for language skills) I would divide the students in groups of : readers , ( the ones who are skilled at reading), TV speakers ( the ones who can make the news about the text/ happening), the painters, the sculptors, the singers....etc. At the end of the lesson we would have a nice "round" image of the text, seen from different perspectives. Ignacio, Spain Ignacio, Spain Giving the same topic to every students, I will expect them to complete it according to their abilities. We should not expect all of them to write 200 hundred words in English, maybe 50 for the low ability ones could be enough. Nertila, Albania Nertila, Albania My idea is: Theme of the lesson: Describe the winter The task to be assigned to the student is: High-skilled: Write a 5-6 sentence text to describe the winter season. Low-skilled: Draw a winter landscape In conclusion, the first student reads the assignment, while the second student explains the drawing with his words. CEREN, TURKEY İZMİR CEREN, TURKEY İZMİR I do not find it appropriate to divide students according to level groups. This system contradicts the system we are currently learning. I would prefer giving different tasks for the same activity. I would use differentiated learning that can meet the needs of all the students. Iva, Croatia Iva, Croatia I will divide students into groups connecting students with different interests and skills and give them research task and other different activities so they can choose among them which suits the best to them (their interests and capabilities). Luísa Nogueira, Portugal Luísa Nogueira, Portugal activity 1 (high-skilled leaners: read de activity (chemistry book) and doing some questions about the subject. Then, correct the answers, I provide the correction in MS word. At the end, do a quizz in socrative. activity 2 (low-skilled learners) make a group with this learns, i explain the subject. Then, this group do the questions and correct them, do the quizz in socrative.com. Stefania, Italia Stefania, Italia Activity 1: Reading the stave. Students work with their own devices on interactive apps (NoteDeMusique). In training mode, it allows them to know immediately which notes they have read correctly and which not, and in test mode, it allows them to know how many correct notes they can read in a minute. Each student then learns according to his or her own learning rhythm, concretely verifying his or her own progress week after week. Wow I Assess their work: the students screenshot the test results and send them to me via Telegram, 2 or and times a month. The chats between me and the individual students thus become the portfolio of their progress in the field of stave reading. Activity 2: duration figures The practical learning of the duration figures proceeds in the same way with the interactive "Rhythm Teacher" app. Pupils can't tackle the next level (with the new figure combinations) until they've got "Excellent" in the previous level. When a student gets "Excellent", he takes the screenshot and sends it to me via Telegram. So all students are on the same path, and they help each other when there are doubts and questions. But each one does this path according to his or her own learning rhythm, and checks his or her own progress. Jasminka, Croatia Jasminka, Croatia I prefer working in pairs or smaller groups so high-skilled learners help low-skilled learners and the benefit is double. Once a week I have one hour for giving them instruction and they can ask whatever they want. Conceição Rodrigues, Portugal Conceição Rodrigues, Portugal Example of 2 activities: 1) Divided the students into working groups, so that each group was formed by high-skilled and low-skilled learners. It gave a problem to each group, within the subject that was being approached in the discipline, adopting the Problem-Based Learning (PBL) methodology. Students would have to research in various sources, use ICT, construct objects so they can better explain what they have learned, construct concept maps. Within the group, students would have to distribute assignments so that everyone could participate, taking into account the pace of learning and their skills (soft and hard). Thus, the less qualified students would feel that they are also important to the group's work, being motivated more towards learning, and consequently will develop more advanced competence. 2) Divided the class into groups. The groups of high-skilled learns prepared the class using the flipped classroom methodology, having to present to the class the result of their investigation. To the groups of low-skilled learners, the teacher provided support material (texts, diagrams, videos) to analyze in the classroom context, and scripts where they recorded their conclusions. After all were done, the various groups communicated to the class the results of their work. Līga, Latvia Līga, Latvia I give my pupils learning material in different levels, so they can choose: low, middle, high. I encourage them to decide depending on their ability do the task and how they feel. Jasmina/Serbia Jasmina/Serbia My students are used to do math exercises in pairs, making questions to each other and checking the answers, with explanations. It is always high-skilled and low-skilled learner in pair. Vera Lourenço - Portugal Vera Lourenço - Portugal All the students are different, learn in different ways, as mentioned in the videos, there are different styles of learning and each one learns in a certain way. We must, when prepare a lesson, to keep this in mind, to try to adjust the contents and practices so that we can envolve all the students in order they can learn in a more effective way, since whenever students experience failure, they become unmotivated, frustrated and with feelings of insecurity, apathetic and even disinterested. For the low-skilled students, it would be a matter of providing the students with strategies for accomplishing the task, promoting student success, thus dividing the activity by levels of complexity, starting with giving the easiest and advancing to the next level, giving them visual cues, a model and / or giving clues as to how to perform the activity. I could also promote group activities so that there was an interaction between peers and exchanges of experiences, during the performance of an activity. Likewise, it could ask that the most qualified students be the tutors and help them to solve the activity. I think it is important that all students succeed and feel involved in learning. For the most qualified students, they would try to do activities that were more challenging and that promoted their abilities and stimulated them to think. It would not put the aid in the accomplishment of the task, therefore this would be to promote the equity of the students also. In my classes, usually the most qualified students do more activities than the students with more difficulties, because they are faster and and they do not always do the same activity. Anamaria Ghiban, Romania Anamaria Ghiban, Romania I will divide the learners into mixed groups and assign group tasks and individual tasks, giving the occasion to low-skilled learners to learn from the high-skilled learners and to high-skilled learners to exercise their pedagogical skills. Tugce Kagizman/TURKEY Tugce Kagizman/TURKEY Imagine that you have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do? fatma/Turkey fatma/Turkey some of my students learn best Project task, some of them learn best individual. all of them have different learnng styles such as visual, auditory. group actvies are good option Renata, Croatia Renata, Croatia Some of my students learn best Through project task, and some are readers , and I saw some make mind map. I try to encourage them to learn in groups and try to teach each other. Cândida Passos, Portugal Cândida Passos, Portugal My students usually work in groups. So, they can share their ideas, their ways of thinking and all of them respect the time of each one. In the groups I mix all kind of students. Marina, Croatia Marina, Croatia Often in class I have students who can do more than others. For them I have different tasks, sometimes a small hour project. Not giving them any extra tasks children lose their motivation because they are bored. Renata, Croatia Renata, Croatia To highly qualified students I would set the task in accordance with their capabilities. For low-skilled students, I would set the task in line with their capabilities but also a little above to motivate them to be better. Both tasks would be linked so they had to work together. Murat PAZARCIK,Turkey Murat PAZARCIK,Turkey Studies requiring more detail for advanced students. I plan to learn a common peer with the more basic studies for the weak student and the cooperation of the two at the end. Mª Emília Baptista, Portugal Mª Emília Baptista, Portugal Personalized learning allows to meet the preferences and needs of each student, while the teacher learns to know his students and motivates them for learning. The diversification of methods, strategies and technologies, allows to take into account the different types of intelligence through which students learn. I like my students to feel that I believe in their abilities. I do not agree with the development of an activity for highly skilled students and other activity for underqualified students. Unless students present a mental difficulty. I would present students with the same theme. I would divide them into groups of three or four elements. I would present different subthemes with different sources of information. Each group would work on a different subtheme of their choice. The way to present the work to colleagues would also be decided by the group, according to the different suggestions presented. Another way to put all students to participate in the same theme, but with different subthemes, could be the discussion in rotation. In this case, we would have groups of four students in which each student would play different roles (the communicator; the questioner; the secretary; the timekeeper). I would mix the most qualified students with the least qualified students. I will adapt the materials to their needs. I will adapt the materials to their needs. Cláudia S. Portugal Cláudia S. Portugal In our classes, we have different kind of learners so if we want to "reach " them, we need to diversify the way we teach. We must diversify our strategies and methodologies to help them to learn and to keep their knowlegde through life. for example, for low-skilled learners we can show pictures about a specific topic (clothes, for example) and ask them to associate the pictures with the name of each clothes (words given /written on the board by the teacher). For high skilled learner we can make them write by themselves thecaption under each picture. Thinking about different types of learners and studying the topic of human rights, students can read a text about the topic and do exercises of comprehension. They can also, analyse pictures and associate them to the articles of the UDHR or to the violation of the UDHR. They can watch a movie about a Human Right defender and complete a worksheet about the movie.. They can listen to a song related to the topic and filling in the gaps. These activities aim at providing a good experience of learning to the students, approaching some of their skills and "exciting" their learning process. Suncezgb, Croatia Suncezgb, Croatia I would prepare different materials and use collaborative techiques (for example think, pair and share). Sandrina Martins, Portugal Sandrina Martins, Portugal After verifying the different forms of learning, I planned different paths for the teaching of contents. I had a student who did not like being in school at all, but he liked to listen and create music. One day I challenged him to rap about concepts related to volcanism. While others presented more formal work - written research, posters, power point presentations - this student sang to the class while a classmate did beatboxing! It was fun for everyone and the student was able to show the best of himself! Hümeyra/TURKEY Hümeyra/TURKEY I will make a different student groups. High and low skilled students about their abilities. Than I will give them topics, exercises or different activities that engage students of different styles. At the end of work I will bring them together to talk each other. Peer based learning is a good choise. Milijana, Serbia Milijana, Serbia In the case of different student groups, about their abilities, regardless of the number of activities, they created specific learning scenarios. Olívia, Portugal Olívia, Portugal I think we all have to address the problems of mixed-ability classes. I try to find different strategies of introducing and practising the topics, using different resources and strategies, so I can reach all students with their own different ways of learning. For example, I will give them two or three level activities, according to their own abilities and sometimes I also put them in groups to solve the questions. I use peer learning and active methodologies. Elizabeth, Malta Elizabeth, Malta As an LSE, I make any adaptations that my student may have in subjects were they have difficulties. In past years, I have had students who do not follow the class curriculum at all, and will require to have an Individualized programme drawn up for him/her for the thorough scholastic year. However, I also notice that teachers do cater for those students who are not following like the rest of the class, and have their class work adapted or given less work as opposed to the rest of the class, and the same is done for homework. Conchi C., Spain Conchi C., Spain I will propose them to make goups of two or three children in order to have heterogeneous groups. Then, they will start doing the activities and I will observ how do they work. If any group doesn´t march at all, we can change children. Eleni, Greece Eleni, Greece I have learning material that addresses 3 levels: low, middle, high. I ask all my students to deal with the low level exercise and then to choose on their own among the middle and the high level exercise. I encourage them to decide depending on how they assess themselves and how they feel. Catarina Isabel Brito Catarina Isabel Brito In a way, today it is easier to personalise a learning task because some book support gives us an example of the same activity for the two kinds of learners ( high -skilled and low - skilled learners). However, it is very difficult to do that within a class of 30 students! How can a teacher give individual attention to all of them? In my opinion, in these situations the best thing to do is to form groups with different learning levels. Even if they have different tasks within the same topic, the strongest students may help the weakest ones Maria Brauchle, Bulgaria Maria Brauchle, Bulgaria I would split the students in groups and use IBL. The groups would be mixed with the two kinds of learners. Serenella Silenzi Macerata Italy Serenella Silenzi Macerata Italy I would involve them into a pair work/peer learning activity (i.e. problem solving) with a different role. They could share different types of material (tailored to their different forms of intelligence) and responsibilities in order to find a problem solution and construct a common product. Celeste Simões, Portugal Celeste Simões, Portugal Well, first of all, I would need to know what type of learning task this was. Without knowing it it’s difficult to think of adapting the activities. So, I guess the question is a bit vague… Secondly, I don’t really understand what you mean by “high-skilled” and “low-skilled” learners. If we believe that all students are different, have different learning styles and interests, then what does it mean to categorize students in this way? Aren’t they all skilled? The skills they master are the only thing that can change and differentiate them. So, I don’t feel very comfortable using these terms Still, trying to answer the question: I would try to adapt the activity to their intelligent type – having them move around the room, if they are kinaesthetic learners, for example, or listen to a song and fill in gaps, if they have a musical intelligence. These are just some basic examples, really, as there are numerous possibilities depending on the learning task you are assigning. Irena Peček, Croatia Irena Peček, Croatia WRITING TASK - high-skilled learners: a detailed essay on the given topic - low-skilled learners: a guided writing composition on the familiar topic SPEAKING TASK - high-skilled learners: discussions, debates - low-skilled learners: more preparation and rehearsal time with a sheet with simple guidelines merve kapcı/Turkey merve kapcı/Turkey Firstly, I try to understand which intenlligence do they have . I do some quiz for them . High-skilled student probably have many skills. But low- skilled student can have some difficulties when he express himself .So I support and encourage student. Marialena, Greece Marialena, Greece 1) I would pose questions that provoke kids to realate new learning stuff to their lifes. 2) I would observe my kids to find out their very personal unique way of expressing themselves. I would then design learning activities that require students to act in mlultiple ways to complete them. In every given chance, I would support and praise their efforts. I will give them different materials and different methods and I will bring them together for collaborative work. (peer to peer learning) I will give them different materials and different methods and I will bring them together for collaborative work. (peer to peer learning) Emilia A./Romania Emilia A./Romania I need to take into account their style of learning, what type of learner is the students.Students' interests are also important factor when designing a task/activity. For high-skilled students I would give a personalized composition -writing a story on a certain topic and to low-skilled students -to write some sentences using some prompts/visuals. Aiste, Lithuania Aiste, Lithuania I will form groups with diferent learning skills. In that way students with high learning skills will improve their knowledges helping other students with lower motivation. Maria Antónia Brandão PT Maria Antónia Brandão PT Heterogeneous grouping is a method of placing students of different skill and ability in classrooms together. Heterogeneous classrooms present different challenges for teachers. The teacher has to try to be sure everyone in a heterogeneous classrooms is being challenged and learning. Heterogeneous classrooms may help students who have social anxiety or learning disabilities to learn much-needed social skills . Elisabete Pires Elisabete Pires I believe that active methodologies are the best way to personalize learning tasks. I start with a survey about the theme of our lesson that the students have to see or read. For example, the students have to see a video about a grammar topic and understand the past tense. After that, I have activities for the students who understood and he has to apply the grammar in the specific text that he wrote. The other students, who couldn't understand, I ask another student to explain him the topic grammar or I try to explain him using an other way/form. Elif Buyukuysal /Turkey Elif Buyukuysal /Turkey I would give high-skilled student a more detailed research consisting of more knowledge, and as an assesment -writing a paragraph about it. And for the low-skilled learners I try to figure out the activity and clear explanations consisting of not detailed information but making it with games. Marta, Spain Marta, Spain I am language and literature teacher. I believe that audiobooks are an excellent oportunity for kids who doesn't like read in a "traditional" way. In fact, oral transmission is the "traditional" way for stories. Unity bring us strength Unity bring us strength Even if we have students with different levels of understanding - at least apparently - I believe that by proposing an activity for them to develop together, we can try to get to know them better, in order to challenge them to solve a problem together, each using their better skills, aesthetic, numerical, etc.) Farah, Lebanon Farah, Lebanon I think I will give the same activity for both kinds of learners, but I will add some guiding questions for low-skilled learners. Also, I will design my activities in such a way they are tailored to visual, auditory and kinesthetic learners. HI,I amsofi D ,Greece. HI,I amsofi D ,Greece. Ithink that we can teach anythink by using simple words and making groups of learnersthat is the key for more motivated learning. Sylwia, Poland Sylwia, Poland In class each child has different background, has different learning styles. I'll give them different activities that engage students of different styles. I'll also encourage them to work in groups Hale Şenbaş, Turkey Hale Şenbaş, Turkey I would adapt the activities to different learning styles. One of them would be more linear and analytical, the other more creative. I could also make them feel free to choose among activities but allowing peerwork and groupwork would help them deal with the activity which they thought was beyond their depth. Edurne Andrés Crespo, Spain Edurne Andrés Crespo, Spain Firstly, I would study if the learning experience would be better forming homogeneous (all the members of the group are high-skilled or low-skilled) or heterogeneous (mixing high-skilled and low-skilled learners) groups. What would be the best in order to reach our learning objectives? If groups were homoneneous, the different groups would face the task from different levels and we would have to adapt it to the different levels and abilities. If groups were heterogeneous, high-skilled learners could help low-skilled learners and they would have the opportunity to share their knowledge and experiences. Besides, in this case, high-skilled learners would put themselves in low-skilled learners´place and viceversa. It would be an enriching experience, too. Maria Zélia Nunes - PORTUGAL Maria Zélia Nunes - PORTUGAL An important aspect is the decision regarding the formation of learning groups (cooperative activities). I consider as criteria: the "level" of skills and learning needs. Is the best option to constitute homogeneous or heterogeneous groups? It depends on the learning goals. In one case, the learning situations of the two groups are different in complexity, considering the learning objectives; in a second case, the situation may be similar but the students' goals will be different. The feedback information will also be differentiated.Learning situations should be as challenging as possible (not so difficult ... nor too easy ...), being able to guarantee learning and motivation to do more and better, the most skilled, as well as the less skilled. What is important is to alternate the characteristics of the groups, depending on the subjects and needs. The purpose is that both groups learn more and in a motivated and effective context. Josip, Croatia Josip, Croatia I think that I would prepare different activities for students and make them learn in pairs or groups with different time schedules. They would work together and help each other. Ivana, Croatia Ivana, Croatia I would ask my students to work on a project in groups. There would be different tasks with different levels of difficulty so the students can choose the activity which suits them best (reading, writing, drawing, presenting their work...). High-skilled learners can help low-skilled learners. Seher , Ankara Seher , Ankara The term personalised learning does not really make sense, because really all learning is personal. Personalised instruction is trying to imagine the greatest amount of ways that you can customise a curriculum to the abilities and the interests of the individual student. – Randy Bass, GeorgeTown University Because of this information we can say that every student has different styles Marta Oliveira, Portugal Marta Oliveira, Portugal I would try to establish different learning stations, so that students would rotate between them and experience different activities, skills and materials. Tutoring time can also be very helpful. In this way it is possible to understand different learning styles and abbilities as well as what methods and materials can be used to reach to each student. peer work can be really helpful peer work can be really helpful Ivica G. , Croatia Ivica G. , Croatia As long as the ss work in groups and work collaboratively, they can find a suitable role according to their learning styles for themselves. Mirela, Croatia Mirela, Croatia Since I teach iterature I noticed that not all chldren like to read novels. So, my idea for the activities would be to have high skilled learner (the one who loves to read and can read without any problems) read a whole novel and low skilled learner (the one who doesn't like to read) only summary of it. Summary would be good enough because we could discuss ideas of the novel even if students don't read entire novel and maybe if they are not forced to do something that is very hard for them they would feel less negative about reading and in time they would read whole novels too. Yasemin Tekbaş, Kahta, Turkey Yasemin Tekbaş, Kahta, Turkey I would try to use peer assistance. Laura, Italy Laura, Italy When planning I would think about a cooperative work (expecially pair work), then I usually encourage the students to help each other and to learn together. I would observe and monitor the progress of each child to figure out different types of acrivities and strategies to help both students in learning. Daniela, Malta Daniela, Malta In class you always have to cater to different types of students. It is not just a matter of having students come from different backgrounds and with different characters. Students have also different learning styles. For a teacher this might seem very difficult and unfortunately the system and the curricula sometimes force the teacher to use a one size fits all approach. In my class to reach as many students as possible I use learning stations. Students rotate from one station to another and carry out different activities. In this way, students are engaged in different activities that engage students of different skills. Such an activity also allows students themselves to recognize how they learn best. Anita, Croatia Anita, Croatia As I teach Math, I do this regularly by giving students different tasks. Cristina Elena Voicu - ROMANIA Cristina Elena Voicu - ROMANIA I think the best way to help students develop their skills is to work in group based on multiple intelligence theory. Every student can bring the best skills in the group - logical, spatial, musical etc. And to use rubric for the group not individual. Because each contributed to the solution/product with their best skills. Ezgi K. Turkey Ezgi K. Turkey Firstly I try to figure out their learning styles. After this I choose the proper materials or methods for each of them. I know , I have to teach them same topic but if I have enough time, proper space and tools it is not difficult. But it is said that like in second video the cirriculum and the system does not allow you to try different ways Maria Anversa Grasso, Italy Maria Anversa Grasso, Italy In order to empower the different types of intellingence, I will make use of the "cooperative learning" and "learning by doing". Dividing the students in mixed heterogeneous small groups , I will lead them to produce different products according to different tasks that range from practical activites in the Lab to study cases and problem solving activities. In this way the same topic will be analysed from multiple points of view. Cristina Antal, Romania Cristina Antal, Romania I believe working in pairs or groups helps a lot. Thinking to the multiple inteligences, each student may be a power for his/her mates or for himself/herself. İLKNUR GÖZERİ İLKNUR GÖZERİ I think personalized learning is essential for learning to learn.A teaching environment such as a classroom needs to be flexible to raise awareness of multiple intelligences.We need to use multiple methods or change our methods according to the topic and tasks.Our students can participate in projects they chose to proceed.They can also have pair or group workshops for joining projects.The important point here I think is to teach our students learning to learn.We aren't the source of information.We should be a guide for them to learn more about theır abilities and go through theır own interests.Interesting activities will motivate them and lead them to enjoy the lesson during theır active participation. Özlem ,Turkey Özlem ,Turkey I used a collective and collaborative approach. Each student will have a task and interest. At the end of the process, I expect them to perform a self-assessment about their performance. In their later work, I allowed them to evaluate different tasks with their previous performances and discover where their interests were concentrated. d d Dilek Erdağ Bek-Turkey Dilek Erdağ Bek-Turkey For example; if I prepare a listening activity, low skilled learner can be expected to fill in the blanks with the given phrases or words. But high skilled learners will be expected to fill in the blanks with the words they heard or answer the questions according to the tape script. In some of the activities they can work in pairs or groups. For example they can find a heading to the tape script together. hey can create a poster about the topic. High skilled learners can find slogans, low skilled learners can design the poster. While discussing on the topic yes/no questions can be asked to low skilled learners and wh- questions to high skilled learners. f I had to personalise a f I had to personalise a learning task with two activities for high-skilled and low-skilled learners, I would try to find challenging tasks for the former, for example, helping lower-skilled colleagues evolve, or a task that would make them feel they wer Maria Cristina Rocha, Por Maria Cristina Rocha, Portugal At my school, my classe has mixed goups of students with high and low skilled kids. They learn and teach simultaneously. Sometimes they are masters, other times they are disciples, in a sort of speach. We never know everything, and I am alwasy saying that I can always learn from them and always be mistaken for a while. This kind of approch helps my students not to be afraid of being wrong and as for help also. I usually prefer to have mixed high and low skills kids, because they can help each other and explain in a different way. Sometimes I need to make different tasks and they a high-skilled student can work alone or peers in autonomy, by themselves, while I can give some support to low-skills students. Rute Vieira, Portugal Rute Vieira, Portugal While planning the lesson, I would considerate the students´ knowledge. I would create activities or give students tasks according to their needs, learning goals, and personal interests. I would also create activities to promote group work, where collaborative work and sharing knowledge, were the most important aims. Sandra Mendes-Portugal Sandra Mendes-Portugal First and foremost I believe that having students sharing their interests is a good start, and as we've been studying, we can get to know them better and choose the best strategies to teach, which will lead to better learning experiences. I'd ask students questions about their interests or even present them with a quiz about it and afterwards I'd prepare a list of activities for them to choose, that way they'd be more free and in charge of their learning tasks. High-skilled learners could be in charge of presenting chosen topics to the class the way they'd like, low-skilled learners could be in charge to develop more practical and creative tasks. Mixing them in groups would also be interesting in order to promote collaborative work Nihan Nihan As long as the ss work in groups and work collaboratively, they can find a suitable role according to their learning styles for themselves. selma meral- selma meral- learning activities in accordance with one's abilities makes them more successful. In particular, the practice and selection of cooperative learning method allows them to be successful. Andrea. Portugal Andrea. Portugal Ana Ana The main action of teaching is to know your students and their abilities. Then,accordingly,adjust and personalise the learning process as much as possible. João Nunes, Portugal João Nunes, Portugal If I had to personalise a learning task with two activities for high-skilled and low-skilled learners, I would try to find challenging tasks for the former, for example, helping lower-skilled colleagues evolve, or a task that would make them feel they were collaborating with those around them. As for low-skilled students, I would try to understand their interests and give them a task related to those interests so they would feel more motivated to do the task and more engaged with their learning process. I believe that if students feel they are participating and, in a certain way, chosing their learning path, they will be more successful, either at school or in "real life". Feri Yaman Feri Yaman Aydın/Turkey I believe in the importance of learning and learning through cooperation. Separate different cultures from preschool and education accordingly. Determining the way the child learns is half of the knowledge of the teacher and the biological learning. Angelamaria Galderisi, Italy Angelamaria Galderisi, Italy If I had to personalise a learning task for high-skilled and low-skilled learners, I would ask the former to engage in a flipped classroom performance and the latter to do some reinforcement exercises. Harun CEYLAN/TURKEY Harun CEYLAN/TURKEY If I give an example from my own lesson, it is a fact that every student does not have the ability to make painting. Susana Peixoto, Portugal The biggest challenge for a foreign language teacher is to plan motivating lessons for a multi-level class. If we focus our attention on advanced level students we will inevitably lose the interest of beginner level students. On the other hand if we teach the basics the advanced student isn’ t learning anything new, will get bored and we will not allow them to progress. Students have different learning styles and interests as well and combine them is a tough task for any teacher. A concern with teaching the multi-level class is holding everyone’s interest and meeting everyone’s needs, no matter their level. A good strategy to personalize a learning task is to create different activities according to the students’ level, for instance if I show them a film or video I can ask a high-skilled learner to summarize the story or write an opinion text about it and to the low-skilled learners I will ask them to fill in a cloze text with some given words in order to summarize the story and then answer a true/ false exercise. I also like to promote group work where students students of different levels can help each other in order to accomplish the given tasks. This way students can develop collaborative work and the weakest ones will get a sense of achievement. Susana Peixoto, Portugal The biggest challenge for a foreign language teacher is to plan motivating lessons for a multi-level class. If we focus our attention on advanced level students we will inevitably lose the interest of beginner level students. On the other hand if we teach the basics the advanced student isn’ t learning anything new, will get bored and we will not allow them to progress. Students have different learning styles and interests as well and combine them is a tough task for any teacher. A concern with teaching the multi-level class is holding everyone’s interest and meeting everyone’s needs, no matter their level. A good strategy to personalize a learning task is to create different activities according to the students’ level, for instance if I show them a film or video I can ask a high-skilled learner to summarize the story or write an opinion text about it and to the low-skilled learners I will ask them to fill in a cloze text with some given words in order to summarize the story and then answer a true/ false exercise. I also like to promote group work where students students of different levels can help each other in order to accomplish the given tasks. This way students can develop collaborative work and the weakest ones will get a sense of achievement. SERAP SARI(TURKEY SERAP SARI(TURKEY I would prepare papers with different parts which would address to both kind of learners. Diana Pádua, Portugal Diana Pádua, Portugal After a diagnosis of what the two different types of students know about the specific topic, I would use different types of activities and different strategies. However, we should bear in mind what it means to be a high-skilled and a low- skilled learner. Actually, a student can be high-skilled in a specific area and low-skilled in others. I normally use mixed ability worksheets. As for the weaker Ss, I use lots of matching exercises, fill-in the gaps, types of exercises which don’t require much written production. If I want them to write a text on a specific topic I give them a guided task with examples, and chunks of language they can use. I try to scaffold the activity with easier instructions in the beginning. To check Ss’ understanding of a concept, problem or process, I would describe or illustrate it in multiple ways, using pictures, videos and slideshows or having a high-skilled student illustrate and explain the concept on the board. Of course, the needs of the high-skilled Ss mustn’t be forgotten and they should feel challenged. For those I would use more complex and demanding tasks, I would ask them to write more freely and give their own opinion on the topic. I also think collaborative work is very useful to deal with these differences in class. Mixing students with different skills, levels and needs is a good strategy. Having the high-skilled Ss help the weaker ones is a good strategy which will help both types of students improve their skills. I would say that, no matter what kind of activity you choose, the aim should always be to help all students be successful. Maria, Portugal Maria, Portugal When planning I would articulate what students already understand with the learning goals. That is, I’d have to give different activities or ask the students to do different tasks appropriately paced, and appropriately varied and challenging according their skills and needs and experiences. Probably while some would have to cover a smaller amount of curriculum content others could explore it in greater depth and detail . I’d implement also some collaborative and cooperative activities as well as pair and group work activities. María de Arriba (Spain) María de Arriba (Spain) On the blackboard they write what they want to learn more, then we organize the contents and they prepare a presentation, a book, film, song... they love related to its favourite theme and they show to the class. Hakan TATLI Hakan TATLI Talas Kayseri I'd set the common interest of the two. I would choose a cooperative project that would fit these roles. Like reading books or planting flowers. Maybe someone explains, the other is good at drawing. Maybe listening to music or playing a computer is a common point. Clara Vitorino Clara Vitorino I would use the flipped work as a strategy. I would ask the more qualified student to research on the topic and make a small presentation to class. Then I would give some exercises to class and would ask the more qualified student to sit besides the less qualified to help him when he needed – depending on their age I would be near them or would give them more space to talk alone. Teaching between equals is the best way in my opinion. Maria Pinto, Portugal Maria Pinto, Portugal The question is relevant and should be part of the teacher's day-to-day life: no student equals another. That's why the solution lies in working with small groups where cooperation helps you learn more and better and faster, because we all learn from everyone. It will also help to have a set of different resources (in activity files / scripts), in which the learning process can be done at the learning pace of each one, being able to have the help of the teacher or colleagues. 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Cinzia Fontanive, Italy Cinzia Fontanive, Italy I usually have students work on the same topic in mix abilities classes using cooperative pairs or little groups in which I mix abilities in order to have high-skilled and low-skilled students working together and helping each other. it is usually successful. To help weak students I usually use technology to anticipate topics by sending them videos or mindmaps on the virtual class we have. Antonija, Croatia Antonija, Croatia I would organize group or pair work dividing the students and activities according to their abilities. The tasks would be created in a way that both kinds of learners can solve them. Ana Santos, Portugal Ana Santos, Portugal I think that collaborative work can be the key to solve this problem. The high skilled learner can improve his profiency by helping the other student and will be able to refute and correct any mistakes made by the low skilled learner. At the same time the low skilled learner will understand better the concepts because the language is more similar. Aleksandra, Croatia Aleksandra, Croatia I will prepare task for work in the pair. The high-skilled learner will try to solve the problem and low-skilled learner will do what his colleague explain to him what must be done. Magdalena Brzezinska, Poland Magdalena Brzezinska, Poland This is a very good question, actually. I need to do it all the time. I teach 16 students on 16 different levels, and I never know which ones are going to show up in class. I always have a selection of materials from which to choose. I always ask students which ones they'd like to complete. Sometimes I make high-skilled learners and high-skilled learners work together and "complement" each other. Döndü,Turkey Döndü,Turkey If the ability to have something to do with the low field, I would try to improve it. ability to develop oneself more magine that you have to p magine that you have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do? Sabine, Belgium Sabine, Belgium They would all receive a theoritical subject to read and try to understand alone, then would form groups of two (one who says he/she can explain, one who says he/she can't) and work on the lesson so that they both understand it. Than they would receive exercises, from easy to difficult, make them alone and than gather again to hear to the other's solutions. Đurđica, Croatia Đurđica, Croatia I would prepare two different activities for students. They would learn in two groups with different speeds and different tasks. At the end of learning they would present their results. Štefica, Croatia Štefica, Croatia I'm a teacher of technical culture and ICT. In computer science, especially when programming tasks are involved, highly- skilled learners solve harder tasks because these tasks are challenging, and low-skilled learners solve are easier tasks because they are successful in doing so. Panagiota Malamou, Greece Panagiota Malamou, Greece I will use collaborative learning. I will find an attractive theme which is going to contain activities for the both students. Mara Machado_Portugal Mara Machado_Portugal In the classroom it is very important to respect the rhythms of each one but it is equally important to foster collaborative work. In the execution of different activities it is at all pertinent that the groups are heterogeneous. In the concrete example of an activity, in the experimental determination of the speed of sound in the air, for the most qualified students only made available the materials / equipment necessary to determine the value of the speed of sound in the air, under the conditions that existed in the laboratory. In the case of the group of students less qualified beyond the availability of the equipment would provide them with an experimental protocol, which included the step-by-step tasks to perform to obtain the speed in the sound in the air under the actual conditions of the laboratory. Eugénia Abreu - Portugal Eugénia Abreu - Portugal The personalized learning is based on different tasks for every student. All students are different and therefore have different needs. The practice of personalized teaching or learning will be more successful when it is directed towards the tasks/activities the student do and according to the pace at which the progress within a topic unit. However we shouldn’t forget that with this type of teaching brings more work for us as teachers and leaves us with less time to dedicate to every single student. We ought to take into account the organization of the classes into various groups so that we don’t exaggerate with the amount of work. Concerning the question in this specific task, in both cases, either with high level students and lower level students, we have to take into account the pace at which each are able to work, their characteristics and their personal interests. I would put the standardized activities aside and assessment would be done continually, by using observation grids so that we could register the progress of each student. I would also implement, in both cases of students, project work within different subjects. These types of projects help students to understand more complex concepts and promote the development of other skills like creativity, leadership, solving problems and the “know how” of working in groups. These activities should be developed in different dimensions and areas: at school, physically, socially, emotionally and culturally. They could be developed by handling with different technologies and therefore these two groups of students would be able to control their time, their environment and their pace of learning. As you can see, I would never implement different strategies for each, I would rather differ the way of applying, of developing and of course the assessment, too. Marta Martins, Portugal Marta Martins, Portugal It would start by constructing the task, starting from a previous survey of their potentialities / difficulties, interests and learning styles. As a mathematics teacher, in the case of highly qualified students, i would choose to create an activity that would allow them, in an autonomous way, to progress in learning a certain content. For example, by using tablets, students would have to perform a set of tasks, which could be done by viewing a video about the content to be studied, followed by a set of interactive exercises, organized by increasing level of difficulty, using the principle of gamification, through which students could, in real time, assess their progress and the teacher, in the end, get the results of their performance. The activity could culminate in a task of investigative character, related to the subject under study and developed according to the interest of the students. With regard to the low-skilled students, i would seek to give them more individualized support, tasks more directed to their difficulties, using materials that they could manipulate and construct. The use of the tablet, would also be a possibility, but with exercises appropriate to the difficulties identified. In this way, the two types of students, each in its own rhythm, can go further. Tina, Croatia Tina, Croatia One activity would be working on a digital tool. A high - skilled student would make a lesson through a tool nearpod and more difficult types of tasks - open type answers, comparisons, quizzes. Low- skilled learners will work in "learning apps" tool, doing the same thing through simple tasks - joining couples, easier questions. The second activity would be a pair presentation. Student with great abilities would be able to make a presentation, and a low - skilled student would look for picture examples, video examples, and listening examples. Rebeca, Spain Rebeca, Spain I would encourage the strong points of every child in order to work together, to take advantage of them using cooperative learning. Ana Pereira, Portugal Ana Pereira, Portugal I would start by knowing better the characteristics, the interests and the skills of the students, since only then would I be able to adapt the activities to their profile. Thus, I could provide different resources (written text, video…) and ask different activities. I could ask a student for a written activity while to the other student would request an oral presentation. I could give more time for the task to the less skilled student. I could also encourage peer work, collaboration, so that both benefited from the perspective of the other and in this way, enriched the knowledge gained on the subject. NIves Bogdan, Croatia NIves Bogdan, Croatia It could be activities in group or working in pairs. It will definitely be cooperative activity Sunčica, Croatia Sunčica, Croatia I would choose a collaboration project where the two of them could decide on the roles they want to take in the project. Maybe one likes reading and browsing on the Internet, and another one writing. Maybe one is good at explaining, and another one at drawing. I am a biology and chemistry teacher, so there are plenty of subjects to do it this way. Dorota, Turkey Dorota, Turkey Depends on the task, but in general I would differentiate the task/instruction so the same task would be done in two different ways, easier (for low-skilled learners) and more complex (for high-skilled learners). I would also use the group work, so the students could help or teach each other. Maria P., Greece Maria P., Greece I am an IT teacher and very often I have to deal with two (or more) kind of learners. What I do? I personalize teaching methods very often. I give space to activities with different stages of autonomy. All students work in the same “subject” with different levels of difficulty or using different materials. For example, when I teach how to make a presentation, my students have to create a presentation about something or someone who like or admire (a city, a football player, a singer, an actor…). From the most high-skilled students I expect a presentation with images, text, colours, animation but from others I am satisfied with a more simple presentation with images and text. Very often I spend time with my students who need individual attention. Simona Mona / Romania Simona Mona / Romania I would make mixed teams of high-skilled and low-skilled learners and ask them to express one another's views and views on issues; will be in the position to learn from each other and to seek out solutions that are not known by anyone of them. Okan Okan It can be a cooperative activity in order for them to share. a quiz or a game using ka a quiz or a game using kahoot, Socrative or Arlete Leitão, Portugal Arlete Leitão, Portugal As teachers, we all know that some students can be very good at some subjects but struggle to be able to learn others. For instance, some have a great aptitude to learning exact sciences and numbers, others to learn languages, others excel at playing a sport or at dancing or at playing a musical instrument, etc. This happens because they have different types of experiences, interests and intelligence. Personalized learning is the best way to reach each student. When I teach English as a foreign language and as not all students have a linguistic intelligence, I try to use different kinds of texts, images, videos and audio texts. So, when dealing with, for instance, the Past Simple of irregular verbs, why not let kids choose the best way to learn it? A student who is really interested in music (and has a musical intelligence), to choose a song in English he/she likes, in which the verbs are in the past and then choose how to present it to the class? And, what about the ones who have a creative intelligence? They can invent a story and tell it to the class. Or why can´t others create a quiz or a game using Kahoot, socrative or Google docs? Besides, the help of technology can allow us to spend less time teaching and more time engaging our students. Aysel YILDIZ, Turkey Aysel YILDIZ, Turkey I would like them to develop their strengths and weaknesses that enable them to discover each other's strengths. In this way, I would ensure that they were respectful and confident to each other without losing their self-esteem. Because it teaches one to learn peer learning, the other is motivated in two dimensions because it teaches and I would reward if necessary. Nurcan Değerli / Turkey Nurcan Değerli / Turkey I would prepare different activities for both students but I would make them work in the same group. For example , if one of them is good at drawing he/she draws , if the other is good at speaking he/she tells what they did. TUĞBA DUYURUCU TUĞBA DUYURUCU TURKEY I do a group activity on a topic that will attract both of them.. matters is how we approac matters is how we approach to them. The way we plan the same subject according to the way they learn will Maria Giuseppina Giammetti Maria Giuseppina Giammetti ITALY I work in cooperative learning or through a peer education giving the same task and encuraging research by the work in group..certainly the evaluation will be on parameters that consider the skill of each individual student. Gulum, TURKEY Gulum, TURKEY I would let them study in the same group, with differnt tasks. Abdullah K Abdullah K Abdullah Korkmaz, Abdullah Korkmaz, Abdullah Korkmaz Abdullah Korkmaz I don't think being high-skilled or low-skilled matters. The thing that matters is how we approach to them. The way we plan the same subject according to the way they learn will make the double success. Gülümser Şentürk Akkoyun- Turkey Gülümser Şentürk Akkoyun- Turkey if I had to teach the same achievement, I would prefer teaching in an individualized way. Based on the individual characteristics of the two students, I would try to teach about the game, the working activity (for the development of friendship), abundant observation, video, presentation, discussion, decision making, and to what extent the product will work and use. even if they cannot learn at the same speed they can develop ideas. Drazenka Kuzman Drazenka Kuzman I would designe different activities trough group work so that high-skill learners support and help low-skill learners. Yasem,n , Turkey Yasem,n , Turkey First of all; I would divide the tasks into learning stations according to their interests. Second, I would prepare pairs which has high and low skilled learners. Then I would tell the students to work in pairs in each station. Finally, They would learn the tasks easily and collaboratively. Rachel Rachel I would focus on what excites them and what they have interest in. This way, they will learn the same topic at their own pace. Maria Natália Couto, Covilhã, Portugal Maria Natália Couto, Covilhã, Portugal Though I don’t feel very comfortable referring to students as high-skilled or low-skilled learners, I acknowledge that there are different styles for learners and some are more at ease with thoroughly and guided instructions whereas others respond a lot better to other stimuli. This is the clay humankind is made. The variety in learning styles makes the groups richer and more challenging. Having said that, and what I do pretty often is sitting students to work in groups where each learner has a special role and responsibility grounded on his/her intelligence type and level of proficiency as I teach EFL. The kind of activities I usually use is a webquest, in which students must collaborate and help one another to achieve a final goal. As a teacher I would (and usually do) monitor the progress of the work carried out by each group providing the necessary support whenever required or need. I would probably (and often do) ask them to prepare a roleplay or something alike to present to the class. This kind of activities usually engages the majority of students. With the huge classes I have (30/31 students) it becomes virtually almost impossible to get ALL of them on the task or the subject. This is actually my experience. Dumitru Moldova. Dumitru Moldova. It is possibel do realise such tasks only through team-teaching. Ana Perak, Croatia Ana Perak, Croatia I need to know how my students learn and what thay want to do. I teach Geography, for example, we can explore our place in a way we go outside and learn or by using ICT. Some students like to go outside and make photos, some prefer using interenet and make presentation.High-skilled students can work without my help, but I need to help low-skilled learners. Inma, Spain Inma, Spain Ioup. have an heterogenous group. They are very different from each other. Some are really skilled,fast finishers who demand lots of extra activities. Others are in the back row and lost. The third group is very low-skilled who need a support from a teacher who comes into the classroom once a week.The rest of the days I deal with all of them. In the maths lesson I ask them to work in collaborative groups where they can help each other no matter the ability they have in the subject. I adapt the concept I want them to learn to their capacties. The high skilled-ones teach the low-skilled ones as if they were real teachers. The result is that students get motivated and are really engaged in the tasks. Cristina Santos Cristina Santos Instead of having two different tasks for different students, I will have two tasks for all. I would start with the easiest activity and put the students working collaboratively because I think everyone have some skills to share and contribute to achieve the goals of the task. After I will use some games or web tools for the hardest task, so the low-skilled learners can be motivate and, with some help of the high-skilled learners, they could start to understand and, above all, they want to understand. So they will be motivate to taking part in the learning process. Ana, Spain One of the keys to get personalized learning is just to listen to the students before programming activities. Ana, Spain One of the keys to get personalized learning is just to listen to the students before programming activities. Mar7kan Mar7kan Naide Baştuğ,BURSA TURKEY Naide Baştuğ,BURSA TURKEY No matter what the subject is, every child has something to do.organize topics according to their interests and abilities.it doesn't have to succeed. but having an idea is important. Nina, Croatia Nina, Croatia In order to achieve the set learning goals, we can adjust the difficulty of each student's task individually. That is especially achievable in the subject that I teach (Informatics), because we can take a lot of different paths and get to the same end goal, by using different examples and tools. In the end we will have achieved the set goal, though on a different level of completion, both adequate to the level of skill that each of the students has. Imagine that you have to Imagine that you have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do? ana freire Portugal ana freire Portugal I will put a simpler activity to low-skilled students. Manuela, Romania Manuela, Romania I have to communicate more with the students, otherwise I would not know what they want Anabela Aguiar, Portugal Anabela Aguiar, Portugal I think I would do what I normally do in my classes: have them work collaboratively to solve the challenges together. I think it’s amazing the kind of motivation that collaboration among students in different stages of learning may bring both to high skilled and low skilled students: the first reaches a deeper understanding by helping the latter, while the low skilled student normally welcomes the help of his peers. Jasenka Kuljak, Croatia Jasenka Kuljak, Croatia They would work together because I believe that each of them has the skills and knowledge that one can share with the other. gonca esendemir gonca esendemir for high skilled leaners ı would prepare an activity that promotes students' problem solving skills, and for the low skilled learners I would prepare an activity that asks for identification from a given case study. FilipaGFM, Portugal FilipaGFM, Portugal I would probably try to engage both students and their different tasks; in that way, they would help each other concluding the activity. Let's imagine preparing a video about teenagers' problems: the high-skilled student would prepare/write the script, while the low-skilled would take over the filming. Elisabetta, Italy Elisabetta, Italy I'd try to prepare activities in which both groups can contribute to the success of the activity itself, using games or maybe digital apps that can help a cooperative work. Gabi, Czech Republic Gabi, Czech Republic I’d try to connect these two kinds of learners. Collaborative learning is very useful and I’d use collaborative learning activities to encourage students to learn together and help each other. Ester Degennaro,Italy Ester Degennaro,Italy I would use cooperative learning centred on group activities, which is effective both in promoting school learning, empowering life skills and can stimulate different bits of intelligence and different styles of learning. It is, therefore, an adequate response to create an inclusive environment, as it is based on the principle that each member of the group, with his or her own peculiar and special characteristics, can contribute to the learning of all and each one can become a resource for others. Lídia Mota, Portugal Lídia Mota, Portugal It´s hard to personalise learning when you have 200 students, tree different levels and lots of themes to work with few times. But i will try, I imagine my students of 8th grade must learn the concepts related to the distribution of people in the world. The two activities where similar, for example, the information of four countries, the area and the total of the population, and they needed to calculate the density of each country, in the low skilled learners i put an example of how they do that and an exercise of filling spaces. Manuela, Romania Manuela, Romania I definitely plan two activities, one for those with special abilities and one for others. Each of the two activities should be appropriate to the qualities of the students they are addressing. Filiz Bilici/TURKEY Filiz Bilici/TURKEY I planned two different learning events. I would prepare my lesson plan in this way and try to be effective. Alex_PT Alex_PT I would definitely use technology, for example, differentiated blogging tasks. The integration of different media in blogging makes it easier to engage and reach all pupils, all learning styles or the differences in individuals’ learning; class(room) blogging can also be differentiated to meet the pupils’ needs, since the assignment possibilities are endless. Bearing this in mind and since I’m teaching now social and environmental issues, namely food waste, I would do the following: In a very straight-forward way, for the low-skilled students I would simply ask them to reflect on their learning so that they would be able to write a personal / reflective blogpost or in case it would be easier, to create a podcast and upload it to the blog; for the high-skilled I would challenge them for a follow-up activity, such as conducting an experiment at home (focus on the amount of food waste and what happens to it) and post their findings and conclusions to the blog (eventually also including tips / measures to prevent home and general food waste). Another possibility would be to ask those students to build graphs / infographics or record a video discussing their data. In this case, by using a class blog, as a language teacher, I’m giving every learner the opportunity to explore a subject / topic in a way that is individually adapted to each one’s skills and needs; in other words, blogs invite participation and have the potential to democratise a classroom since all learners are given the chance of equal participation. Kate, Croatia Kate, Croatia I would try to connect those two kinds of learners. If for example, there are students who like speaking to others and be in the centre of attention, I would let them use that ability to talk to those who prefer listening and writing and consider those types of learning best. Lucia, Italy Lucia, Italy Group work is great to engage different kinds of pupils. Pupils who might not be so brilliant at academic work can be a revelation to their peers, maybe because they are very generous or sensitive or have a knack for technology that some academically clever students do not have. When group work is impossible, I try and provide a variety of stimuli - written, aural, visual... to meet their individual needs. Erkan ERDEN, Simav/TURKEY Erkan ERDEN, Simav/TURKEY It is difficult to find MoNE classes at homogeneous levels of intelligence. However, by discovering the interests and interests of the students in a good teaching class, they can decide what to take. This is not too difficult. It is only necessary to know each student's level of interest, interest and value. If we learn what the student can get, we don't have a problem to blow up every student. Some students like to run instead of flying. Let each student make a bird with two wings and not break their wings. Teresa Cândido Teresa Cândido It depends on what I’m teaching, but when I want students to learn about something it’s always a good idea to join the best students on the subjects with the weakest. That way they can both give their contribution and I believe they can both learn something. Collaborative learning is great! Margarida - Portugal Margarida - Portugal Thinking in these groups separately and also in a very general way, I consider that for the group of highly qualified students, I would prepare a relatively complex activity that aimed at creating something (an object, a project, solving a problem), in the development of the activity, the contents would appear as needs. The goal would be to allow students to use their creativity and choose their way by connecting content from various areas, using the resources they understood, knowing (us teachers) that the students would run into the knowledge we wanted them to learn. For the low-qualified students I also consider the project a good idea, obviously it would have to be a fairly simple project. Presenting a challenge that may be connected to the students' daily lives and that may involve different resources makes the contact with the topic that we want to develop much more motivating. It would have to be a more focused activity that eventually needed to review previously taught content and allow the student the time he needed. If we have a class with these two types of students, we could consider, in specific situations or activities, put the most qualified students to guide low-skilled students. We would, in this situation, promote the development of other skills in students and it is also interesting to see that sometimes students find ways to explain what they have learned, very different from ours. Alex, Germany Alex, Germany So-called low-skilled learners (in the terms of schooling) might be grateful for more scaffolding and guidance whereas high-skilled ones could creatively use more liberties in achieving the task assigned to them. In regards to the multiple intellgences, maybe the low-skilled is only low skilled concerning the intelligences focused on in school systems. So aproaching the task from other directions might be very helpful for them. Roberta, Italy Roberta, Italy I usually work to present the same concept in a different way: sonic, kinesthetic, figurative, graphic catching what children offer me as well Tena, Croatia Tena, Croatia I would like them to sit together so that high-skilled can help the low-skilled learner. Jana, Slovenia Jana, Slovenia I share the theme a learning task in several ways - through photos, concrete material, listening to videos, watching video ... Ksenija, Slovenia Ksenija, Slovenia By using tablets and Internet and app Draw my story: presenting natural phenomena and learning new vocabulary. Cristina Dias, Portugal Cristina Dias, Portugal Having a class of high-skilled and low-skilled learners I would mingle them in groups, lets imagine to build a chair (as I teach crafts), for instance. The tasks would be divided among them, eventually, the high-skilled would make the project with the ideas of all of the group, and the low-skilled learners would direct the construction of the chair, because, most of them have a better spacial intelligence. Because, in my opinion, learning together and exchanging different knowledges is one of the best ways for students to learn and to get all more socially accepted. Voinea Axinte Costica, Romania Voinea Axinte Costica, Romania We had different students in class with different types of intelligence. I've tried to personalize tasks according to their type or intelligence Oğuz YAVUZ, TURKEY Oğuz YAVUZ, TURKEY At the beginning we should keep in mind that each situation and each student requires a specific attention and approach. Then, for high skilled students I generally prefer to challange them with more complex or difficult tasks. However, the low-skilled ones need some low level challange, too. Colloborative approach may even work in this case. Giuseppe, Italy Giuseppe, Italy I normally use collaborative learning activities in these cases. I create three or more groups with different levels inside in. Sudents collaborate to learn together and they help each other in theyr own group by peer learning. This way to work stimulates good practices and team working. Fernando Fdez Fernando Fdez Last time I make groups mixing high and low skills but lower skill students did not participate a lot so next time I will try individual task to improve participation of individuals Emiliana Rufo, Italy Emiliana Rufo, Italy I will use collaborative learning activities to encourage students to learn together, to help each other by peer learning, too. Hatice YAZIMCI ÇALIŞKAN ,TURKEY Hatice YAZIMCI ÇALIŞKAN ,TURKEY I divide the class into groups, and I put students into each group at all levels. So I support peer solidarity.I use material according to student level. ÖZDEN ARAR MERSİN TÜRKİYE ÖZDEN ARAR MERSİN TÜRKİYE I divide the class into groups, and I put students into each group at all levels. So I support peer solidarity. I am preparing material in 3 different mathematics classes. The student can participate in the course by using the material which is difficult. In science, I study the subject at the low-level level. I would like high-level students to prepare a high-level research presentation. Mine, Turkey Mine, Turkey I try to share topics for their abilitis Sema/TURKEY Sema/TURKEY I would use different tasks according to high and low skilled students considering the aim of the lesson. It is also good to encourage them work as a pair or group. Carla M, Portugal Carla M, Portugal To teach a new grammar structure, I elicit the translation of the grammar structure at the end of each presentation. I also complete the first two sentences in a grammar exercise with the high-skilled learners, so the low-skilled learners know exactly what they have to do and so feel more confident. Reading task – I brainstorm vocabulary before getting students to open their books. I see how many words they can guess that will come up in the text and I pre-teach some difficult words from the text before students read it so low-skilled learners understand it better. It’s important to create a desire to read, so I encourage students to predict the content by asking questions in English, I let the low-skilled learners answer in their own language. I also ask students to look at the pictures and headings, and elicit any information that they already know about the topic. In the end of the lesson, high-skilled learners make up their own vocabulary activities, e.g., word searches to exchange with a partner. Burcu Burcu I would rather encourge the high-skilled one to create activities about subject for the low-skilled one. I deeple believe in peer learning. Andrea, Portugal Andrea, Portugal According to what is said in the videos, nobody is a high-skilled or low-skilled learner. Everyone as its focus or main skill: reading, writing, collaborative work and others. I would allow the two students to choose the way they feel comfortable to solve the activity. The goal is that both can learn by using their perception, emotions and interests and be able to make connections with other subjects or themes. Activity: Hear a story and retell it by: drawing, writing, using puppets, music or games. It's a pair work. The students choose one idea each. The result must be the fusion of the two ideas. Anunciação, Portugal Anunciação, Portugal In my daily practice, heterogeneity is a constant. Each student has a particular view of the world, different interests and ambitions, and different types of intelligence. It is not always easy to reach each one and motivate for meaningful learning. I always try to start with practical examples from day to day life and from there to the more complex subjects. Sometimes I ask high-skilled students to prepare and present a certain content / subject to the class, choosing materials and methodologies. In my classes I very often promote peer or group work to solve multi level exercises, so that low-skilled learners can carry out the activities at their own pace and giving their opinion on solving problems Miguel Correia, Portugal Miguel Correia, Portugal It depends of the goal of the task. In my math lessons, for some tasks, i start with easy examples or exercises and go to more complex ones, and let the students to work collaborativelly, for other tasks i make pairs by the level with almost equal exercises or just one more difficult for some of the pairs. That´s a way i found to undestand their difficulties, how they think, research or study. ROBERTO MARTÍN, SPAIN ROBERTO MARTÍN, SPAIN I would create, by using a webpage called lyrics training, two different exercises, but in the same way, an exercise to fill the blanks with lost words from a song: 1.- high skilled learners will have a high leavel song, with many lost words 2.- low skilled ones will do the same but having a few blanks, and more over than that, easy ones. So, all the students will have the same exercise but in two ways, asuming that it's the same activity for all of them, what will create the sensation that they are not so different. Dimitria, Bulgaria Dimitria, Bulgaria In both ways I would give the students tasks according to their interests. For example, if high-skilled students are keen readers and they like reading literature in English, I would connect, for instance, a grammar task with their favourite book in English. I would ask them to find examples in a chapter or extract of that book for a particular sentence structure or else. On the other hand, for the low-skilled lerners I would show videos, play games or listen to a recording allowing them more easily to practice and remember what they are supposed to learn. Mustafa ERKOÇ-TURKEY Mustafa ERKOÇ-TURKEY Flipped classroom is a good idea. Flipped classroom is a good idea. Carolina, Italy 💡 Carolina, Italy 💡 Learning task: learning the pythagorean theorem 1. Activity for high-skilled learners: using a whiteboard and show a special relationship between the sides of a right triangle and see how it's used to solve for a missing length on a right triangle. 2. Activity for low-skilled learners: Wheel with liquid demonstrates the Pythagorean theorem. Feyza, Ankara Turkey Feyza, Ankara Turkey To give more responsibility to high-quality students in the classroom environment, to cooperate with low-skilled students and to teach peer education can eliminate the problems created by heterogeneity in the classroom environment. Reflect Reflect Reflect Reflect Gül SAKARYA Gül SAKARYA Edirne-TURKEY Firstly, I am against separating the student because of high or low learning. In my opinion, the environment in which the student comes from, the nutrition, the important thing that they learn about daily life before starting school is important. High-quality learning: looking at the student's readiness to determine what he / she wants to learn, what he / she learns and what he / she has gained. Low-skilled learning: First of all, I will develop a learning environment based on the skills and academic status of the student who cannot win at the calendar age and develop their weaknesses. sylvie sylvie The teacher´s work is every year harder and harder. We have in our class many students and each one is different and we must adapt the teaching to their characteristics to improve their academic success. I think that either the peer group or team group would help, especially if heterogeneity in the group exists it will overcome the barriers of some students with collaborative work. Also asking to a high-skilled student to be the teacher for a time might be a good idea for him and for the rest of the class Mary, Italy Mary, Italy I would prepare two different activities and later I would ask to explain what every student did and learnt. Later we can discuss with the classroom about the two different ways of learning. Rodica, Romania Rodica, Romania I would promote collaborative learning and different kind of tasks. Flipped classroom is also a good idea. Giorgia, Romania Giorgia, Romania I always had different students in classroom with different type of inteligence. I tried to personalize the tasks according with their type or inteligence and to establish lower criteria of difficulty of their tasks. Gjergji, Albania Gjergji, Albania I would develop different group activities according to their interests, needs and abilities. I will design and implement individual plans based on their needs. Also comprehensive activities for students to learn and from each other. Seher Güzel, Istanbul, Turkey Seher Güzel, Istanbul, Turkey I would encourage both of them , and I would try to find each one's ability. I would assess their efort on a specific subject. mine selvi mine selvi I'd give the high-skilled student a subject whatever s/he likes to do and search and present it in the class with the participation of others and help the lower-skilled student read a text without an end and write down his/her ending to the text and roleplay it in the class Mirela Barcău Mirela Barcău In such a situation, I think I would prepare workbooks with differentiated workloads. Yune, Basque Country Yune, Basque Country I would suggest different kind of activities (some of them to relate concepts, other with images, other ones to develop, …) and the students will have to work in groups of 3 to help and learn from each other. Faruk Yıldız, Turkey Faruk Yıldız, Turkey I gave them learning activities in a way that was easy to difficult to work with. I wish they could do as much as they could. As highly skilled learners complete all the tasks, as low-skilled learners will complete less, I would like to help others who complete the study after a certain time. Ksenija, Croatia Ksenija, Croatia Depending on the topic - individual working materials, working in pairs or groups, combination of text and images, creating omething - drawing, designing... It's everydays activity... Nils / Germany Nils / Germany I would use different tasks or would give the low-skilled learner some help. In English lessons for example the high skilled learner would have to write a text without any help and the low-skilled would get some ideas or even some beginnings of sentences. (high-skilled and low-ski (high-skilled and low-skilled learners). What would you do? Avatar of European Schoolnet Academy European Schoolnet Academy + 232 ● 1m Lucia Italy Lucia Italy N Lucia Italy Lucia Italy Nowadays it is very difficult to motivate children's attention because they have a variety of interesting offers outside of school starting Sara, Spain Sara, Spain We usually have heterogeneous classes, so we have to deal with this every day. I tend to have open activities that every one can complete to some extent, some will give a more elaborate answer, others will Yıldız Yıldız I would encourage them to do some creative tasks to fin out the degree of their skills.ı would let them do their works optionally. Ana, Portugal Ana, Portugal In my daily practice I have to deal with many different students with different "intelligences" , different skills and different interest. Sometimes I give them different tasks, other times I try to join them in mixed hability groupsor I simply let them suggest how they want to carry on that task . Silvia, Spain Silvia, Spain I encourage cooperative learning, pairing students so that they can help each other with the activities Claudya, Romania Claudya, Romania Peer work, team work. Antonietta, Italy Antonietta, Italy I DON’T NEED TO IMAGINE BECAUSE IT’S A DAILY ROUTINE: IN A LEARNING TASK I ALWAYS TRY TO ASK MY STUDENTS TAILORED PERFORMANCE IN ORDER TO CREATE COLLABORATION AND MOTIVATION. It often works but sometimes it doesn’t, so I have to redistribute activities. Elsa Ramos, Portugal Elsa Ramos, Portugal In my class I usually use peer work, one more facility to learn and one with more difficulty to understand. I use the best student as a tutor. Sometimes I use different activities for different students, but I try to go to their interested. For this, I use digital media, mobile phone and some web games. Hara, Cyprus Hara, Cyprus The activities will be planned according to each groups learning preferences. Some students may need audiovisual material while others may prefer text. Some may prefer to work collaboratively while others individually. Manuela Silva, Portugal Manuela Silva, Portugal Nowadays classrooms are learning environments where students must be perceived as unique human beings waiting for supporting conditions where they can fully develop their skills, abilities and enrich their knowledge of the world. In my daily teaching practice, I have to adapt activities to meet students interests or learning styles. It is very challenging to find instructional approaches that answer the needs of learners with a variety of aptitudes and learning styles preferences (the first video highlights this aspect quite clearly – students have different cognitive learning styles). As I teach English as a second language, I always try to vary my approach to the tasks. Recently I’ve been reading and analysing a text about studying abroad and discussing with them how this experience is enriching for students. I always try to bring to class texts that students can listen to (read by English speakers) so that aural learners can process the information in their preferred way but we also comment on the pictures that accompany the text so that visual learners can also participate and present their ideas. I try to ensure activities that are varied to accommodate learners with different cognitive learning styles. Besides adapting the comprehension questions for high and low skilled learners (which is relatively easy to do), the final product of our sequence of learning tasks may be different for each group of students. High achievers who have a more analytical and communicative learning style can do research work and roleplay a situation where two friends are planning to go on an exchange programme. In the same class, lower achievers can work based on the ideas in the text and prepare a list of advantages and disadvantages of going on an exchange programme; more creative students can elaborate a poster to persuade other students to have such an experience. I believe that by diversifying the final product we can engage students and make lessons more appealing. Melek GÖKSU /Turkey Melek GÖKSU /Turkey I can use more sophisticated disciplined teaching steps for my student with higher education level. but I have to explain the steps to my low-level student one by one and proceed slowly. Aida LS Aida LS I guess I'd change some questions so everybody reaches the minimum but those who can, get the most of everythhing Isabel, Portugal Isabel, Portugal In our days, most of us use different methologies in the classroom. But we also know that is difficult, the rules of school and the parent´s somethimes don’t let the teachers execute diferente activities. In this particullary case, i will make groups of students with different skills to equilibrate the activities solving . Žaklina Kvesić Croatia Žaklina Kvesić Croatia i think there is no needto imagine such a situation as it happens in nearly all of the teacher classroom everyday .I would arrange different groups according to their level. Dimitra Zorba,Gree Dimitra Zorba,Gree As a P.E. teacher i always create mexed groups of high skilled and low skilled students.So they can support each other.But sometimes i must personalized the activities and create groups with the same learning skills .I prepare different types of tasks. Stanley,Nigeria Stanley,Nigeria I would structure the task according to their learning abilities.The more skilled will have more complex and challenging task while the other group will get simplified assignment possibly with guidance. İSHAK KUR İSHAK KUR First, I explore their learning areas and intelligence types. I learn family status and physical capacity. I try to prepare learning environments suitable for their interests and abilities by putting them into learning projects. Despoina Amarantidou, Greece Despoina Amarantidou, Greece I will involve both collaboration and team work so that students feel safe. Feruze from Turkey Feruze from Turkey I create mixed grups and make the high skilled students to help the low skilled ones. YASİN TABANLI YASİN TABANLI KIRIKKALE-TÜRKİYE I use a lot of visual material to reach all students in the history class. take into account the interests and needs of the students. Lalitha India Lalitha India I would group them in a heterogenous group of high skilled and low skilled students. Students are more open to peers for learning and expressing their difficulties.(specially the teenagers ). Then have graded task , starting from the simplest to the toughest. Though the low skilled learner may not get in one go, his friends will devise a method to simplify to his reach. Carlos, Portugal Carlos, Portugal As a Math teacher this is my diary scenario. Every single class i have to adjust and personlize ativities. I usualy use pairs colaborative work ; speech to each other how they do; multi level exercises; tecnologies; vídeos; work with real materials; diary evaluation (progress and products) and a portfolio of seleted tasks. Simona, the Czech Republic Simona, the Czech Republic The high-skilled learner could be asked to help the low-skilled learner to understand a rule, explain things, correct mistakes. The high-skilled learner would have to find out how to explain things logically and understand links between things. The low-skilled one would ask questions that could motivate the high-skilled learner. Roberto Italy Roberto Italy I like peer group with one high skill and one low skilled. The best student can tutor the other and both can grow in different ways. On the other hand I face a lack of enough students with the skills of a tutor. An activity for high skilled could be to create an infographic. For a low skilled I would suggest to highlight relevant concepts in a document Ana Croatia Ana Croatia I have been trying to involve my students in various activities that one day will be useful skills - presentation skills, how to write a complaint, how to do research online finding proper pages and sites not only for entertainment purposes, i often demand in some tasks to email me their homework and to practise attaching documents for example. I struggle with collaborative learning watching in a group of 4-5 that only 2 are doing the hard work... combine tasks so tha combine tasks so that they could help each other and collaborate together HAKAN DOĞAN-Sivas_TURKEY HAKAN DOĞAN-Sivas_TURKEY I would try to organize some different homework to high levels and low levels by using some technological devices that they were interested. Neslihan, Turkey Neslihan, Turkey I can try to blend their skills. They can support each other. They can perform both personalized learning and collaborative learning. Fatma Banu Özbek/Tur Fatma Banu Özbek/Tur First of all,I couldn't make up a certain categorization for high and low skilled learners but I'll try to give an answer. I think one way is to provide different options for learners to choose from within the task. Also, as mentioned in one of the videos, I would expect different outcomes from different learners, expecting them to reach the same goal would be for vain Teach yourself and tell me what you find Teach yourself and tell me what you find Imagine a narrative unit: the reading and understanding of the actions of the characters. We have two groups of students: one with high reading and comprehension literacy and the other with low literacy. For the first group privilege the autonomous activities: reading, identification of the characters by physical portrait and by psychological or psychosocial portrait; recording of relevant narrative actions, interactions between characters, final meaning of each intervention. You can present the results in text, in theater or in a graphic slide. For the second group I propose: oral narrativity on the part of the teacher, the so-called retelling of the story, with challenge to the students to complete, fill gaps, both on the marks of identity of the characters and on the actions narrated, with a visual, in the picture, of the interactions between the characters. I suggest oral or schematic presentations of free choice José Machado First of all, at the First of all, at the very beginning of the year, I would apply different types of activities and get the info about each student's learning types. After that I would do group works and gather the students who have the same learning skills. On the other hand, in some activities I would mix those kids and let them figure out the best way they can. Fahrettin AKTAŞ, Turkey Fahrettin AKTAŞ, Turkey I think the best way is to offer a learning environment. Jagoda, Croatia Jagoda, Croatia There is no news that children are learning on different ways. The challenge is to find the way to facilitate them to reach their goals using their own ways ad powers. Ecem, İzmir Ecem, İzmir According to my own perspective, I will give the task to my students and set them free to do it in their own way. Because when I personalise it, then it'll be my task and my own personalised learning. If I categorised my students before the task, like which way they learn best and if I know which type of learners they are, then it will be that way. Halil SÜNBÜL TURKEY/OSMANİYE Halil SÜNBÜL TURKEY/OSMANİYE In two different students, I would make a difference. Teresa Lacerda, Portugal Teresa Lacerda, Portugal I didn't like the categorazition the students in "high-skilled and low-skilled learners". The third video show us a different perspective. Students and adults have different kinds of intelligence. So, one teacher must work with this in your own classroom. In my classroom I always have the tables arranged in a group and the students that are part of each group are quite heterogeneous. Thus, in the same group are students who have more difficult to learn, others more disinterested and others with more ease and interest in the subjects that integrate the curriculum of the discipline. At this moment I am teaching the theme "Extinction and conservation of species" and the work of the students is to be carried out as follows: - In each group, each student has a leading role, time keeper, materials organizer, responsible for the presentation, evaluator - that was chosen by the students according to their competencies; - The theme will be explored by members of the group as agreed between them and using resources that they find most interesting. For example, Internet searches of videos, articles, environmental advocacy organizations or through questions put to people who can give them information they deem relevant, including the teacher; - Students have to define tasks well and hold each element responsible for their execution; - In appropriate intervals, students have to gather the materials they have, discuss ideas to decide whether to continue along the same path, or make changes; - The final work is placed in the class portfolio, a Padlet, and is presented to all colleagues; - Finishing groups will have to comment and evaluate each other's work in Padlet. My role is to be constantly circulating through the groups to put questions and support what is needed. This is one of the ways I have found to be able to involve all students in learning the subjects of the discipline. Obviously, with this group organization I am fortunate enough to have the students tutor each other, helping themselves in the process of learning. Anita, Croatia Anita, Croatia 1.activity: -Visokokokirani disciple: Make a power point presentation about seed germination and plant growth -nisk-qualified student: Orally present how he sowed bean seeds and followed germination and growth 2.aktivnost: - Vocationally qualified disciple: graphically shows the growth rate of leaves and stems with growing conditions (air temperature, water .....) - a disadvantaged student: Practical work in the schoolyard is the task of sowing two seeds in the same living conditions (one dry and the old and the other healthy) in a notebook the lines of the days he noticed Raquel Santiago, Portugal Raquel Santiago, Portugal First of all, I usually sit a high skilled learner with a low-skilled learner on each table. I speak to them and explain that one can help the other. Specially in a foreign language class, this can work out well because students who know more vocabulary, for example, can help the others who are, sometimes, too shy to ask basic vocabulary. Secondly, I would probably give them a webquest, for example and ask them to work collaboratively or have them work on a project together so one would help the other, with my assistance or close attention if necessary. Lastly, I would like to refer that the second video about lost and confused students really resonates with me. We all know that sometimes we have students who are just not interested, maybe because they are not learning the way they prefer or the tasks are not directed to their type of intelligence. These students are happy to just let others do the work and they don't really participate and, thus, they aren't learning anything. In this situation, I would probably give the high skilled student a webquest or another type of task he could do independently; and try to give the low skilled student a task about the same topic, but I would try to work with him more individually. Obviously, this is difficult to do with large classes and I'm still struggling with some students and trying to understand them. So, the third video really touched me too. Ana Correia, Guarda, Portugal Ana Correia, Guarda, Portugal Students with different intelligences or with different learning abilities are the daily basis of any teachers’ work. In a primary English class, I would define different types of objectives, different kind of tasks, different timing and different assessment procedures, if possible different input sources according to the students, the class or the school characteristics. I would have exercises (oral or written) with different levels of difficulty or adapted to the kids’ interests/abilities, give clues according to needs, give room to activities with different stages of autonomy and build from that on. Spoken interaction differentiation is quicker to organize for me as we can build it almost as we go and there is a stronger sense of class and of common purpose. But preparing such personalised activities when there is a written format (even if they have an oral purpose) is overwhelming, not only to produce, but also to manage in class without losing track of the group. It is even more so if we are not dealing with a single class, a single school or even a single level in the same room (which is my context). The way I’m doing it right now doesn’t match the second video’s idea that personalized learning is about making things easier and “getting quality time” with students or “spend(ing) more time… engaging them”… Rosalba, Rome Rosalba, Rome Next week, after the end of the first term, we' ll organize a one-week period of recovery and empowering activities. This morning I told my high skilled students that in turn they will be engaged to be teachers to their lower skilled schoolmates: first of all they will present a lesson on the already studied topics to the class, presenting, in particular, the Mind maps and all the google presentations they have shared on google classroom; next they will work in groups implementing peer to peerr support. All the class accepted my proposal enthusiastically. Alma, Bosnia and Herzegovina Alma, Bosnia and Herzegovina I would ask them what is the best way according to their opinion to do or learn specific assignment and I will prepare those activities on that way. Same activities from other perspectives. Eduardo López. Spain Eduardo López. Spain With primary students you sometimes need to use miming, gestures o keywords to help them remember. With students having more problems to understand the lessons, you have to combine all kind of strategies, make the necessary adjustments, labelling is very good to boost memory, this way, you reinforce writing while fostering speaking. Raquel Martins Raquel Martins Content can be taught in different ways and using different materials. The main objective is that the strategies used take into account the students' individual needs and promote their success. I divided the class into groups, for example, giving the most qualified students tools to guide them in discovering, on a given topic, to construct simple questions to put the group of low-skilled students. This group of students, the poorly qualified, would freely research the subject, in the Library, on the web or even questioning adults about the subject. This group would present to the most qualified students what they discovered with the research they did, with an exchange of information between the groups. The group of qualified students would go through interactive games created for this purpose, using the Kahoot for example, question the students on the topic. Fun and interactive, everyone learned. Rute Vieira, Portugal Rute Vieira, Portugal Firstly it would set what the ultimate goal to achieve for both students. Based on this, it would propose differentiated tasks for each of the students. In the student with more difficulties it would be important to have recourse to material (in the case of mathematics, for example) and using day-to-day situations. For the student with great ease it would be important to give him the freedom to learn more if he wanted to go further. In this type of situations, I also use group work among students since the way to reach colleagues, the way they speak, the motivation ... are different from when I am developing a theme. Gamze, Turkey Gamze, Turkey In math lessons mostly I try to start with easy examples and go on more complex ones. Moreover let the students collaborate is an effective way. Sometimes I let high-skilled students to work with low-skilled students as groups. Mira, Croatia Mira, Croatia I believe that all teachers daily have such a situation. My way is to help students in group work by giving them tasks of varying weight, in individual work I also tailor assignments, give additional instructions, learners with writing and reading difficulties, help with instructions and adjust the weight of tasks. Paulo Almeida, Portugal & Belgium Paulo Almeida, Portugal & Belgium I would probably give them the same task. However, I would put them to work collaboratively, where the high skilled student would help the low skilled student in solving the task. In this way, not only the high skilled student would develop his / her competences in helping the other, but also the low skilled student could develop his / her competences, being accompanied by a tutor who speaks the same language and who can feel closer, in terms of relation and age level. I could do the same type of practice, but with different tasks. Zekiye KAFALİ, Turkey Zekiye KAFALİ, Turkey I think there is no need to imagine such a situation, as it happens in nearly all of the teachers' classrooms everyday. The best way, in my opinion, is to get them to communicate and collaborate. Thanks to peer work or group work and different activities, high-skilled learners can help low-skilled learners. Zvonko, Serbia Zvonko, Serbia I would give more difficult task for high-skilled learner and easier task for low-skilled learner. Seyhan yilmaz Seyhan yilmaz All students who have different intelligence have the same education because of our system.We hve to strugle to have any idea about stdent's intelligence they should be educated according to their speed of learning and interests Nurcan Korkmaz Karataş-Turkey Nurcan Korkmaz Karataş-Turkey My My students are learning better with the game Banu Güven, Konya/Türkiye Banu Güven, Konya/Türkiye First of all try to learn what kind of intelligence they have, then try to makke a task which contains knowledge according to their ıntelligence type Ana Teresa Gonçalves Ana Teresa Gonçalves I would give them diferent tasks. They should be adapted to their capacities. first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them Elena SpainThe s Elena Spain The students are different levels I would teach differents activities María, Segovia María, Segovia My school has a very wide range of diverse students: different cultural backgrounds, different economic levels, diverse ethnic groups, etc. In my first grade class I find kids already reading and others still struggling with recognising letters. That's why I like to present open-level activities, so the whole class can work on the same topic but at different levels, according to their capacities. Sanja, Croatia Sanja, Croatia I will designe different activitis trough group work so that high-skill learners help and support low-skill learners. Dan Sovan-Romania Dan Sovan-Romania Generally, our classrooms are extremely heterogeneous and numerous in terms of the number of students. Moreover, as a result of an inclusive education policy, we also have work with students with ESC. It is extremely difficult for an early teacher to find a way to optimize the teaching-learning process, but the didactic experience tells the word. First of all, a preliminary diagnosis of pupils' competencies should be made and, depending on the results, we will adjust the process and workloads on low, medium and advanced levels. Of course, for low-level people, remedial or recovery classes can be made, and other students can be trained to perform by participating in various competitions, school Olympiads. em differentiated work ta em differentiated work tasks Alina, Romania Alina, Romania Of course, give them differentiated work tasks Ali CEM Ali CEM It will be appropriate to assign tasks to all kinds of students according to their skills. Maria, Larissa Greece Maria, Larissa Greece I will make mixed groups with high and low skilled learners in each group. Irina,Latvia Irina,Latvia I would make these two learners work over. They can both split tasks as they wish. They can work together to help and support each other. Edita,Croatia Edita,Croatia I would create groups with fewer students and give them tasks of different level. Each student would have the chance to choose a task that he could solve. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Rosa M Reina (Spain) Rosa M Reina (Spain) Probably i will desing different activities in the same test. I will adapt to their abilities. Different intelligences, different teaching. Melita, Croatia Melita, Croatia It's an everyday situation. The classes are heterogeneous. I would do tasks of different levels, with different skills, where such a heterogeneous group would have to come up with a solution. They should also use the skills of the weakest one. Sara Sara I will use stratified and differentiated activities promoting collaboration among students. José Teixeira, PT José Teixeira, PT I must admit that I don't like to categorise my students in “high-skilled” and “low-skilled”, just because all of them have different skills, so the best strategy to personalise a learning task, in my opinion, is to encourage cooperative learning. Students should work in small groups and inside the group they have different tasks according to their skills. All of them should collaborate to accomplish the task. Rukiye/TURKEY Rukiye/TURKEY I would arrange different groups according to their level José María, Spain José María, Spain I understand that I shoul prepare activities that motivate first and foremost and then propose activities in which they feel more comfortable attending to their personal skills. Always with a common goal and with the help of a collaborative work. Madalena, Ponte de Lima, Portugal Madalena, Ponte de Lima, Portugal As an English teacher, grammar is usually an issue for students who are less analytical or are more prone to engage in activities in which they use their rather visual intelligence. In that sense, if I were to teach a specific grammar item, I'd start by showing the students a video (maybe a cartoon or a part from a TV series or film) in which the structure was being used; then after aknowledging the structure, the students would be able to choose between either practising that structure using a previously selected interactive online ESL site or draw their own cartoon on paper, creating a story with characters that would have to use the grammar structure in their lines. Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Güney /TURKEY Güney /TURKEY each student's interests are different so we should use different methods and techniques,flexible content and student reflection. Klaudija/Croatia Klaudija/Croatia Every student has the right to learning, only needs to adapt. We can work through group work so that better students help and encourage students with lesser abilities. Another way is to adapt working methods to students with reduced spouses. Carla Carla Every single day I have to adjust and find new solutions, what worked just the day before may not work the following day. Anyway, I'll give a simple example for a writing task in a mixed abilities class: some students receive a writing task with a bullet list with main ideas to develop (the scaffold) and always an extra bullet to suggest with his/her own idea; some other students will receive the task to write a story which begins with a given initial sentence, wider writing task Each child's developmental characteristics are different, differences should be considered. Each child's developmental characteristics are different, differences should be considered. Gonca Gonca I would teach different types of activities for understand how pupils learn easy. Fabiola Fabiola I think that the activities to personalise learning are: 1) the group work where the best guys can help others overcome their difficulty 2) individual paths where teacher helps the pupil to achieve the goals based on his skills Gülhan KIZILKAYA UÇUCU Gülhan KIZILKAYA UÇUCU I have to understand the level of students first. I can focus on what you can learn better and learn Marianthi Arvanitidou- Greece Marianthi Arvanitidou- Greece Teaching is very difficult because you have to faced with different types of students A high-skilled stude A high-skilled student can be offered more creative tasks, with many unknowns, but they can also compose problems that reflect some industrial processes or everyday life. Unskilled students happily solve the tasks in which they apply skill and less use memory and logic. Patrizia, Italy Patrizia, Italy Every day I am in contact with at least two types of students: really good but not motivated students, who sometimes call themselves bored, motivated students but with poor attitudes that reach satisfactory results with great effort. With such structured classes, depending on the subjects to be presented to the students, I use different strategies: 1) Group work: the group is mixed, that is, formed by particularly gifted pupils who work alongside students with difficulties to whom they propose activities to be presented through a report, presentations 2) Particularly gifted pupils monitor and support the activities of the weakest and help them overcome difficulties 3) Use of technologies that favor the creativity of the best but at the same time facilitate the learning of students with difficulty Elena Quiles Elena Quiles I think that in that particular case, I would group students in different teams mixing high-skilled students with low-skilled ones so that the former can help the latter. In addition, I would prepare an activity adapted to high-skilled learners and another one to low-skilled learners according to their abilities Salva. Spain Salva. Spain I would adapt a part of the activity for each of them. However, I would design another part of the activity so that they could work together taking into account the differences in each one of them. I believe that collaborative works help my students respect and value the differences between them as a positive aspect in social relationships. Elisa, Italy Elisa, Italy Different students with different strong and weak points: we have to face this problem every day and it is not so easy to find always a solution to get a good balance in the individual involvement. So for me it is enough to succeed in finding the right solution at least from time to time. For example I engage students in group work and I try to help each of them to do their best, for ex those who are very good at art will be asked to look for graphic solutions, those who can write very well will be responsible for the writing of the whole group's ideas etc. A later stage is for them to teach their mates what they can do better. I always present them a schedule with different phases they have to cover and this helps to Patrícia Campos, Portugal Patrícia Campos, Portugal For these two kinds of learners I could vary: - the way the tasks were presented, for example one could receive the instructions in a more formal way, for example a text and the others would receive a video or a audio recording, were teacher could use a more simple vocabulary; - the difficulty of the tasks; - the time given to complete each task; - the number of tasks; - the type of tasks; - the focus on evaluation (results vs. process). Hakan Can Hakan Can I join Lilia's idea. I would do such a practice. I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Lília, Portugal Lília, Portugal In order to truly personalize the learning environment for students, I first need to have a comprehensive understanding of my students. This means knowing their academic strengths and weakness as part of a complete learner profile that gives a holistic view of each student. As a teacher, I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Furthermore, I would suggest and provide a variety of activities, through viewing videos, listening to podcasts, view presentations, read articles or texts, participate in discussion boards online, etc. Throughout all the process, assessment is extremely important in assuring student success. The assessment process should be embedded within each lesson and used as a tool for immediate and consistent feedback. Students need some form of direction and timely as well as constructive feedback. Lejla Hujdur, B&H Lejla Hujdur, B&H I would create cooperatives groups with differrent types of tasks so every student can express themself in the best way. I would also use peer to peer learning. Leticia Gil from Spain Leticia Gil from Spain I would try to create cooperative groups in order to learn in a motivated way. Each child is different and needs particular attention so, as teachers, we should personalize our way of teaching taking into account their interests and abilities of learners. Claudia Italy 🐏 Claudia Italy 🐏 In my classes there are students with different skills and abilities. Every child is unique and unrepeatable. I try to enhance the different characteristics. I propose group work and games. Sometimes I use peer tutoring. i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs António, Portugal António, Portugal In all my/our classes it is as inevitable as life itself that there are different skill levels. In autonomous group activities I tend to create different roles and tasks. In some cases with the highest skilled ones tutoring/supervising the other students. Nilüfer Güreşçi Nilüfer Güreşçi I'd start by getting to know the interests and abilities of the learner. I prepare an education and training plan and activities that I can use in my interests. I ensure that a student with a high level of learning maintains his level of questions and activities to keep his curiosity and motivation going on. Rosa Barros, Portugal Rosa Barros, Portugal It is not necessary for me to imagine I have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners) because I do it on a daily basis. As a starting point, I must emphasise that I do not like to “label” my students as each one of them has different skills and abilities and it is by sharing and taking advantage of differences that our classroom becomes a healthy learning environment. In my classes, students help each other all the time, either in groups or in pairs, but in a peer-coaching/tutoring strategy, and at the end of each tasks, students share what they have done/learnt. Throughout the schoolyear, I try to plan diversified activities that involve all range of intelligences, interests and knowledge (being it the result of formal, non-formal or informal learning) so that each student can put the most of him into the class and engage in a collaborative lifelong learning process. But we are referring to a more formal learning activity, take for instance, a listening-comprehension task, I would plan a T/F exercise for the “low-skilled” learner and maybe a gap-filling or a completion exercise to the high-skilled one. João Teixeira, Portugal João Teixeira, Portugal I would give each student or group of students a different role and different tasks according to their levels, skills, abilities and interests. Each student/group will perform the task on his/their own way for the setting time or, depending on the aim of the task, for the time he/they need(s). All these activities would be supervised by the teacher or, preferably, by other students. Anita, Croatia Anita, Croatia The truth is that we are faced with the need to personalize learning every day. The intellectual abilities of our pupils vary and I find myself preparing one lesson in different ways so those with dyslexia or dysgraphia can follow my teaching. Sílvia Teixeira, Portugal Sílvia Teixeira, Portugal As experts, we do not need to imagine this kind of situation, because it happens every day inside our classroom, not necessarily based in high-skilled and low-skilled learners, but having in mind different students, with different interests, different intelligences, different needs… The best way to personalise learning is through “autonomous learning time” (Tempo de Estudo Autónomo – TEA). It is a situation where students learn to formulate goal, plan their learning process, identify resources of learning, select materials which are suitable for their ability and interest, choose and implement appropriate strategies to learn, evaluate their learning process and manage their time to learn, even outside the classroom. Esada Čirić-Delić Esada Čirić-Delić This is a reality in my country. We have mixed-ability classes with multiple intelligences and I like to include various activities to suite all those intelligences. Sometimes I change materials to suit, sometimes pair work is best and sometimes group work brings the results. Aslo Aslo Aslı Aslı I would divide the class into groups and give each student a different role according to their levels and interests. Then, I would assign them differnt tasks according to the pace of the lesson Teresa M., Spain Teresa M., Spain I'd have to adapt the activities: same format but different tasks for different learners for them to fulfil their capabilities. Leyla, Turkey Leyla, Turkey Making mixed groups with different intelligence and asking them to create a product by which each individual can take out his/her strength among others. Preparing and delivering personalized teaching/learning material and leading each student to a reachable goal would make them feel proficient. Heidi, Germany Heidi, Germany The best way to personalize a task in my opinion is preparing a project with a question. In a project every student works with its personal ability, at its own pace, in groups or alone. Erhan Erhan Yes, every students have different kind of intelligence. They can use them more efficently but teacher have to use not only his/her teaching method but also in a school . So every unit must bring different areas of interest (intelligence) in english. Teachers pay attention to this and organise their teaching method for their students. Eduarda Sousa, Portugal Eduarda Sousa, Portugal This is not an imaginary situation. It's truly part of teachers " daily struggle. So generally I divide the class in mixed level group so that the fast learners can help low level learners. My teen students just love this as it's easier for them to understand their peers' "lecture. I also try to give my high level students a bit of a challenge by working on their own and solving problems using for instance thei mobiles while I help the other ones. Bosiljko, Croatia Bosiljko, Croatia I will create groups with max 4 pupils in, and give them tasks with different level of complexity. probably I will explore their possibilities before... Each student will perform Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zehra Tuğçe Özgel, Turkey Zehra Tuğçe Özgel, Turkey I determine their needs, speaking both by doing survey. I prepare lesson plans for their needs along with the curriculum. Vida , Lithuania Vida , Lithuania For the purpose of studying the topic, the students are divided into groups and tasks of different complexity. Anca, Romania Anca, Romania I would divide the class into groups, same topic, different tasks. Temel Gövce Turkey Temel Gövce Turkey First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. All students work in the same Subject using different materials. If there were two activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (A High skilled learner with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pair to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity. I would implement group work strategy and try to apply myteaching steps for students'different skills I would implement group work strategy and try to apply myteaching steps for students'different skills D., Croatia D., Croatia This is an every day situation. Classes are heterogeneous. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Demet - Turkey Demet - Turkey Mixed groups can be created. Serge from Belgium Serge from Belgium Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zrinka, croatia Zrinka, croatia Divide them into groups or pairs and give them projects according to theirs skills. Something similar but different level activities. Brankica, Croatia Brankica, Croatia I would put them in a group to work on a topic together, and I would assign them various, personalized tasks and adjusted to their skills. They would have to cooperate and help each other, and I would also give them pair-work homework. Audronė, Lithuania Audronė, Lithuania I'd preteach a low-skilled learner, later they could work together and benefit from each other. Cláudia de Sousa, PORTUGAL, D Cláudia de Sousa, PORTUGAL, D This is what actually happens on a daily basis. Classes are heterogeneous and our work demands reflecting over this question regularly. In my opinion these two students obviously need two different approaches. The highly-skilled student is, normally, a more motivated student in a learning context because learning isn’t a difficult task, whereas the low-skilled student may be a less engaged one because he/she finds it difficult to keep up with what is being taught. This last student might feel lost, confused, may need more attention for many and diverse reasons. However, without knowing both students well, we can’t jump to conclusions this easily and we should definitely not decide over strategies without bearing in mind why they are being defined as high-skilled and low-skilled. In other words, is the high-skilled student so just because of his high grades? Does that mean he is highly motivated? And concerning the low-skilled student, are his grades low because he/she struggles with assessment and tests? Does that mean he/she is less motivated? According to what happens at school, teachers are expected to be more concerned with low-skilled students, because we would like them to get better grades. We tend to spend more time thinking about how we can help these in becoming successful as if high grades were synonym of success in life. Nevertheless, I defend that in both cases the key to help these students is motivating them towards different non-formal learning activities because in both cases each will have to undergo different processes at different their own pace. Learning is long-term process and this is what students are to be reminded regularly! Antonino, Portugal Antonino, Portugal In my opinion, personalizing learning does not necessarily imply assigning a task to each student. Herculean task for sure. However, you can assign different tasks to two different groups to work on the same topic. Strategy to implement: Group work in the design mode. The groups would be with a small number of students in order to enhance the collaborative and participative work; In the formation of the groups it would take into account the different intelligences / capacities forming heterogeneous groups; The project modality allows to maximize the capacities of each one because, with the constant orientation of the teacher, it is possible to demonstrate skills of the less qualified students, namely in the operationalization and more practical parts; This modality obliges the students to diversify their abilities and not always the most qualified academically they are in parts that leave its scope, like for example to organize a structure to present the final work. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Cecília, Portuga Cecília, Portuga I organized the class into work groups by proficiency levels, characteristics or similar interests, in order to create an excellent learning environment. It would do the same activity but would adjust the level of activity requirement to the actual ability of the students to allow them to succeed. Susana Carneiro, Portugal Susana Carneiro, Portugal I could use collaborative groups in PBL or a "menu" of tasks for the students to choose with the same goal (for example: research paper about sustainable projects around the world or ation plan to do at home and make the daily life more sustainable). Low-skilled? It depends on the skills you`re looking for :) Olivera, Montenegro Olivera, Montenegro Gathering children according to interests, needs and skills. Adapting activities that include reading and writing, for one group; and for the other group in the lecture I also insert digital media. Aleka, Greece. Aleka, Greece. It depends on various factors such as the age of the students, the kind and purpose of the activity, how well I've known them... Jorge Estrela, Portugal Jorge Estrela, Portugal Start teaching from the level at which the students are. This is why it is fundamental to diagnose knowledge, assessing the level of student performance, interests and learning profiles. When planning activities, take into account the profile of each student, so that everyone has an opportunity to learn, for those who present more difficulties and those who are already on the road to school success. There are some aspects to be differentiated in the planning and dynamization of activities: consider the students' learning style (visual, auditory, schematic); repeat the information, explain in other words; explain the topic in small groups; use activities that work the same theme for all students and adapt the level of difficulty; provide concrete material for the students with more difficulties; adapt the time of activities; diversifying the forms of production (text production, oral presentation, drawing, painting ); use facilities outside the classroom, such as the school library. Jasna, Croatia Jasna, Croatia I would divide the class into groups and make my students work on a similar but different level activities or a would connect high -skilled learner with low-skilled learner. High – skilled learner can help low-skilled learner. Hacı Ömer Erarslan Bursa-Turkey Hacı Ömer Erarslan Bursa-Turkey I would divide the class into groups and make children work on similar but different level activities. Feruze from Turkey Feruze from Turkey I make mixed small groups and give projects them and make the high skilled students help the low skilled one. CAMINO, ESPAÑA CAMINO, ESPAÑA Nobody will know the difference between both levels of learning between the students. Nobody will know the differences between the contents of the activities. I would be the only one to know about it. Students would work together, helping each other to understand contents of the exercises. I could help low-skilled and high-skilled learners in different ways at the same time. Sandra Oliveira, Portugal Sandra Oliveira, Portugal I woul divided students into small groups of 3 to 4 elements:groups of highly qualified and low-skilled students. I would provid them with a list of research topics, so that they chose the more interested one. then I would explain them the essential learning and objectives and contents of the activity. Students will research the theme and then present their work to the class. For the groups of low-skilled students I would provided them diferent level activities and guide them, if they want. It would give them more individualized support. In the end, thye also present the research results. All students would transpose their research into the learning journal. Jorge Conde Jorge Conde I would make the collaborate with each other in different tasks, allowing them to help each other. I usually give assignments and when students end their task they can go to other groups and support their colleagues. Sandra Gomes, Portugal Sandra Gomes, Portugal I could either ask the high-skilled learner to help the low-skilled one or choose to adapt the activities according to their skills/level. For instance, I could hand out a worksheet on a vocabulary topic we had studied in class and grade the tasks. Imagine it is a word search on technology. I could give it to the low-skilled student with the words he/she was supposed to find, whereas I wouldn't give this hint to the high-skilled one. Or I could just pair them and allow them to find the words together! If it's a reading comprehension exercise where students have to complete a sentence according to the ideas in the text, I can give the low-skilled learner options to help him/her complete it. Doinita B., Romania Doinita B., Romania I would use the "teacher method": high-skilled learners to teach low-skilled learners, and at the end I would provide feedback to both kinds of learners. Renata, Zadar Renata, Zadar In some lessons I always connect high-skilled learner with low-skilled learner. The task is that high-skilled learner found a way to teach other student thru discussion, drowning, explanation with their own words. After that, very often, low-skilled learners know better than after my explanation. Ana Paula, Portugal Ana Paula, Portugal Çölban-Turkey Çölban-Turkey I personalize teaching methods very often. I try to prepare activities according to my students' development processes, intelligence types and needs. I spend time with my students who need individual attention. Daniela, Italy Daniela, Italy I would divide the class into groups and make children work on similar but different level activities. Soraya, Portugal Soraya, Portugal I would probably try to adjust the activity to their personal interests. I would let them choose the way to get to the purpose of the activity. I would also let them choose how to present the results. sebahat yalçın,İzmir Turkey sebahat yalçın,İzmir Turkey I prepare the activities of the the learning task according to the learners' abilities,their preparedness about the task ,their intersets and also theirtype of intelligence. Sarah Mallia, Malta Sarah Mallia, Malta I would give a shorter task to the low-skilled learners and include some challenging tasks for the high skilled learners. I would use visuals , auditory and technology so that I 'll try to reach all sorts of many students at the same time. HEVAL DURAK MUĞLA TURKEY HEVAL DURAK MUĞLA TURKEY I personalise my teaching methods so often.I have prepared different kind of exercises for different level of pupils.I spend more individual time for those who need extra help. Lurdes - Portugal Lurdes - Portugal Let’s say that the task is “Asking for and giving directions”. For the high-skilled learners, the activity would be writing down all the instructions to get from point A (it could be our school) to point B (a hospital, for instance). For the low-skilled students, the task would be, using Google maps, drawing the way from A to B, according to the instructions given by their colleagues. Elsa Martins - Portugal Elsa Martins - Portugal After presenting the topic and showing flashcards to all the students at the same time I would ask some questions about the pictures. Firstly I would ask high-skilled and then ask the low-skilled ones so that they can listen to their classmates answers. For low-skilled learners I might whisper the words if they can't remember them or give them some answer clues. For other activities it could be in small groups with both high-skilled and low-skilled learners, collaborating throught the activity. If it is an individual task/ activity low-skilled students could have different stategies like matching exercises instead of open questions, fill in the gaps (with given words), true false questions. I usually to this for students with special needs. Sandra V. Sandra V. I would put those two learners to work in pair. They can split assignments as they want or they can work together, helping each other. Ş.G.Gundem/İzmir Ş.G.Gundem/İzmir I can set up working groups with children at different levels. They learn to work together. I can give you homework based on the children's level. Lina, CRO Lina, CRO Group work is a great way to help children with difficulties but also to motivate children with high skills. It can be a theme where children with difficulties can draw something or read basic text in book, and high skilled students can explore something more on internet. Berkant Berkant Some of my students are learning from the examples ,some of their classmates' group work.And some of learning a part of one to one work Nițescu Emilia-Elisabeta, Romania Nițescu Emilia-Elisabeta, Romania To begin with, I start with differentiated activities. For those with difficulties, I will have different tasks than those advanced. I will try to work on teams by using each other's skills. All of this will be accomplished without the pupils observing the difference between given tasks. Nilay Dokur, Turkey Nilay Dokur, Turkey I think the first step for the different learning levels of students for the same activity would be defining and categorising the student's intelligence types before the activity. For instance a brainstorming activity about the subject matter. Then I would prepare learning corners to let them perform their abilities. Paulo Alves - Portugal Paulo Alves - Portugal Group project based learning with both - high and low-skilled learners (lsl). They have to draw a plan and execute it with several tasks. The aim is the high-skilled learners help the low-skilled learners making them (lsl) aware of the "how-to" process. In future tasks, with those skills, they (lsl) can improve applying knowledge and get feedback from high-skilled learners and also from the teacher. I think that it should I think that it should Adriana, Romania Adriana, Romania It is important to work with both types of students and to let them feel they are equally important for the teacher and for the learning process of the entire group. I think I would, at a certain point, let the advanced ones "teach" the others in their particular manner and then ask for feedback. Marina, Zadar, Croatia Marina, Zadar, Croatia It would take them to nature and there would be activities for both of them. I would give them different activities - watching, calculating, climbing and it would be interesting for all. 9 9 Sanja, Croatia Sanja, Croatia I would give them a group project with different activities, for example calculate something, use technology, make a presentation so each student can pick which part of the task suits him best I I Göksel Ogalan , Manisa/Turke Göksel Ogalan , Manisa/Turke First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. If the high skilled student shows really great potential, I would start with more complex structures as I would do with the lower skilled one. If I would see that they can compete with the tasks , I would guide them by learning new and more complex structures and assure that they learn how to handle with the problems on their own way. Providing them opportunity to discover their own potential and being aware of own intelligence type. FátimaM, Portugal FátimaM, Portugal I would think of a very interesting, challenging, fun question and let my high-skilled and low-skilled students get to the answer through whichever way they prefer. Fatih TOPÇU/Türkiye Fatih TOPÇU/Türkiye For example, in the theme of mother's love, I would give a student the task of composition and the other a task of telling painting. Slađana Kristek Slađana Kristek I think it depends on the task. I would like that the student that is high skilled helps them that is low skilled. The low skilled sholud make set of questions and the other sholud explain the task. Lacramioara Cazangiu,Romania Lacramioara Cazangiu,Romania If students have a different level of training, I will prepare a lesson in which I will work differently. The same theme should be understood by all but by different ways of understanding. HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY First of all it can be accepted that personalise learning or instruction is very difficult to implement for teachers in large classes. Analyzing the class to find out who they are, what is their interest is important step when giving the task to high skilled and low skilled learners. Then I try to encourage my students to work in pairs. I give all of them the same project work and decide and collaborate with each other how to prepare and represent it. nurcihan,istanbul/Turkey nurcihan,istanbul/Turkey as an english teacherI usually try to personalise the learning task in my classes.for example at he end of a unit I gives tasks to low skilled learners writing about that unit topic or asking and aswering questions with their partner about topic but I want high skilled learners to prepare a sketch about new topic and act it out I would survey the s I would survey the students to identify styles first then vary the activities according to their interests - different activities but same But same learning objectives Ella, Croatia Ella, Croatia I would make a learning scenario with project based learning and flipped classroom. So both of the learners can in non-formal way, at own pace, do the activities Serap OZDEMIR ORUC Serap OZDEMIR ORUC I would give the same task to them. And I would let them to present their work by their own way: by drawing-painting, by using technology-making slideshows, by searching on the net or library and writing the results with hand or on computer, by presenting with a drama , by just talking about the topic/giving examples about it. Adina Geczi, Romania Adina Geczi, Romania Being different, they will be lost in the process if I won't be able to help them. So, for the same subjects I will create different learning activities. Using a rich set of methods I will find a way to make every student to understand what they have to learn. After that I will know how to elaborate the tests using different types of skills. Maija Maija I would start with a game or other activity that is interesting for both levels to get involved Latife Çeri,Turkey Latife Çeri,Turkey At first,İt is difficult for us because our educatıon system has to make our pupils similirazed.But we can change our by collobrative or group activity lessons and also we could adapt techonolgy to most of our lessons.This makes our lessons enjoyable... Nicolette - Malta Nicolette - Malta I would start by giving my students a task to work on in groups. I would spend some time observing them working together to get a clearer picture of the different types of learners. I would adapt the activity according to the abilities of the students using different types of questions which can help them grasp the learning task. Mehtap Öz Mehtap Öz Their differences make them unique.I would give the same topic and make them free.The results are not important,The most important is their own effort Mustafa Özdemir/Turkey Mustafa Özdemir/Turkey For both students, I would set up activities with technology that wouldn't be different from each other. Barbara Matysek, Poland Barbara Matysek, Poland I would try to prepare different activities for high -skilled students and different for low-skilled students. It is important to know your students well, to know their abilities. Low -skilled students would get easier exercises to make them feel successful and high-skilled more difficult to let them practice and learn more. A group work would also be a good idea because students can work together, decide what they can do , divide the work between each other according to their abilities and produce the final outcome. Željana, Croatia Željana, Croatia I "m testing my Students which tipe of inteligence they are and then I try to show them the best ways of learning and the methods Mmmo Mmmo Mmm Mmm Monique Malta Monique Malta I would first gather evidence on what my learners know visa vis the topic being discussed. The next step is to prepare engaging material within the learners abilities. Mia Mia I would make a same task but with different activities, different kind of question, different methods etc. For example, today i have worked rythm with one class and there were 3 students with special needs. I gave them easier task and they answered correct. That was great because they were so happy and I was happy, too. Dilay Dilay I would differentiate the activity types according to learners' intelligences and levels. To do this, I should know my students very well. h-skilled and low-skilled h-skilled and low-skilled learners). What would you do? Adela Gabriela Adela Gabriela I am testing my students to know what kind of learner they are. Using Gardner Theory about Multiple Intelligences... Marina Molla, Greece Marina Molla, Greece Gardner' s "Theory of Multiple Intelligence" suggested that we all have different kinds of "intelligences". As teachers we have to try and find our students' abilities and talents and adjust their learning tasks to these: Visual-Spatial Intelligence Linguistic-Verbal Intelligence Logical-Mathematical Intelligence Bodily-Kinesthetic Intelligence Musical Intelligence Interpersonal Intelligence Intrapersonal Intelligence Naturalistic Intelligence Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Sanja, Croatia Sanja, Croatia I'll try to make task about what they're interested in. Before doing it, I'll talk to students and try to find out what are their intereses. Karela Georgia Karela Georgia At the beginning I will try to understand how they want to work. I will prepare activities for both kinds of learners. Cristina Cristina First of all I have to actually 'read' the class so as to find out at what stage they are and also who is who: high or low skilled (assuming they are all in the same class) Then, maybe instead of two different activities, as time is not much, I would opt for 2 different ways of presenting the same activity. As referred in the second video, once in the classroom we have to sense the kind of student we have before us, which is not easy, specially with big classes. I would start by using my regular approach and 'feel' how the class reacts to it. Then I would definitely use a web tool to either a) make the activity more visual b) foster the students interaction c) Provide some movement to the class (literally have them move around) The students would then have the chance to try out their different ways to LEARN. Annibale, Italy Annibale, Italy First I analize the type of audience, after I start to find different tools and I prepare 2 activity with different tools. I test it, I maje some change and after I will have the two activities Sibel Akyılmaz Ateş,Turkey Sibel Akyılmaz Ateş,Turkey I would prepare different types of tasks, lots of exercise assignments and lots of independent. Sevda ER-Turkey Sevda ER-Turkey All students work in the same subject using different materials. a more demanding then i would started with the simple one for all and then i would created pairs to callaboarate for that . Angelo, Rivoli, Italy Angelo, Rivoli, Italy It depends on the learning task. If it consists, for example, in memorizing obligatory contents, then it is necessary to seek together the modality that most facilitates each student, perhaps with the help of ICT. If, on the other hand, the task consists of a project without rigid constraints, then it can be tailored to suit the preferences of each student. Laurrie, Ro Laurrie, Ro I would give them a group task (e.g. project), that might involve both kinds of ss - I would appoint a leader who would lead the group and assign roles: weaker ss might be good at drawing, others might have other good sides. Thus, they all get to collaborate and do sth together. Adeviye Alcıl Turkey Adeviye Alcıl Turkey Observing individual differences is very important.I try to make my students more difficult to understand issues.If we plan the teaching with different visual and audio tools we consider individual differences. Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey I prefer to practice learning and field trips by doing it for the highly qualified low skilled student. I can apply a personalized learning method with question answer method according to the interest of children. Fatma AVCI, Turkey Fatma AVCI, Turkey each of my students have different learning pathways. They have different interests and perceptions. I take this into account Fernando Mota, Portugal! Fernando Mota, Portugal! Above all, we will always have to respect the needs of each student and their differences. In view of this, I think that different learning plans should be drawn up, depending on the case, that is to say, for a highly qualified student, a plan for the development of their skills should be drawn up, whereas for a low-qualified student a recuperation plan. In one case as in the other, with the existence and application of this type of plans, we can better follow the development and the progress of these students. Therefore, a certain topic will be taught differently, taking into account the differentiated characteristics of the students. For the highly qualified students, in addition to the explanation of the concepts, you will be presented with information sheets to deepen them, with exercises of a higher degree of exigency. For the students with little qualification beyond the explanation of the concepts, you will be presented with information sheets explaining them, with exercises of lesser degree of exigency. Adília, Portugal Adília, Portugal In many schools teachers have to work with very large classes, with 30 students, which makes it very difficult to personalise learning or instructions. I like to encourage my students to work in pairs, but it sometimes takes a lot of time, specially if they all choose to present their work. The aim of the learning task would be to describe different types of family. I would encourage them to work in pairs, so that high-skilled and low-skilled students collaboratively could reach their goal. They would have the opportunity to help each other. Then I would give them the chance to submit their work using the format that best suited each of them ; which means that instead of only submitting a short written description, one of them could in fact submit the written essay, but the other could choose a drawing that he would afterwards present to the rest of the class. At the end I would encourage peer-to-peer assessment using pre-discussed criteria. Derya Ümüş CEM, TURKEY Derya Ümüş CEM, TURKEY I give the two different tasks to both students according to their fields of interest and skill. Massimiliano, Italy Massimiliano, Italy For a struggling student iI agree assigned a question card with multiple answers. Aurora, Slovenia Aurora, Slovenia I think that to give each one a different task is the easest way, but I would like to make them work together and to make them realize that together the result is better, greatter and that they feel better. Emma Giurlani Italy Emma Giurlani Italy I totally agree with what Athanasia says . I often make the same as she says with my classes.I try to change often the peers and I ask my students to collaborate to solve more complex activities and tasks.As Maria Helena says we also have the same problem in Italy.We have very big classes and sometime it is not very easy to personalise the activities. But I found a great help with eTwinning projects .The activities are tailored to give each project partner the opportunity to collaborate and to "grow" with the others. As Athanasia says I ask the group to choose their "speaker" among the weakest ones in order to help them becoming more self confident . This way they can improve their skills and abilities both by deepening their knowledge with the help of their group mates and reinforcing their competences Marina Molla, Greece Marina Molla, Greece Athanasia, Greece Athanasia, Greece All students work in the same "subject" using different materials. If there were 2 activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (1 advanced with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pai to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity (meaning that the capable student wouls not just do the job but would be interested in explaining and helping his/her partner, too so that he/she is capable to present the pair's work to the rest in the class) Maria Helena, Portugal Maria Helena, Portugal Context: In Portugal, in secondary schools, one of the problems we have to face daily are classes with many students (26-30 students) that make “personalized instructions” as Randy Bass said quite difficult. So I tried to find some activities that could be implemented without much fuss. Aims: - Improve listening and oral skills - Enlarge vocabulary related to the environment Main activity: 1. Listening to two people speaking about environmental problems and completing a cloze text. 2. Identifying the problems. 3. Suggesting solutions for the problems presented. 4. Presenting the solutions to class. Resources and Materials: Handout with exercises Low-skilled learners: Exercise 1: A cloze text in which all the missing words are given, but they are presented jumbled in a box above the text. Exercise 2: Pictures of the environmental problems with name tags are shown and they have to choose the ones they have heard in the listening text. Exercise 3: Several solutions are presented and they choose the ones they think are appropriate or add others they can think of. (They may use online dictionaries to check for unknown words in this exercise.) Exercise 4: They choose a problem and possible solutions and present it to class. (In this oral presentation they can organize it as they see fit and be creative. These students may also take some notes to look at - similar to a TV program host. However, they musn´t read them out to the class.) High-skilled learners: Exercise 1: A cloze text which they have to complete with what they hear in the listening text. Exercise 2: Completing a table with all problems mentioned in the listening text. Exercise 3: Gathering solutions they think are appropriate for the problems. Exercise 4: They choose a problem and possible solutions and presented it to class. (In this oral presentation they can organize it as they see fit and be creative.) Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Sofia Tsigara, Greece Sofia Tsigara, Greece In kindergarten school , I use different types of activities. For example, drawing and constactions. Sara, Portugal Sara, Portugal A development activity would be the demographic, economic and social research of an African country. For a struggling student, he assigned a question card with multiple answers. Clara, Italy Clara, Italy I do this everyday. I try to prepare different kind of input for the same content. Images, videos, audiofiles, schemes, mindmaps so that my action can meet tha different ways of learning. Then I ask to do graduated activities. Everybody start from the simplest. At the end, the most capable does a pair activity to help the weakest student to go up a level. At the very end, an activity of higher level to let the most capable students express themselves how they want. Iva,Croatia Iva,Croatia I will prepere different types of activites and methods for them. Also we must adapt learning to each of them. Iva,roatia Iva,roatia Selda Türkarslan, TURKEY Selda Türkarslan, TURKEY I would differentiate the activity by using some scaffolding structure, giving some help or example for low-skilled learner. Konstantinos-Greece Konstantinos-Greece We must adapt learning according to the level of pupils and their interests. high-medium-low goals. Nieves, Madrid Nieves, Madrid I would differentiate the activity to meet the needs of these two kinds of students. It could be differentiation based on ability or in students’ personal interests, allowing them to create something based on their different kind of intelligences. Grazia P., Italy Grazia P., Italy If the activity can be assigned in such a way that the two students work collaboratively, I think I would design a type of work in which both can test themselves, each with their own peculiarities and taking responsibility for carrying out their part. In fact, collaborative work allows to assign different roles. For example, one might be suitable for the student with the lowest level in writing, but at a higher level in the creative and design side of the activity. On the other hand, the best student in writing could perform the part of research and writing of the text. Let's say that it depends on the activity. I believe that no one is a genius in everything and even the less good students have propensities towards activities that can perform better than the so-called good in the class. Andrada, Romania Andrada, Romania I think that a teacher can use different types of activities suitable for many kinds of students and intelligences Paola T., Palestrina(Italy) Paola T., Palestrina(Italy) I'm Art History Teacher in the Secondary School. I’m teaching through ICT(padlet, tes teach, thinglink...) Digital learning resources support information processing by helping students to develop mental representations through the mix of media elements presented to them. mihaela, Romania mihaela, Romania The Conscientious Student would ask him to further document a notion that he was interested in during the lesson and to present to colleagues some interesting aspects related to that notion. The student who learns more slowly would ask for the lesson already taught by synthesizing it in some key concepts. Ana, Portugal Ana, Portugal I think I could plan a learning task composed by two activities. Each one of the activities would be focused in different ways of learning, so that they could reach the needs and interests of each one of the students. In the end I would ask students to present their results to each other and to join in both activities, once they would be a complement of each other. This way the students could understand that different ways of learning can help one another to create a more complete learning task. Carmen, Leon Carmen, Leon In general terms, I organize all my activities (I teach languages) in two different levels;if for example,we are learning a particular verbal tense,I have a set of exercises prepared for those who may need more time to learn it. Sometimes I don't need to use these extra exercises because they are able to understand it easily but should the need arise,I always have them within reach. Most times,what I really need are extra activities for those who go a bit ahead of the rest; these students are too quick and ,if I don't want to "lose" them, I have to offer them more difficult alternative tasks. Catherine, Ireland Catherine, Ireland As a history teacher, I often get students to write essays on historical figures. I generally have two activities prepared for students. For the more able students I provide them with a rubric to follow when writing their essay. For students who struggle with this task, I provide a fill in the blanks exercise, to ensure that they are still participating and engaging with the material. Before completing these activities, I would have pre-taught the required information through a variety of tasks including class discussions, videos and role-pay activities. Violeta Cumak, Lithuania Violeta Cumak, Lithuania In case want the student to reach for more or not to feel a loser, I would offer to them different type of activities and tasks. Of course in the very beginning need to recognize what type of intelligence the person is. Lidija Antolić, Croatia Lidija Antolić, Croatia I would make one activity easier and one activity more difficult to solve. After solving the tasks. There would be pair work. The high-skilled children help the low-skilled children. One activity would be group work. So children can develop their communication skills. Kata, Split-Croatia Kata, Split-Croatia I would give different kind of activities: listening activity, reading activity, calculating activity etc. The high-skilled children could help the low-skilled children with tasks. The tasks cuold be easy, medium and hard so everyone can do something. They can work at groups and at the end present their solutions of the tasks in front of the class. Ankica,Croatia Ankica,Croatia I would prepare different types of tasks, lots of exercise assignments and lots of independent work Re Re I believe I believe Sílvia, Portugal Sílvia, Portugal I believe that a good strategy will be to anticipate learning for students with more difficulty and to elaborate complementary tasks for those who feel that what they learn in the classroom is not enough and that they want to challenge themselves. On the other hand, either the teacher or the students can go to different learning environments where they feel more comfortable, for example, a library, using the computer / tablet / mobile phone, trying to relate the content in a day-to-day situation, seeing a film about it, seeking the help of another classmate or teacher for further support ... Isabel Carioca Isabel Carioca Portugal The two activities should be done in group work (each group has high-skilled and low-skilled learners) and each group choose how (time, support materials, place…) to make the activities. Massimiliano, Italy Massimiliano, Italy I would like to prepare exercises based on the characteristics of the students, favoring their positive aspects. Lucía, Spain Lucía, Spain I would try to do the first part of the class with all the levels and then I would separate them into the two different snows. They would be working in a group and I would attend to both groups equally. ort. ort. Pureza Pureza I would prepare different kind of activities and exercises. Lídia, Portugal Lídia, Portugal In a formal learning context, more exactly in the classroom I, as a teacher/facilitator, would have to bear in mind the fact that independently from their learning profiles, both the so-called high-skilled and low-skilled learners must reach the same goals in terms of formal learning at the end of the activity. I could, for example, try to plan the activity by means of a task-based methodology, within which both high- and low skilled learners would follow a set of tasks according to their interests, abilities and skills. Amongst the former, autonomy would be encouraged along with hints for further investigation, and follow-up suggestions; the latter would receive more detailled instructions and would be provided with glossaries; audio and/or visual help, among other possible supports. I, as a teacher, would plan to spend more time assisting this group (and make up for it by putting students in charge in the other group). Project-based teaching methods also prove themselves effective and make it easier for learners to contribute according to their learning style. Concerning this method, I have often implemented the Learning Station method in my classroom amongst DaF learners with quite good results. Dimitra, Greece Dimitra, Greece I would try to find a task and separate my classroom into teams in which there will be both high-skilled and low-skilled learners and the first part of the task will be for the low-skilled learners and the second part of the task will be for the high-skilled learners. The tasks will be bresented in the classroom by every team. By that way, the high-skilled learners could help the low-skilled learners as well as the low-skilled learners will not feel marginalised and incapable of completing a high expetance task. Charo /Spain Charo /Spain I would do a task with different levels of learning. Firstly, an easy level; before a medium level and finally a high level. So, each pupil would do until she/he could it. Demet YILDIRIM, Turkey Demet YILDIRIM, Turkey I would use the "Station technique" which I often use during my class. I would prepare different stations and group students for example; "drawing a picture station", "writing a song station" "creating a game station" etc. I would want them to work on their tasks with their group outside the school with the help of tecnhology (optional). Carla, Portugal Carla, Portugal Different types of tasks, with different types of goals and expectations that appeal to different types of knowledge, learning and intelligence. Tasks should have different degrees of complexity. Maria, Italy Maria, Italy I have prepared different kind of exercises for different levels of learning. Mirela, Croatia Mirela, Croatia I would try to include several type of tasks, so every student can choose their own task. If they wont, after finishing one task they can try task that is level up. Ayşin/Turkey Ayşin/Turkey this is really hard work.because I'm a math teacher and the level difference between the students in the class makes my job very difficult. I would try to make I would try to make the activities include not just cognitive aspect, but the other ones as well, such as spacial, kynaestetic, sensory etc. Cornelia Melcu Cornelia Melcu Task: Understand the written message. According with the type of learners Read and write learners write the story report. Visual learners create a graphic organizer of the story. Auditory learners give an oral report. Kinesthetic learners build a diorama illustrating the story. Learning environment: Break some students into reading groups to discuss the assignment. Allow students to read individually if preferred. Create quiet spaces where there are no distractions. Why? Group working would facilitate both high- skilled and low-skilled students. ÖZNUR/ TURKEY ÖZNUR/ TURKEY Learning, methods and techniques should be adjusted according to the speed of the individuals. Objectives and expectations should be determined accordingly. Students should take part in the activities. Class dynamics should be tried to synchronize Ángel, Spain Ángel, Spain There are no learning goals for all students, but rather the objectives and learning methods and speed are adapted to the individual. Vasiliki Psaridou/Greece Vasiliki Psaridou/Greece Working the last 12 years with first grade Elementary pupils, I personalise my teaching methods so often. I have prepared different kind of exercises for different level of pupils. I also spend more individual time for those who need extra help. Lucia Italy Lucia Italy Nowadays it is very difficult to motivate children's attention because they have a variety of interesting offers outside of school starting From sports clubs, multiple videogames....And so it is very difficult to find topics that can be shared, Perhaps it is good to come back to propose ancient things that for children They look really fabulous Sara, Spain Sara, Spain We usually have heterogeneous classes, so we have to deal with this every day. I tend to have open activities that everyone can complete to some extent, some will give a more elaborate answer, others will complete the activity giving in a simpler way. Sometimes it's also a good idea to have group work or pairs. Yıldız Yıldız I would encourage them to do some creative tasks to fin out the degree of their skills.ı would give them tasks with different alternatives , some easy some difficult. So that I can encourage them for a better result each day Ana, Portugal Ana, Portugal In my daily practice I have to deal with many different students with different "intelligences" , different skills and different interest. Sometimes I give them different tasks, other times I try to join them in mixed hability groupsor I simply let them suggest how they want to carry on that task . Another aspect which I find essential is that I recognise which student needs that "extra" support, a bit more attention or just a "well done". Silvia, Spain Silvia, Spain I encourage cooperative learning, pairing students so that they can help each other with the activities Claudya, Romania Claudya, Romania Peer work, team work. Antonietta, Italy Antonietta, Italy I DON’T NEED TO IMAGINE BECAUSE IT’S A DAILY ROUTINE: IN A LEARNING TASK I ALWAYS TRY TO ASK MY STUDENTS TAILORED PERFORMANCE IN ORDER TO CREATE COLLABORATION AND MOTIVATION. It often works but sometimes it doesn’t, so I have to redistribute activities. Elsa Ramos, Portugal Elsa Ramos, Portugal In my class I usually use peer work, one more facility to learn and one with more difficulty to understand. I use the best student as a tutor. Sometimes I use different activities for different students, but I try to go to their interested. For this, I use digital media, mobile phone and some web games. Hara, Cyprus Hara, Cyprus The activities will be planned according to each groups learning preferences. Some students may need audiovisual material while others may prefer text. Some may prefer to work collaboratively while others individually. Manuela Silva, Portugal Manuela Silva, Portugal Nowadays classrooms are learning environments where students must be perceived as unique human beings waiting for supporting conditions where they can fully develop their skills, abilities and enrich their knowledge of the world. In my daily teaching practice, I have to adapt activities to meet students interests or learning styles. It is very challenging to find instructional approaches that answer the needs of learners with a variety of aptitudes and learning styles preferences (the first video highlights this aspect quite clearly – students have different cognitive learning styles). As I teach English as a second language, I always try to vary my approach to the tasks. Recently I’ve been reading and analysing a text about studying abroad and discussing with them how this experience is enriching for students. I always try to bring to class texts that students can listen to (read by English speakers) so that aural learners can process the information in their preferred way but we also comment on the pictures that accompany the text so that visual learners can also participate and present their ideas. I try to ensure activities that are varied to accommodate learners with different cognitive learning styles. Besides adapting the comprehension questions for high and low skilled learners (which is relatively easy to do), the final product of our sequence of learning tasks may be different for each group of students. High achievers who have a more analytical and communicative learning style can do research work and roleplay a situation where two friends are planning to go on an exchange programme. In the same class, lower achievers can work based on the ideas in the text and prepare a list of advantages and disadvantages of going on an exchange programme; more creative students can elaborate a poster to persuade other students to have such an experience. I believe that by diversifying the final product we can engage students and make lessons more appealing. Melek GÖKSU /Turkey Melek GÖKSU /Turkey I can use more sophisticated disciplined teaching steps for my student with higher education level. but I have to explain the steps to my low-level student one by one and proceed slowly. Aida LS Aida LS I guess I'd change some questions so everybody reaches the minimum but those who can, get the most of everythhing Isabel, Portugal Isabel, Portugal In our days, most of us use different methologies in the classroom. But we also know that is difficult, the rules of school and the parent´s somethimes don’t let the teachers execute diferente activities. In this particullary case, i will make groups of students with different skills to equilibrate the activities solving . Žaklina Kvesić Croatia Žaklina Kvesić Croatia i think there is no needto imagine such a situation as it happens in nearly all of the teacher classroom everyday .I would arrange different groups according to their level. Dimitra Zorba,Gree Dimitra Zorba,Gree As a P.E. teacher i always create mexed groups of high skilled and low skilled students.So they can support each other.But sometimes i must personalized the activities and create groups with the same learning skills .I prepare different types of tasks. Stanley,Nigeria Stanley,Nigeria I would structure the task according to their learning abilities.The more skilled will have more complex and challenging task while the other group will get simplified assignment possibly with guidance. İSHAK KUR İSHAK KUR First, I explore their learning areas and intelligence types. I learn family status and physical capacity. I try to prepare learning environments suitable for their interests and abilities by putting them into learning projects. Despoina Amarantidou, Greece Despoina Amarantidou, Greece I will involve both collaboration and team work so that students feel safe. Feruze from Turkey Feruze from Turkey I create mixed grups and make the high skilled students to help the low skilled ones. YASİN TABANLI YASİN TABANLI KIRIKKALE-TÜRKİYE I use a lot of visual material to reach all students in the history class. take into account the interests and needs of the students. Lalitha India Lalitha India I would group them in a heterogenous group of high skilled and low skilled students. Students are more open to peers for learning and expressing their difficulties.(specially the teenagers ). Then have graded task , starting from the simplest to the toughest. Though the low skilled learner may not get in one go, his friends will devise a method to simplify to his reach. Carlos, Portugal Carlos, Portugal As a Math teacher this is my diary scenario. Every single class i have to adjust and personlize ativities. I usualy use pairs colaborative work ; speech to each other how they do; multi level exercises; tecnologies; vídeos; work with real materials; diary evaluation (progress and products) and a portfolio of seleted tasks. Simona, the Czech Republic Simona, the Czech Republic The high-skilled learner could be asked to help the low-skilled learner to understand a rule, explain things, correct mistakes. The high-skilled learner would have to find out how to explain things logically and understand links between things. The low-skilled one would ask questions that could motivate the high-skilled learner. Roberto Italy Roberto Italy I like peer group with one high skill and one low skilled. The best student can tutor the other and both can grow in different ways. On the other hand I face a lack of enough students with the skills of a tutor. An activity for high skilled could be to create an infographic. For a low skilled I would suggest to highlight relevant concepts in a document Ana Croatia Ana Croatia I have been trying to involve my students in various activities that one day will be useful skills - presentation skills, how to write a complaint, how to do research online finding proper pages and sites not only for entertainment purposes, i often demand in some tasks to email me their homework and to practise attaching documents for example. I struggle with collaborative learning watching in a group of 4-5 that only 2 are doing the hard work... combine tasks so tha combine tasks so that they could help each other and collaborate together HAKAN DOĞAN-Sivas_TURKEY HAKAN DOĞAN-Sivas_TURKEY I would try to organize some different homework to high levels and low levels by using some technological devices that they were interested. Neslihan, Turkey Neslihan, Turkey I can try to blend their skills. They can support each other. They can perform both personalized learning and collaborative learning. Fatma Banu Özbek/Tur Fatma Banu Özbek/Tur First of all,I couldn't make up a certain categorization for high and low skilled learners but I'll try to give an answer. I think one way is to provide different options for learners to choose from within the task. Also, as mentioned in one of the videos, I would expect different outcomes from different learners, expecting them to reach the same goal would be for vain Teach yourself and tell me what you find Teach yourself and tell me what you find Imagine a narrative unit: the reading and understanding of the actions of the characters. We have two groups of students: one with high reading and comprehension literacy and the other with low literacy. For the first group privilege the autonomous activities: reading, identification of the characters by physical portrait and by psychological or psychosocial portrait; recording of relevant narrative actions, interactions between characters, final meaning of each intervention. You can present the results in text, in theater or in a graphic slide. For the second group I propose: oral narrativity on the part of the teacher, the so-called retelling of the story, with challenge to the students to complete, fill gaps, both on the marks of identity of the characters and on the actions narrated, with a visual, in the picture, of the interactions between the characters. I suggest oral or schematic presentations of free choice José Machado First of all, at the First of all, at the very beginning of the year, I would apply different types of activities and get the info about each student's learning types. After that I would do group works and gather the students who have the same learning skills. On the other hand, in some activities I would mix those kids and let them figure out the best way they can. Fahrettin AKTAŞ, Turkey Fahrettin AKTAŞ, Turkey I think the best way is to offer a learning environment. Jagoda, Croatia Jagoda, Croatia There is no news that children are learning on different ways. The challenge is to find the way to facilitate them to reach their goals using their own ways ad powers. Ecem, İzmir Ecem, İzmir According to my own perspective, I will give the task to my students and set them free to do it in their own way. Because when I personalise it, then it'll be my task and my own personalised learning. If I categorised my students before the task, like which way they learn best and if I know which type of learners they are, then it will be that way. Halil SÜNBÜL TURKEY/OSMANİYE Halil SÜNBÜL TURKEY/OSMANİYE In two different students, I would make a difference. Teresa Lacerda, Portugal Teresa Lacerda, Portugal I didn't like the categorazition the students in "high-skilled and low-skilled learners". The third video show us a different perspective. Students and adults have different kinds of intelligence. So, one teacher must work with this in your own classroom. In my classroom I always have the tables arranged in a group and the students that are part of each group are quite heterogeneous. Thus, in the same group are students who have more difficult to learn, others more disinterested and others with more ease and interest in the subjects that integrate the curriculum of the discipline. At this moment I am teaching the theme "Extinction and conservation of species" and the work of the students is to be carried out as follows: - In each group, each student has a leading role, time keeper, materials organizer, responsible for the presentation, evaluator - that was chosen by the students according to their competencies; - The theme will be explored by members of the group as agreed between them and using resources that they find most interesting. For example, Internet searches of videos, articles, environmental advocacy organizations or through questions put to people who can give them information they deem relevant, including the teacher; - Students have to define tasks well and hold each element responsible for their execution; - In appropriate intervals, students have to gather the materials they have, discuss ideas to decide whether to continue along the same path, or make changes; - The final work is placed in the class portfolio, a Padlet, and is presented to all colleagues; - Finishing groups will have to comment and evaluate each other's work in Padlet. My role is to be constantly circulating through the groups to put questions and support what is needed. This is one of the ways I have found to be able to involve all students in learning the subjects of the discipline. Obviously, with this group organization I am fortunate enough to have the students tutor each other, helping themselves in the process of learning. Anita, Croatia Anita, Croatia 1.activity: -Visokokokirani disciple: Make a power point presentation about seed germination and plant growth -nisk-qualified student: Orally present how he sowed bean seeds and followed germination and growth 2.aktivnost: - Vocationally qualified disciple: graphically shows the growth rate of leaves and stems with growing conditions (air temperature, water .....) - a disadvantaged student: Practical work in the schoolyard is the task of sowing two seeds in the same living conditions (one dry and the old and the other healthy) in a notebook the lines of the days he noticed Raquel Santiago, Portugal Raquel Santiago, Portugal First of all, I usually sit a high skilled learner with a low-skilled learner on each table. I speak to them and explain that one can help the other. Specially in a foreign language class, this can work out well because students who know more vocabulary, for example, can help the others who are, sometimes, too shy to ask basic vocabulary. Secondly, I would probably give them a webquest, for example and ask them to work collaboratively or have them work on a project together so one would help the other, with my assistance or close attention if necessary. Lastly, I would like to refer that the second video about lost and confused students really resonates with me. We all know that sometimes we have students who are just not interested, maybe because they are not learning the way they prefer or the tasks are not directed to their type of intelligence. These students are happy to just let others do the work and they don't really participate and, thus, they aren't learning anything. In this situation, I would probably give the high skilled student a webquest or another type of task he could do independently; and try to give the low skilled student a task about the same topic, but I would try to work with him more individually. Obviously, this is difficult to do with large classes and I'm still struggling with some students and trying to understand them. So, the third video really touched me too. Ana Correia, Guarda, Portugal Ana Correia, Guarda, Portugal Students with different intelligences or with different learning abilities are the daily basis of any teachers’ work. In a primary English class, I would define different types of objectives, different kind of tasks, different timing and different assessment procedures, if possible different input sources according to the students, the class or the school characteristics. I would have exercises (oral or written) with different levels of difficulty or adapted to the kids’ interests/abilities, give clues according to needs, give room to activities with different stages of autonomy and build from that on. Spoken interaction differentiation is quicker to organize for me as we can build it almost as we go and there is a stronger sense of class and of common purpose. But preparing such personalised activities when there is a written format (even if they have an oral purpose) is overwhelming, not only to produce, but also to manage in class without losing track of the group. It is even more so if we are not dealing with a single class, a single school or even a single level in the same room (which is my context). The way I’m doing it right now doesn’t match the second video’s idea that personalized learning is about making things easier and “getting quality time” with students or “spend(ing) more time… engaging them”… Rosalba, Rome Rosalba, Rome Next week, after the end of the first term, we' ll organize a one-week period of recovery and empowering activities. This morning I told my high skilled students that in turn they will be engaged to be teachers to their lower skilled schoolmates: first of all they will present a lesson on the already studied topics to the class, presenting, in particular, the Mind maps and all the google presentations they have shared on google classroom; next they will work in groups implementing peer to peerr support. All the class accepted my proposal enthusiastically. Alma, Bosnia and Herzegovina Alma, Bosnia and Herzegovina I would ask them what is the best way according to their opinion to do or learn specific assignment and I will prepare those activities on that way. Same activities from other perspectives. Eduardo López. Spain Eduardo López. Spain With primary students you sometimes need to use miming, gestures o keywords to help them remember. With students having more problems to understand the lessons, you have to combine all kind of strategies, make the necessary adjustments, labelling is very good to boost memory, this way, you reinforce writing while fostering speaking. Raquel Martins Raquel Martins Content can be taught in different ways and using different materials. The main objective is that the strategies used take into account the students' individual needs and promote their success. I divided the class into groups, for example, giving the most qualified students tools to guide them in discovering, on a given topic, to construct simple questions to put the group of low-skilled students. This group of students, the poorly qualified, would freely research the subject, in the Library, on the web or even questioning adults about the subject. This group would present to the most qualified students what they discovered with the research they did, with an exchange of information between the groups. The group of qualified students would go through interactive games created for this purpose, using the Kahoot for example, question the students on the topic. Fun and interactive, everyone learned. Rute Vieira, Portugal Rute Vieira, Portugal Firstly it would set what the ultimate goal to achieve for both students. Based on this, it would propose differentiated tasks for each of the students. In the student with more difficulties it would be important to have recourse to material (in the case of mathematics, for example) and using day-to-day situations. For the student with great ease it would be important to give him the freedom to learn more if he wanted to go further. In this type of situations, I also use group work among students since the way to reach colleagues, the way they speak, the motivation ... are different from when I am developing a theme. Gamze, Turkey Gamze, Turkey In math lessons mostly I try to start with easy examples and go on more complex ones. Moreover let the students collaborate is an effective way. Sometimes I let high-skilled students to work with low-skilled students as groups. Mira, Croatia Mira, Croatia I believe that all teachers daily have such a situation. My way is to help students in group work by giving them tasks of varying weight, in individual work I also tailor assignments, give additional instructions, learners with writing and reading difficulties, help with instructions and adjust the weight of tasks. Paulo Almeida, Portugal & Belgium Paulo Almeida, Portugal & Belgium I would probably give them the same task. However, I would put them to work collaboratively, where the high skilled student would help the low skilled student in solving the task. In this way, not only the high skilled student would develop his / her competences in helping the other, but also the low skilled student could develop his / her competences, being accompanied by a tutor who speaks the same language and who can feel closer, in terms of relation and age level. I could do the same type of practice, but with different tasks. Zekiye KAFALİ, Turkey Zekiye KAFALİ, Turkey I think there is no need to imagine such a situation, as it happens in nearly all of the teachers' classrooms everyday. The best way, in my opinion, is to get them to communicate and collaborate. Thanks to peer work or group work and different activities, high-skilled learners can help low-skilled learners. Zvonko, Serbia Zvonko, Serbia I would give more difficult task for high-skilled learner and easier task for low-skilled learner. Seyhan yilmaz Seyhan yilmaz All students who have different intelligence have the same education because of our system.We hve to strugle to have any idea about stdent's intelligence they should be educated according to their speed of learning and interests Nurcan Korkmaz Karataş-Turkey Nurcan Korkmaz Karataş-Turkey My My students are learning better with the game Banu Güven, Konya/Türkiye Banu Güven, Konya/Türkiye First of all try to learn what kind of intelligence they have, then try to makke a task which contains knowledge according to their ıntelligence type Ana Teresa Gonçalves Ana Teresa Gonçalves I would give them diferent tasks. They should be adapted to their capacities. first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them Elena SpainThe s Elena Spain The students are different levels I would teach differents activities María, Segovia María, Segovia My school has a very wide range of diverse students: different cultural backgrounds, different economic levels, diverse ethnic groups, etc. In my first grade class I find kids already reading and others still struggling with recognising letters. That's why I like to present open-level activities, so the whole class can work on the same topic but at different levels, according to their capacities. Sanja, Croatia Sanja, Croatia I will designe different activitis trough group work so that high-skill learners help and support low-skill learners. Dan Sovan-Romania Dan Sovan-Romania Generally, our classrooms are extremely heterogeneous and numerous in terms of the number of students. Moreover, as a result of an inclusive education policy, we also have work with students with ESC. It is extremely difficult for an early teacher to find a way to optimize the teaching-learning process, but the didactic experience tells the word. First of all, a preliminary diagnosis of pupils' competencies should be made and, depending on the results, we will adjust the process and workloads on low, medium and advanced levels. Of course, for low-level people, remedial or recovery classes can be made, and other students can be trained to perform by participating in various competitions, school Olympiads. em differentiated work ta em differentiated work tasks Alina, Romania Alina, Romania Of course, give them differentiated work tasks Ali CEM Ali CEM It will be appropriate to assign tasks to all kinds of students according to their skills. Maria, Larissa Greece Maria, Larissa Greece I will make mixed groups with high and low skilled learners in each group. Irina,Latvia Irina,Latvia I would make these two learners work over. They can both split tasks as they wish. They can work together to help and support each other. Edita,Croatia Edita,Croatia I would create groups with fewer students and give them tasks of different level. Each student would have the chance to choose a task that he could solve. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Rosa M Reina (Spain) Rosa M Reina (Spain) Probably i will desing different activities in the same test. I will adapt to their abilities. Different intelligences, different teaching. Melita, Croatia Melita, Croatia It's an everyday situation. The classes are heterogeneous. I would do tasks of different levels, with different skills, where such a heterogeneous group would have to come up with a solution. They should also use the skills of the weakest one. Sara Sara I will use stratified and differentiated activities promoting collaboration among students. José Teixeira, PT José Teixeira, PT I must admit that I don't like to categorise my students in “high-skilled” and “low-skilled”, just because all of them have different skills, so the best strategy to personalise a learning task, in my opinion, is to encourage cooperative learning. Students should work in small groups and inside the group they have different tasks according to their skills. All of them should collaborate to accomplish the task. Rukiye/TURKEY Rukiye/TURKEY I would arrange different groups according to their level José María, Spain José María, Spain I understand that I shoul prepare activities that motivate first and foremost and then propose activities in which they feel more comfortable attending to their personal skills. Always with a common goal and with the help of a collaborative work. Madalena, Ponte de Lima, Portugal Madalena, Ponte de Lima, Portugal As an English teacher, grammar is usually an issue for students who are less analytical or are more prone to engage in activities in which they use their rather visual intelligence. In that sense, if I were to teach a specific grammar item, I'd start by showing the students a video (maybe a cartoon or a part from a TV series or film) in which the structure was being used; then after aknowledging the structure, the students would be able to choose between either practising that structure using a previously selected interactive online ESL site or draw their own cartoon on paper, creating a story with characters that would have to use the grammar structure in their lines. Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Güney /TURKEY Güney /TURKEY each student's interests are different so we should use different methods and techniques,flexible content and student reflection. Klaudija/Croatia Klaudija/Croatia Every student has the right to learning, only needs to adapt. We can work through group work so that better students help and encourage students with lesser abilities. Another way is to adapt working methods to students with reduced spouses. Carla Carla Every single day I have to adjust and find new solutions, what worked just the day before may not work the following day. Anyway, I'll give a simple example for a writing task in a mixed abilities class: some students receive a writing task with a bullet list with main ideas to develop (the scaffold) and always an extra bullet to suggest with his/her own idea; some other students will receive the task to write a story which begins with a given initial sentence, wider writing task Each child's developmental characteristics are different, differences should be considered. Each child's developmental characteristics are different, differences should be considered. Gonca Gonca I would teach different types of activities for understand how pupils learn easy. Fabiola Fabiola I think that the activities to personalise learning are: 1) the group work where the best guys can help others overcome their difficulty 2) individual paths where teacher helps the pupil to achieve the goals based on his skills Gülhan KIZILKAYA UÇUCU Gülhan KIZILKAYA UÇUCU I have to understand the level of students first. I can focus on what you can learn better and learn Marianthi Arvanitidou- Greece Marianthi Arvanitidou- Greece Teaching is very difficult because you have to faced with different types of students A high-skilled stude A high-skilled student can be offered more creative tasks, with many unknowns, but they can also compose problems that reflect some industrial processes or everyday life. Unskilled students happily solve the tasks in which they apply skill and less use memory and logic. Patrizia, Italy Patrizia, Italy Every day I am in contact with at least two types of students: really good but not motivated students, who sometimes call themselves bored, motivated students but with poor attitudes that reach satisfactory results with great effort. With such structured classes, depending on the subjects to be presented to the students, I use different strategies: 1) Group work: the group is mixed, that is, formed by particularly gifted pupils who work alongside students with difficulties to whom they propose activities to be presented through a report, presentations 2) Particularly gifted pupils monitor and support the activities of the weakest and help them overcome difficulties 3) Use of technologies that favor the creativity of the best but at the same time facilitate the learning of students with difficulty Elena Quiles Elena Quiles I think that in that particular case, I would group students in different teams mixing high-skilled students with low-skilled ones so that the former can help the latter. In addition, I would prepare an activity adapted to high-skilled learners and another one to low-skilled learners according to their abilities Salva. Spain Salva. Spain I would adapt a part of the activity for each of them. However, I would design another part of the activity so that they could work together taking into account the differences in each one of them. I believe that collaborative works help my students respect and value the differences between them as a positive aspect in social relationships. Elisa, Italy Elisa, Italy Different students with different strong and weak points: we have to face this problem every day and it is not so easy to find always a solution to get a good balance in the individual involvement. So for me it is enough to succeed in finding the right solution at least from time to time. For example I engage students in group work and I try to help each of them to do their best, for ex those who are very good at art will be asked to look for graphic solutions, those who can write very well will be responsible for the writing of the whole group's ideas etc. A later stage is for them to teach their mates what they can do better. I always present them a schedule with different phases they have to cover and this helps to Patrícia Campos, Portugal Patrícia Campos, Portugal For these two kinds of learners I could vary: - the way the tasks were presented, for example one could receive the instructions in a more formal way, for example a text and the others would receive a video or a audio recording, were teacher could use a more simple vocabulary; - the difficulty of the tasks; - the time given to complete each task; - the number of tasks; - the type of tasks; - the focus on evaluation (results vs. process). Hakan Can Hakan Can I join Lilia's idea. I would do such a practice. I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Lília, Portugal Lília, Portugal In order to truly personalize the learning environment for students, I first need to have a comprehensive understanding of my students. This means knowing their academic strengths and weakness as part of a complete learner profile that gives a holistic view of each student. As a teacher, I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Furthermore, I would suggest and provide a variety of activities, through viewing videos, listening to podcasts, view presentations, read articles or texts, participate in discussion boards online, etc. Throughout all the process, assessment is extremely important in assuring student success. The assessment process should be embedded within each lesson and used as a tool for immediate and consistent feedback. Students need some form of direction and timely as well as constructive feedback. Lejla Hujdur, B&H Lejla Hujdur, B&H I would create cooperatives groups with differrent types of tasks so every student can express themself in the best way. I would also use peer to peer learning. Leticia Gil from Spain Leticia Gil from Spain I would try to create cooperative groups in order to learn in a motivated way. Each child is different and needs particular attention so, as teachers, we should personalize our way of teaching taking into account their interests and abilities of learners. Claudia Italy 🐏 Claudia Italy 🐏 In my classes there are students with different skills and abilities. Every child is unique and unrepeatable. I try to enhance the different characteristics. I propose group work and games. Sometimes I use peer tutoring. i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs António, Portugal António, Portugal In all my/our classes it is as inevitable as life itself that there are different skill levels. In autonomous group activities I tend to create different roles and tasks. In some cases with the highest skilled ones tutoring/supervising the other students. Nilüfer Güreşçi Nilüfer Güreşçi I'd start by getting to know the interests and abilities of the learner. I prepare an education and training plan and activities that I can use in my interests. I ensure that a student with a high level of learning maintains his level of questions and activities to keep his curiosity and motivation going on. Rosa Barros, Portugal Rosa Barros, Portugal It is not necessary for me to imagine I have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners) because I do it on a daily basis. As a starting point, I must emphasise that I do not like to “label” my students as each one of them has different skills and abilities and it is by sharing and taking advantage of differences that our classroom becomes a healthy learning environment. In my classes, students help each other all the time, either in groups or in pairs, but in a peer-coaching/tutoring strategy, and at the end of each tasks, students share what they have done/learnt. Throughout the schoolyear, I try to plan diversified activities that involve all range of intelligences, interests and knowledge (being it the result of formal, non-formal or informal learning) so that each student can put the most of him into the class and engage in a collaborative lifelong learning process. But we are referring to a more formal learning activity, take for instance, a listening-comprehension task, I would plan a T/F exercise for the “low-skilled” learner and maybe a gap-filling or a completion exercise to the high-skilled one. João Teixeira, Portugal João Teixeira, Portugal I would give each student or group of students a different role and different tasks according to their levels, skills, abilities and interests. Each student/group will perform the task on his/their own way for the setting time or, depending on the aim of the task, for the time he/they need(s). All these activities would be supervised by the teacher or, preferably, by other students. Anita, Croatia Anita, Croatia The truth is that we are faced with the need to personalize learning every day. The intellectual abilities of our pupils vary and I find myself preparing one lesson in different ways so those with dyslexia or dysgraphia can follow my teaching. Sílvia Teixeira, Portugal Sílvia Teixeira, Portugal As experts, we do not need to imagine this kind of situation, because it happens every day inside our classroom, not necessarily based in high-skilled and low-skilled learners, but having in mind different students, with different interests, different intelligences, different needs… The best way to personalise learning is through “autonomous learning time” (Tempo de Estudo Autónomo – TEA). It is a situation where students learn to formulate goal, plan their learning process, identify resources of learning, select materials which are suitable for their ability and interest, choose and implement appropriate strategies to learn, evaluate their learning process and manage their time to learn, even outside the classroom. Esada Čirić-Delić Esada Čirić-Delić This is a reality in my country. We have mixed-ability classes with multiple intelligences and I like to include various activities to suite all those intelligences. Sometimes I change materials to suit, sometimes pair work is best and sometimes group work brings the results. Aslo Aslo Aslı Aslı I would divide the class into groups and give each student a different role according to their levels and interests. Then, I would assign them differnt tasks according to the pace of the lesson Teresa M., Spain Teresa M., Spain I'd have to adapt the activities: same format but different tasks for different learners for them to fulfil their capabilities. Leyla, Turkey Leyla, Turkey Making mixed groups with different intelligence and asking them to create a product by which each individual can take out his/her strength among others. Preparing and delivering personalized teaching/learning material and leading each student to a reachable goal would make them feel proficient. Heidi, Germany Heidi, Germany The best way to personalize a task in my opinion is preparing a project with a question. In a project every student works with its personal ability, at its own pace, in groups or alone. Erhan Erhan Yes, every students have different kind of intelligence. They can use them more efficently but teacher have to use not only his/her teaching method but also in a school . So every unit must bring different areas of interest (intelligence) in english. Teachers pay attention to this and organise their teaching method for their students. Eduarda Sousa, Portugal Eduarda Sousa, Portugal This is not an imaginary situation. It's truly part of teachers " daily struggle. So generally I divide the class in mixed level group so that the fast learners can help low level learners. My teen students just love this as it's easier for them to understand their peers' "lecture. I also try to give my high level students a bit of a challenge by working on their own and solving problems using for instance thei mobiles while I help the other ones. Bosiljko, Croatia Bosiljko, Croatia I will create groups with max 4 pupils in, and give them tasks with different level of complexity. probably I will explore their possibilities before... Each student will perform Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zehra Tuğçe Özgel, Turkey Zehra Tuğçe Özgel, Turkey I determine their needs, speaking both by doing survey. I prepare lesson plans for their needs along with the curriculum. Vida , Lithuania Vida , Lithuania For the purpose of studying the topic, the students are divided into groups and tasks of different complexity. Anca, Romania Anca, Romania I would divide the class into groups, same topic, different tasks. Temel Gövce Turkey Temel Gövce Turkey First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. All students work in the same Subject using different materials. If there were two activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (A High skilled learner with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pair to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity. I would implement group work strategy and try to apply myteaching steps for students'different skills I would implement group work strategy and try to apply myteaching steps for students'different skills D., Croatia D., Croatia This is an every day situation. Classes are heterogeneous. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Demet - Turkey Demet - Turkey Mixed groups can be created. Serge from Belgium Serge from Belgium Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zrinka, croatia Zrinka, croatia Divide them into groups or pairs and give them projects according to theirs skills. Something similar but different level activities. Brankica, Croatia Brankica, Croatia I would put them in a group to work on a topic together, and I would assign them various, personalized tasks and adjusted to their skills. They would have to cooperate and help each other, and I would also give them pair-work homework. Audronė, Lithuania Audronė, Lithuania I'd preteach a low-skilled learner, later they could work together and benefit from each other. Cláudia de Sousa, PORTUGAL, D Cláudia de Sousa, PORTUGAL, D This is what actually happens on a daily basis. Classes are heterogeneous and our work demands reflecting over this question regularly. In my opinion these two students obviously need two different approaches. The highly-skilled student is, normally, a more motivated student in a learning context because learning isn’t a difficult task, whereas the low-skilled student may be a less engaged one because he/she finds it difficult to keep up with what is being taught. This last student might feel lost, confused, may need more attention for many and diverse reasons. However, without knowing both students well, we can’t jump to conclusions this easily and we should definitely not decide over strategies without bearing in mind why they are being defined as high-skilled and low-skilled. In other words, is the high-skilled student so just because of his high grades? Does that mean he is highly motivated? And concerning the low-skilled student, are his grades low because he/she struggles with assessment and tests? Does that mean he/she is less motivated? According to what happens at school, teachers are expected to be more concerned with low-skilled students, because we would like them to get better grades. We tend to spend more time thinking about how we can help these in becoming successful as if high grades were synonym of success in life. Nevertheless, I defend that in both cases the key to help these students is motivating them towards different non-formal learning activities because in both cases each will have to undergo different processes at different their own pace. Learning is long-term process and this is what students are to be reminded regularly! Antonino, Portugal Antonino, Portugal In my opinion, personalizing learning does not necessarily imply assigning a task to each student. Herculean task for sure. However, you can assign different tasks to two different groups to work on the same topic. Strategy to implement: Group work in the design mode. The groups would be with a small number of students in order to enhance the collaborative and participative work; In the formation of the groups it would take into account the different intelligences / capacities forming heterogeneous groups; The project modality allows to maximize the capacities of each one because, with the constant orientation of the teacher, it is possible to demonstrate skills of the less qualified students, namely in the operationalization and more practical parts; This modality obliges the students to diversify their abilities and not always the most qualified academically they are in parts that leave its scope, like for example to organize a structure to present the final work. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Cecília, Portuga Cecília, Portuga I organized the class into work groups by proficiency levels, characteristics or similar interests, in order to create an excellent learning environment. It would do the same activity but would adjust the level of activity requirement to the actual ability of the students to allow them to succeed. Susana Carneiro, Portugal Susana Carneiro, Portugal I could use collaborative groups in PBL or a "menu" of tasks for the students to choose with the same goal (for example: research paper about sustainable projects around the world or ation plan to do at home and make the daily life more sustainable). Low-skilled? It depends on the skills you`re looking for :) Olivera, Montenegro Olivera, Montenegro Gathering children according to interests, needs and skills. Adapting activities that include reading and writing, for one group; and for the other group in the lecture I also insert digital media. Aleka, Greece. Aleka, Greece. It depends on various factors such as the age of the students, the kind and purpose of the activity, how well I've known them... Jorge Estrela, Portugal Jorge Estrela, Portugal Start teaching from the level at which the students are. This is why it is fundamental to diagnose knowledge, assessing the level of student performance, interests and learning profiles. When planning activities, take into account the profile of each student, so that everyone has an opportunity to learn, for those who present more difficulties and those who are already on the road to school success. There are some aspects to be differentiated in the planning and dynamization of activities: consider the students' learning style (visual, auditory, schematic); repeat the information, explain in other words; explain the topic in small groups; use activities that work the same theme for all students and adapt the level of difficulty; provide concrete material for the students with more difficulties; adapt the time of activities; diversifying the forms of production (text production, oral presentation, drawing, painting ); use facilities outside the classroom, such as the school library. more_vert Jasna, Croatia Jasna, Croatia I would divide the class into groups and make my students work on a similar but different level activities or a would connect high -skilled learner with low-skilled learner. High – skilled learner can help low-skilled learner. Hacı Ömer Erarslan Bursa-Turkey Hacı Ömer Erarslan Bursa-Turkey I would divide the class into groups and make children work on similar but different level activities. Feruze from Turkey Feruze from Turkey I make mixed small groups and give projects them and make the high skilled students help the low skilled one. CAMINO, ESPAÑA CAMINO, ESPAÑA Nobody will know the difference between both levels of learning between the students. Nobody will know the differences between the contents of the activities. I would be the only one to know about it. Students would work together, helping each other to understand contents of the exercises. I could help low-skilled and high-skilled learners in different ways at the same time. Sandra Oliveira, Portugal Sandra Oliveira, Portugal I woul divided students into small groups of 3 to 4 elements:groups of highly qualified and low-skilled students. I would provid them with a list of research topics, so that they chose the more interested one. then I would explain them the essential learning and objectives and contents of the activity. Students will research the theme and then present their work to the class. For the groups of low-skilled students I would provided them diferent level activities and guide them, if they want. It would give them more individualized support. In the end, thye also present the research results. All students would transpose their research into the learning journal. Jorge Conde Jorge Conde I would make the collaborate with each other in different tasks, allowing them to help each other. I usually give assignments and when students end their task they can go to other groups and support their colleagues. Sandra Gomes, Portugal Sandra Gomes, Portugal I could either ask the high-skilled learner to help the low-skilled one or choose to adapt the activities according to their skills/level. For instance, I could hand out a worksheet on a vocabulary topic we had studied in class and grade the tasks. Imagine it is a word search on technology. I could give it to the low-skilled student with the words he/she was supposed to find, whereas I wouldn't give this hint to the high-skilled one. Or I could just pair them and allow them to find the words together! If it's a reading comprehension exercise where students have to complete a sentence according to the ideas in the text, I can give the low-skilled learner options to help him/her complete it. Doinita B., Romania Doinita B., Romania I would use the "teacher method": high-skilled learners to teach low-skilled learners, and at the end I would provide feedback to both kinds of learners. Renata, Zadar Renata, Zadar In some lessons I always connect high-skilled learner with low-skilled learner. The task is that high-skilled learner found a way to teach other student thru discussion, drowning, explanation with their own words. After that, very often, low-skilled learners know better than after my explanation. Ana Paula, Portugal Ana Paula, Portugal Çölban-Turkey Çölban-Turkey I personalize teaching methods very often. I try to prepare activities according to my students' development processes, intelligence types and needs. I spend time with my students who need individual attention. Daniela, Italy Daniela, Italy I would divide the class into groups and make children work on similar but different level activities. Soraya, Portugal Soraya, Portugal I would probably try to adjust the activity to their personal interests. I would let them choose the way to get to the purpose of the activity. I would also let them choose how to present the results. sebahat yalçın,İzmir Turkey sebahat yalçın,İzmir Turkey I prepare the activities of the the learning task according to the learners' abilities,their preparedness about the task ,their intersets and also theirtype of intelligence. Sarah Mallia, Malta Sarah Mallia, Malta I would give a shorter task to the low-skilled learners and include some challenging tasks for the high skilled learners. I would use visuals , auditory and technology so that I 'll try to reach all sorts of many students at the same time. HEVAL DURAK MUĞLA TURKEY HEVAL DURAK MUĞLA TURKEY I personalise my teaching methods so often.I have prepared different kind of exercises for different level of pupils.I spend more individual time for those who need extra help. Lurdes - Portugal Lurdes - Portugal Let’s say that the task is “Asking for and giving directions”. For the high-skilled learners, the activity would be writing down all the instructions to get from point A (it could be our school) to point B (a hospital, for instance). For the low-skilled students, the task would be, using Google maps, drawing the way from A to B, according to the instructions given by their colleagues. Elsa Martins - Portugal Elsa Martins - Portugal After presenting the topic and showing flashcards to all the students at the same time I would ask some questions about the pictures. Firstly I would ask high-skilled and then ask the low-skilled ones so that they can listen to their classmates answers. For low-skilled learners I might whisper the words if they can't remember them or give them some answer clues. For other activities it could be in small groups with both high-skilled and low-skilled learners, collaborating throught the activity. If it is an individual task/ activity low-skilled students could have different stategies like matching exercises instead of open questions, fill in the gaps (with given words), true false questions. I usually to this for students with special needs. Sandra V. Sandra V. I would put those two learners to work in pair. They can split assignments as they want or they can work together, helping each other. Ş.G.Gundem/İzmir Ş.G.Gundem/İzmir I can set up working groups with children at different levels. They learn to work together. I can give you homework based on the children's level. Lina, CRO Lina, CRO Group work is a great way to help children with difficulties but also to motivate children with high skills. It can be a theme where children with difficulties can draw something or read basic text in book, and high skilled students can explore something more on internet. Berkant Berkant Some of my students are learning from the examples ,some of their classmates' group work.And some of learning a part of one to one work Nițescu Emilia-Elisabeta, Romania Nițescu Emilia-Elisabeta, Romania To begin with, I start with differentiated activities. For those with difficulties, I will have different tasks than those advanced. I will try to work on teams by using each other's skills. All of this will be accomplished without the pupils observing the difference between given tasks. Nilay Dokur, Turkey Nilay Dokur, Turkey I think the first step for the different learning levels of students for the same activity would be defining and categorising the student's intelligence types before the activity. For instance a brainstorming activity about the subject matter. Then I would prepare learning corners to let them perform their abilities. Paulo Alves - Portugal Paulo Alves - Portugal Group project based learning with both - high and low-skilled learners (lsl). They have to draw a plan and execute it with several tasks. The aim is the high-skilled learners help the low-skilled learners making them (lsl) aware of the "how-to" process. In future tasks, with those skills, they (lsl) can improve applying knowledge and get feedback from high-skilled learners and also from the teacher. I think that it should I think that it should Adriana, Romania Adriana, Romania It is important to work with both types of students and to let them feel they are equally important for the teacher and for the learning process of the entire group. I think I would, at a certain point, let the advanced ones "teach" the others in their particular manner and then ask for feedback. Marina, Zadar, Croatia Marina, Zadar, Croatia It would take them to nature and there would be activities for both of them. I would give them different activities - watching, calculating, climbing and it would be interesting for all. 9 9 Sanja, Croatia Sanja, Croatia I would give them a group project with different activities, for example calculate something, use technology, make a presentation so each student can pick which part of the task suits him best I I Göksel Ogalan , Manisa/Turke Göksel Ogalan , Manisa/Turke First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. If the high skilled student shows really great potential, I would start with more complex structures as I would do with the lower skilled one. If I would see that they can compete with the tasks , I would guide them by learning new and more complex structures and assure that they learn how to handle with the problems on their own way. Providing them opportunity to discover their own potential and being aware of own intelligence type. FátimaM, Portugal FátimaM, Portugal I would think of a very interesting, challenging, fun question and let my high-skilled and low-skilled students get to the answer through whichever way they prefer. Fatih TOPÇU/Türkiye Fatih TOPÇU/Türkiye For example, in the theme of mother's love, I would give a student the task of composition and the other a task of telling painting. Slađana Kristek Slađana Kristek I think it depends on the task. I would like that the student that is high skilled helps them that is low skilled. The low skilled sholud make set of questions and the other sholud explain the task. Lacramioara Cazangiu,Romania Lacramioara Cazangiu,Romania If students have a different level of training, I will prepare a lesson in which I will work differently. The same theme should be understood by all but by different ways of understanding. HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY First of all it can be accepted that personalise learning or instruction is very difficult to implement for teachers in large classes. Analyzing the class to find out who they are, what is their interest is important step when giving the task to high skilled and low skilled learners. Then I try to encourage my students to work in pairs. I give all of them the same project work and decide and collaborate with each other how to prepare and represent it. nurcihan,istanbul/Turkey nurcihan,istanbul/Turkey as an english teacherI usually try to personalise the learning task in my classes.for example at he end of a unit I gives tasks to low skilled learners writing about that unit topic or asking and aswering questions with their partner about topic but I want high skilled learners to prepare a sketch about new topic and act it out I would survey the s I would survey the students to identify styles first then vary the activities according to their interests - different activities but same But same learning objectives Ella, Croatia Ella, Croatia I would make a learning scenario with project based learning and flipped classroom. So both of the learners can in non-formal way, at own pace, do the activities Serap OZDEMIR ORUC Serap OZDEMIR ORUC I would give the same task to them. And I would let them to present their work by their own way: by drawing-painting, by using technology-making slideshows, by searching on the net or library and writing the results with hand or on computer, by presenting with a drama , by just talking about the topic/giving examples about it. Adina Geczi, Romania Adina Geczi, Romania Being different, they will be lost in the process if I won't be able to help them. So, for the same subjects I will create different learning activities. Using a rich set of methods I will find a way to make every student to understand what they have to learn. After that I will know how to elaborate the tests using different types of skills. Maija Maija I would start with a game or other activity that is interesting for both levels to get involved Latife Çeri,Turkey Latife Çeri,Turkey At first,İt is difficult for us because our educatıon system has to make our pupils similirazed.But we can change our by collobrative or group activity lessons and also we could adapt techonolgy to most of our lessons.This makes our lessons enjoyable... Nicolette - Malta Nicolette - Malta I would start by giving my students a task to work on in groups. I would spend some time observing them working together to get a clearer picture of the different types of learners. I would adapt the activity according to the abilities of the students using different types of questions which can help them grasp the learning task. Mehtap Öz Mehtap Öz Their differences make them unique.I would give the same topic and make them free.The results are not important,The most important is their own effort Mustafa Özdemir/Turkey Mustafa Özdemir/Turkey For both students, I would set up activities with technology that wouldn't be different from each other. Barbara Matysek, Poland Barbara Matysek, Poland I would try to prepare different activities for high -skilled students and different for low-skilled students. It is important to know your students well, to know their abilities. Low -skilled students would get easier exercises to make them feel successful and high-skilled more difficult to let them practice and learn more. A group work would also be a good idea because students can work together, decide what they can do , divide the work between each other according to their abilities and produce the final outcome. Željana, Croatia Željana, Croatia I "m testing my Students which tipe of inteligence they are and then I try to show them the best ways of learning and the methods Mmmo Mmmo Mmm Mmm Monique Malta Monique Malta I would first gather evidence on what my learners know visa vis the topic being discussed. The next step is to prepare engaging material within the learners abilities. Mia Mia I would make a same task but with different activities, different kind of question, different methods etc. For example, today i have worked rythm with one class and there were 3 students with special needs. I gave them easier task and they answered correct. That was great because they were so happy and I was happy, too. Dilay Dilay I would differentiate the activity types according to learners' intelligences and levels. To do this, I should know my students very well. h-skilled and low-skilled h-skilled and low-skilled learners). What would you do? Adela Gabriela Adela Gabriela I am testing my students to know what kind of learner they are. Using Gardner Theory about Multiple Intelligences... Marina Molla, Greece Marina Molla, Greece Gardner' s "Theory of Multiple Intelligence" suggested that we all have different kinds of "intelligences". As teachers we have to try and find our students' abilities and talents and adjust their learning tasks to these: Visual-Spatial Intelligence Linguistic-Verbal Intelligence Logical-Mathematical Intelligence Bodily-Kinesthetic Intelligence Musical Intelligence Interpersonal Intelligence Intrapersonal Intelligence Naturalistic Intelligence Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Sanja, Croatia Sanja, Croatia I'll try to make task about what they're interested in. Before doing it, I'll talk to students and try to find out what are their intereses. Karela Georgia Karela Georgia At the beginning I will try to understand how they want to work. I will prepare activities for both kinds of learners. Cristina Cristina First of all I have to actually 'read' the class so as to find out at what stage they are and also who is who: high or low skilled (assuming they are all in the same class) Then, maybe instead of two different activities, as time is not much, I would opt for 2 different ways of presenting the same activity. As referred in the second video, once in the classroom we have to sense the kind of student we have before us, which is not easy, specially with big classes. I would start by using my regular approach and 'feel' how the class reacts to it. Then I would definitely use a web tool to either a) make the activity more visual b) foster the students interaction c) Provide some movement to the class (literally have them move around) The students would then have the chance to try out their different ways to LEARN. Annibale, Italy Annibale, Italy First I analize the type of audience, after I start to find different tools and I prepare 2 activity with different tools. I test it, I maje some change and after I will have the two activities Sibel Akyılmaz Ateş,Turkey Sibel Akyılmaz Ateş,Turkey I would prepare different types of tasks, lots of exercise assignments and lots of independent. Sevda ER-Turkey Sevda ER-Turkey All students work in the same subject using different materials. a more demanding then i would started with the simple one for all and then i would created pairs to callaboarate for that . Angelo, Rivoli, Italy Angelo, Rivoli, Italy It depends on the learning task. If it consists, for example, in memorizing obligatory contents, then it is necessary to seek together the modality that most facilitates each student, perhaps with the help of ICT. If, on the other hand, the task consists of a project without rigid constraints, then it can be tailored to suit the preferences of each student. Laurrie, Ro Laurrie, Ro I would give them a group task (e.g. project), that might involve both kinds of ss - I would appoint a leader who would lead the group and assign roles: weaker ss might be good at drawing, others might have other good sides. Thus, they all get to collaborate and do sth together. Adeviye Alcıl Turkey Adeviye Alcıl Turkey Observing individual differences is very important.I try to make my students more difficult to understand issues.If we plan the teaching with different visual and audio tools we consider individual differences. Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey I prefer to practice learning and field trips by doing it for the highly qualified low skilled student. I can apply a personalized learning method with question answer method according to the interest of children. Fatma AVCI, Turkey Fatma AVCI, Turkey each of my students have different learning pathways. They have different interests and perceptions. I take this into account Fernando Mota, Portugal! Fernando Mota, Portugal! Above all, we will always have to respect the needs of each student and their differences. In view of this, I think that different learning plans should be drawn up, depending on the case, that is to say, for a highly qualified student, a plan for the development of their skills should be drawn up, whereas for a low-qualified student a recuperation plan. In one case as in the other, with the existence and application of this type of plans, we can better follow the development and the progress of these students. Therefore, a certain topic will be taught differently, taking into account the differentiated characteristics of the students. For the highly qualified students, in addition to the explanation of the concepts, you will be presented with information sheets to deepen them, with exercises of a higher degree of exigency. For the students with little qualification beyond the explanation of the concepts, you will be presented with information sheets explaining them, with exercises of lesser degree of exigency. Adília, Portugal Adília, Portugal In many schools teachers have to work with very large classes, with 30 students, which makes it very difficult to personalise learning or instructions. I like to encourage my students to work in pairs, but it sometimes takes a lot of time, specially if they all choose to present their work. The aim of the learning task would be to describe different types of family. I would encourage them to work in pairs, so that high-skilled and low-skilled students collaboratively could reach their goal. They would have the opportunity to help each other. Then I would give them the chance to submit their work using the format that best suited each of them ; which means that instead of only submitting a short written description, one of them could in fact submit the written essay, but the other could choose a drawing that he would afterwards present to the rest of the class. At the end I would encourage peer-to-peer assessment using pre-discussed criteria. Derya Ümüş CEM, TURKEY Derya Ümüş CEM, TURKEY I give the two different tasks to both students according to their fields of interest and skill. Massimiliano, Italy Massimiliano, Italy For a struggling student iI agree assigned a question card with multiple answers. Aurora, Slovenia Aurora, Slovenia I think that to give each one a different task is the easest way, but I would like to make them work together and to make them realize that together the result is better, greatter and that they feel better. Emma Giurlani Italy Emma Giurlani Italy I totally agree with what Athanasia says . I often make the same as she says with my classes.I try to change often the peers and I ask my students to collaborate to solve more complex activities and tasks.As Maria Helena says we also have the same problem in Italy.We have very big classes and sometime it is not very easy to personalise the activities. But I found a great help with eTwinning projects .The activities are tailored to give each project partner the opportunity to collaborate and to "grow" with the others. As Athanasia says I ask the group to choose their "speaker" among the weakest ones in order to help them becoming more self confident . This way they can improve their skills and abilities both by deepening their knowledge with the help of their group mates and reinforcing their competences Marina Molla, Greece Marina Molla, Greece Athanasia, Greece Athanasia, Greece All students work in the same "subject" using different materials. If there were 2 activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (1 advanced with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pai to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity (meaning that the capable student wouls not just do the job but would be interested in explaining and helping his/her partner, too so that he/she is capable to present the pair's work to the rest in the class) Maria Helena, Portugal Maria Helena, Portugal Context: In Portugal, in secondary schools, one of the problems we have to face daily are classes with many students (26-30 students) that make “personalized instructions” as Randy Bass said quite difficult. So I tried to find some activities that could be implemented without much fuss. Aims: - Improve listening and oral skills - Enlarge vocabulary related to the environment Main activity: 1. Listening to two people speaking about environmental problems and completing a cloze text. 2. Identifying the problems. 3. Suggesting solutions for the problems presented. 4. Presenting the solutions to class. Resources and Materials: Handout with exercises Low-skilled learners: Exercise 1: A cloze text in which all the missing words are given, but they are presented jumbled in a box above the text. Exercise 2: Pictures of the environmental problems with name tags are shown and they have to choose the ones they have heard in the listening text. Exercise 3: Several solutions are presented and they choose the ones they think are appropriate or add others they can think of. (They may use online dictionaries to check for unknown words in this exercise.) Exercise 4: They choose a problem and possible solutions and present it to class. (In this oral presentation they can organize it as they see fit and be creative. These students may also take some notes to look at - similar to a TV program host. However, they musn´t read them out to the class.) High-skilled learners: Exercise 1: A cloze text which they have to complete with what they hear in the listening text. Exercise 2: Completing a table with all problems mentioned in the listening text. Exercise 3: Gathering solutions they think are appropriate for the problems. Exercise 4: They choose a problem and possible solutions and presented it to class. (In this oral presentation they can organize it as they see fit and be creative.) Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Sofia Tsigara, Greece Sofia Tsigara, Greece In kindergarten school , I use different types of activities. For example, drawing and constactions. Sara, Portugal Sara, Portugal A development activity would be the demographic, economic and social research of an African country. For a struggling student, he assigned a question card with multiple answers. Clara, Italy Clara, Italy I do this everyday. I try to prepare different kind of input for the same content. Images, videos, audiofiles, schemes, mindmaps so that my action can meet tha different ways of learning. Then I ask to do graduated activities. Everybody start from the simplest. At the end, the most capable does a pair activity to help the weakest student to go up a level. At the very end, an activity of higher level to let the most capable students express themselves how they want. Iva,Croatia Iva,Croatia I will prepere different types of activites and methods for them. Also we must adapt learning to each of them. Iva,roatia Iva,roatia Selda Türkarslan, TURKEY Selda Türkarslan, TURKEY I would differentiate the activity by using some scaffolding structure, giving some help or example for low-skilled learner. Konstantinos-Greece Konstantinos-Greece We must adapt learning according to the level of pupils and their interests. high-medium-low goals. Nieves, Madrid Nieves, Madrid I would differentiate the activity to meet the needs of these two kinds of students. It could be differentiation based on ability or in students’ personal interests, allowing them to create something based on their different kind of intelligences. Grazia P., Italy Grazia P., Italy If the activity can be assigned in such a way that the two students work collaboratively, I think I would design a type of work in which both can test themselves, each with their own peculiarities and taking responsibility for carrying out their part. In fact, collaborative work allows to assign different roles. For example, one might be suitable for the student with the lowest level in writing, but at a higher level in the creative and design side of the activity. On the other hand, the best student in writing could perform the part of research and writing of the text. Let's say that it depends on the activity. I believe that no one is a genius in everything and even the less good students have propensities towards activities that can perform better than the so-called good in the class. Andrada, Romania Andrada, Romania I think that a teacher can use different types of activities suitable for many kinds of students and intelligences Paola T., Palestrina(Italy) Paola T., Palestrina(Italy) I'm Art History Teacher in the Secondary School. I’m teaching through ICT(padlet, tes teach, thinglink...) Digital learning resources support information processing by helping students to develop mental representations through the mix of media elements presented to them. mihaela, Romania mihaela, Romania The Conscientious Student would ask him to further document a notion that he was interested in during the lesson and to present to colleagues some interesting aspects related to that notion. The student who learns more slowly would ask for the lesson already taught by synthesizing it in some key concepts. Ana, Portugal Ana, Portugal I think I could plan a learning task composed by two activities. Each one of the activities would be focused in different ways of learning, so that they could reach the needs and interests of each one of the students. In the end I would ask students to present their results to each other and to join in both activities, once they would be a complement of each other. This way the students could understand that different ways of learning can help one another to create a more complete learning task. Carmen, Leon Carmen, Leon In general terms, I organize all my activities (I teach languages) in two different levels;if for example,we are learning a particular verbal tense,I have a set of exercises prepared for those who may need more time to learn it. Sometimes I don't need to use these extra exercises because they are able to understand it easily but should the need arise,I always have them within reach. Most times,what I really need are extra activities for those who go a bit ahead of the rest; these students are too quick and ,if I don't want to "lose" them, I have to offer them more difficult alternative tasks. Catherine, Ireland Catherine, Ireland As a history teacher, I often get students to write essays on historical figures. I generally have two activities prepared for students. For the more able students I provide them with a rubric to follow when writing their essay. For students who struggle with this task, I provide a fill in the blanks exercise, to ensure that they are still participating and engaging with the material. Before completing these activities, I would have pre-taught the required information through a variety of tasks including class discussions, videos and role-pay activities. Violeta Cumak, Lithuania Violeta Cumak, Lithuania In case want the student to reach for more or not to feel a loser, I would offer to them different type of activities and tasks. Of course in the very beginning need to recognize what type of intelligence the person is. Lidija Antolić, Croatia Lidija Antolić, Croatia I would make one activity easier and one activity more difficult to solve. After solving the tasks. There would be pair work. The high-skilled children help the low-skilled children. One activity would be group work. So children can develop their communication skills. Kata, Split-Croatia Kata, Split-Croatia I would give different kind of activities: listening activity, reading activity, calculating activity etc. The high-skilled children could help the low-skilled children with tasks. The tasks cuold be easy, medium and hard so everyone can do something. They can work at groups and at the end present their solutions of the tasks in front of the class. Ankica,Croatia Ankica,Croatia I would prepare different types of tasks, lots of exercise assignments and lots of independent work Re Re I believe I believe Sílvia, Portugal Sílvia, Portugal I believe that a good strategy will be to anticipate learning for students with more difficulty and to elaborate complementary tasks for those who feel that what they learn in the classroom is not enough and that they want to challenge themselves. On the other hand, either the teacher or the students can go to different learning environments where they feel more comfortable, for example, a library, using the computer / tablet / mobile phone, trying to relate the content in a day-to-day situation, seeing a film about it, seeking the help of another classmate or teacher for further support ... Isabel Carioca Isabel Carioca Portugal The two activities should be done in group work (each group has high-skilled and low-skilled learners) and each group choose how (time, support materials, place…) to make the activities. Massimiliano, Italy Massimiliano, Italy I would like to prepare exercises based on the characteristics of the students, favoring their positive aspects. Lucía, Spain Lucía, Spain I would try to do the first part of the class with all the levels and then I would separate them into the two different snows. They would be working in a group and I would attend to both groups equally. ort. ort. Pureza Pureza I would prepare different kind of activities and exercises. Lídia, Portugal Lídia, Portugal In a formal learning context, more exactly in the classroom I, as a teacher/facilitator, would have to bear in mind the fact that independently from their learning profiles, both the so-called high-skilled and low-skilled learners must reach the same goals in terms of formal learning at the end of the activity. I could, for example, try to plan the activity by means of a task-based methodology, within which both high- and low skilled learners would follow a set of tasks according to their interests, abilities and skills. Amongst the former, autonomy would be encouraged, along with hints for further investigation, and follow-up suggestions; the latter would receive more detailed instructions and would be provided with glossaries; audio and/or visual help, among other possible supports. I, as a teacher, would plan to spend more time assisting this group (and make up for it by putting students in charge in the other group). Project-based teaching methods also prove themselves effective and make it easier for learners to contribute according to their learning style. Concerning this method, I have often implemented the Learning Station method in my classroom amongst DaF learners with quite good results. Dimitra, Greece Dimitra, Greece I would try to find a task and separate my classroom into teams in which there will be both high-skilled and low-skilled learners and the first part of the task will be for the low-skilled learners and the second part of the task will be for the high-skilled learners. The tasks will be bresented in the classroom by every team. By that way, the high-skilled learners could help the low-skilled learners as well as the low-skilled learners will not feel marginalised and incapable of completing a high expetance task. Charo /Spain Charo /Spain I would do a task with different levels of learning. Firstly, an easy level; before a medium level and finally a high level. So, each pupil would do until she/he could it. Demet YILDIRIM, Turkey Demet YILDIRIM, Turkey I would use the "Station technique" which I often use during my class. I would prepare different stations and group students for example; "drawing a picture station", "writing a song station" "creating a game station" etc. I would want them to work on their tasks with their group outside the school with the help of tecnhology (optional). Carla, Portugal Carla, Portugal Different types of tasks, with different types of goals and expectations that appeal to different types of knowledge, learning and intelligence. Tasks should have different degrees of complexity. Maria, Italy Maria, Italy I have prepared different kind of exercises for different levels of learning. Mirela, Croatia Mirela, Croatia I would try to include several type of tasks, so every student can choose their own task. If they wont, after finishing one task they can try task that is level up. Ayşin/Turkey Ayşin/Turkey this is really hard work.because I'm a math teacher and the level difference between the students in the class makes my job very difficult. I would try to make I would try to make the activities include not just cognitive aspect, but the other ones as well, such as spacial, kynaestetic, sensory etc. Cornelia Melcu Cornelia Melcu Task: Understand the written message. According with the type of learners Read and write learners write the story report. Visual learners create a graphic organizer of the story. Auditory learners give an oral report. Kinesthetic learners build a diorama illustrating the story. Learning environment: Break some students into reading groups to discuss the assignment. Allow students to read individually if preferred. Create quiet spaces where there are no distractions. Why? Group working would facilitate both high- skilled and low-skilled students. ÖZNUR/ TURKEY ÖZNUR/ TURKEY Learning, methods and techniques should be adjusted according to the speed of the individuals. Objectives and expectations should be determined accordingly. Students should take part in the activities. Class dynamics should be tried to synchronize Ángel, Spain Ángel, Spain There are no learning goals for all students, but rather the objectives and learning methods and speed are adapted to the individual. Vasiliki Psaridou/Greece Vasiliki Psaridou/Greece Working the last 12 years with first grade Elementary pupils, I personalise my teaching methods so often. I have prepared different kind of exercises for different level of pupils. I also spend more individual time for those who need extra help. Rosário Sá Pinto Rosário Rosário Sá Pinto Rosário Sá Pinto Well, First of all I need to really know my students: their difficulties, their interests, their expectations for the future and from school, their dislikes. Then I would defined two different activities: one for the students who show more difficulties and another for the students who are more at ease with the content or the subject. I would also promote the peer help, because I believe that the teen feel more comfortable with their peers. As far as assessment is concerned, I usually create kahoots which help students to test what they already know. Ayla Akhan Ayla Akhan I used to form a heterogeneous group. each student has a point of success and completes each other. in addition, peer learning between students becomes easier to learn by taking place guarantee learning and mo guarantee learning and motivation to do more and better, the most skilled, as well as the less skilled. What is important is to alternate the characteristics of the groups, depending on the subjects and needs. The purpose is that both groups learn more and in a motivated and effective context. Josip, Croatia Josip, Croatia I think that I would prepare different activities for students and make them learn in pairs or groups with different time schedules. They would work together and help each other. Ivana, Croatia Ivana, Croatia I would ask my students to work on a project in groups. There would be different tasks with different levels of difficulty so the students can choose the activity which suits them best (reading, writing, drawing, presenting their work...). High-skilled learners can help low-skilled learners. Seher , Ankara Seher , Ankara The term personalised learning does not really make sense, because really all learning is personal. Personalised instruction is trying to imagine the greatest amount of ways that you can customise a curriculum to the abilities and the interests of the individual student. – Randy Bass, GeorgeTown University Because of this information we can say that every student has different styles more_vert Marta Oliveira, Portugal Marta Oliveira, Portugal I would try to establish different learning stations, so that students would rotate between them and experience different activities, skills and materials. Tutoring time can also be very helpful. In this way it is possible to understand different learning styles and abbilities as well as what methods and materials can be used to reach to each student. peer work can be really helpful peer work can be really helpful Ivica G. , Croatia Ivica G. , Croatia As long as the ss work in groups and work collaboratively, they can find a suitable role according to their learning styles for themselves. Mirela, Croatia Mirela, Croatia Since I teach iterature I noticed that not all chldren like to read novels. So, my idea for the activities would be to have high skilled learner (the one who loves to read and can read without any problems) read a whole novel and low skilled learner (the one who doesn't like to read) only summary of it. Summary would be good enough because we could discuss ideas of the novel even if students don't read entire novel and maybe if they are not forced to do something that is very hard for them they would feel less negative about reading and in time they would read whole novels too. Yasemin Tekbaş, Kahta, Turkey Yasemin Tekbaş, Kahta, Turkey I would try to use peer assistance. Laura, Italy Laura, Italy When planning I would think about a cooperative work (expecially pair work), then I usually encourage the students to help each other and to learn together. I would observe and monitor the progress of each child to figure out different types of acrivities and strategies to help both students in learning. Daniela, Malta Daniela, Malta In class you always have to cater to different types of students. It is not just a matter of having students come from different backgrounds and with different characters. Students have also different learning styles. For a teacher this might seem very difficult and unfortunately the system and the curricula sometimes force the teacher to use a one size fits all approach. In my class to reach as many students as possible I use learning stations. Students rotate from one station to another and carry out different activities. In this way, students are engaged in different activities that engage students of different skills. Such an activity also allows students themselves to recognize how they learn best. Anita, Croatia Anita, Croatia As I teach Math, I do this regularly by giving students different tasks. Cristina Elena Voicu - ROMANIA Cristina Elena Voicu - ROMANIA I think the best way to help students develop their skills is to work in group based on multiple intelligence theory. Every student can bring the best skills in the group - logical, spatial, musical etc. And to use rubric for the group not individual. Because each contributed to the solution/product with their best skills. Ezgi K. Turkey Ezgi K. Turkey Firstly I try to figure out their learning styles. After this I choose the proper materials or methods for each of them. I know , I have to teach them same topic but if I have enough time, proper space and tools it is not difficult. But it is said that like in second video the cirriculum and the system does not allow you to try different ways Maria Anversa Grasso, Italy Maria Anversa Grasso, Italy In order to empower the different types of intellingence, I will make use of the "cooperative learning" and "learning by doing". Dividing the students in mixed heterogeneous small groups , I will lead them to produce different products according to different tasks that range from practical activites in the Lab to study cases and problem solving activities. In this way the same topic will be analysed from multiple points of view. Cristina Antal, Romania Cristina Antal, Romania I believe working in pairs or groups helps a lot. Thinking to the multiple inteligences, each student may be a power for his/her mates or for himself/herself. İLKNUR GÖZERİ İLKNUR GÖZERİ I think personalized learning is essential for learning to learn.A teaching environment such as a classroom needs to be flexible to raise awareness of multiple intelligences.We need to use multiple methods or change our methods according to the topic and tasks.Our students can participate in projects they chose to proceed.They can also have pair or group workshops for joining projects.The important point here I think is to teach our students learning to learn.We aren't the source of information.We should be a guide for them to learn more about theır abilities and go through theır own interests.Interesting activities will motivate them and lead them to enjoy the lesson during theır active participation. Özlem ,Turkey Özlem ,Turkey I used a collective and collaborative approach. Each student will have a task and interest. At the end of the process, I expect them to perform a self-assessment about their performance. In their later work, I allowed them to evaluate different tasks with their previous performances and discover where their interests were concentrated. d d Dilek Erdağ Bek-Turkey Dilek Erdağ Bek-Turkey dvanced students. I pla dvanced students. I pla Filomena Bianco Filomena Bianco I imagine we have to create a powerpoint presentation of an English-speaking country. Some kids are low at spelling, grammar and writing skills but they are excellent in technology (download, upload photos, etc.). Others are very good at writing and love searching for information. The second group will get the task of searching for infomation on the web, write texts and check spelling and grammar. The first group will have to read the texts of the previous group and according to it, they will have to find proper pictures and audio files to integrate the texts. I imagine also a sort of peer tutoring Rosário Sá Pinto Rosário Sá Pinto I believe I would define different types of activities for the two groups. I would also promote peer work joining students of a higher level with those who show more difficulties. In my opinion and from my experience a tutor student can be a privileged tool to catch the attention and reach the interest of colleagues. Students are more at ease and they feel less stressed working with peers because first of all they are talking with or questioning a friend. Sérgio Barroso Sérgio Barroso Tutoring will only be a way to the most skilled “teach” the others their way of problem solving… I would do different activities, letting them choose the process. If the most skilled are more committed to complex intellectual and cognitive exploring, most likely the less skilled would be more creative on the process of researching, analysing and producing results. At least, that’s my experience with these kind of groups. They don’t have to do the same path. sonia bras sonia bras In my classe, physical education, i use the good student to help the colleague with more difficult. Both are happy. Anita, Croatia1.activity:a) Make a strip of children's romance he has readb)Orally present a fragment of a child's novel he has read2.activitya)List and Write Characteristics of Main and Secondary Characters in Child Romanceb to list the characteristics of one of the main features of the child's novel Anita, Croatia1.activity:a) Make a strip of children's romance he has readb)Orally present a fragment of a child's novel he has read2.activitya)List and Write Characteristics of Main and Secondary Characters in Child Romanceb to list the characteristics of one of the main features of the child's novel Ceyda DEMİR Trabzon/Turkey Ceyda DEMİR Trabzon/Turkey I'm a pre-school teacher. I usually do "peer teaching" when there are situations like this in my class. I see more effective learning in my low-skilled students. I'm also trying to support her by giving her personal instructions. I'm trying to teach in different ways instead of uniform training. I try to teach story, music, narrative and art in a very different way. Đurđica Krtanjek, Croatia Đurđica Krtanjek, Croatia Group work is an excellent activity for all students to take part, each according to their abilities. It is important that the teacher adequately allocates roles in such a situation and takes care that all members of the group are equally involved in the work. Răzvan Răzvan It s very Very important to choose your own method of approach to learning. Dilek Erdur Ceylan-Turkey Dilek Erdur Ceylan-Turkey The activity or the task can be completed and evaluated in many ways: h,gh skilled students can be asked to complete advanced or harder parts or practices, low skilled ones can be asked to match, color etc. Luísa Pires, Portugal Luísa Pires, Portugal For example – topic: Reading comprehension of a text High-skilled learners: answer comprehension questions, complete sentences, find synonyms Low-skilled learners: illustrate the text, order pictures according to the events in the text, organize sentences with a summary of the text Tomislav, Croatia Tomislav, Croatia In such a situation the group approach seems to be the best choice. The task development needs to be thorough so that the weaker students can contribute to the solution. But tasks also must be designed to more advanced students do not get bored. Isabel, Portimão, Portugal Isabel, Portimão, Portugal For the less qualified student, i proposed a problem-solving approach, with the student being the issue, from real situations. The activity would be done with a pair, following a script, which allows them to find answer to the problem, and having as main resource the Internet. For the most qualified student, i proposed an inquiry approach to be developed in a group. Students plan a way to respond to the problem, and should articulate contents of various disciplines. Lidija Škrlec, Croatia Lidija Škrlec, Croatia I completely agreewith the third video - we should give our students the opportunity to show and develop their intrests and preferences. Give them the freedom to evolve into a successful adults. The system really needs a drastic change. I would give both groups of kids the same task and let them work their way through it. I believe both groups would find a great solution that works for them. Rui, Portugal Rui, Portugal I like to do group and peer work and mix the students with different abbilities/intelligences. I give different tasks and questions that they need to solve. Helena - Portugal Helena - Portugal I would use a multiple intelligence approach. I would divide the students according to their learning preferences and ask them to do Project work. This way both high-skilled and low-skilled students would be able to use their learning skills accordinmg to how they preferbably enjoy learning. Group work and peer assessment is one of the good ways of coping with such situations. Group work and peer assessment is one of the good ways of coping with such situations. Maria S. Italia Maria S. Italia The third video really excited me. I thought about the expression of some of my pupils when they can't solve a problem or a math exercise. I have a strong intention to look for a system that can allow everyone to give the best of themselves, but I still don't know how to do it. n any class there are stu n any class there are students with different kinds of intelligence and rythms of learning. No student equals to another.Therefore, I would create mixed ability groups – having stronger students working with less strong ones – because through this type of strategy, I would be promoting collaborative work. Besides, students like to perform group work. And I understand why. High-skilled students can give support to the mates who have lower skills. Maybe they have a simpler approach in explaining things. On the other hand, the low-skillled ones would be more at ease in exposing their doubts, difficulties. As for the resources, they could still be designed differently and according to the students in the groups. So, everyone would still be coping with each other. This way the learning process would not be at risk. Isabel Pereira, Portugal Isabel Pereira, Portugal I believe that the Problem-Based Learning (PBL) methodology would work very well in the case of having to customize a learning topic. To each of the students I would give a guideline to the research with initial research questions and space to add their own questions. At this stage, the orientation of the teacher is fundamental. From there, where each one would have a working script built to their measure, acording to their habilities and interesses, and with their contribution, each student would select how to do the work and the resources that would be considered most effective for the accomplishment of the task. At their own pace and according to what they devised for the development of the activity, each student would be guided by the teacher at times when constraints arose. It is also important to support the management of time, resources and informations found during the research. In the end, I would share the work that each one has done. This presentation would be performed by each one and would allow the other student to add data that was researched by another student and which, eventually, was not included in their own research. By giving the studen By giving the students different tasks. High-skilled: to perform a play. Low-skilled: Giving instructions and watch them draw. Luisa Lopes, Portugal Luisa Lopes, Portugal In any class there are students with different kinds of intelligence and rythms of learning. No student equals to another.Therefore, I would create mixed ability groups – having stronger students working with less strong ones – because through this type of strategy, I would be promoting collaborative work. Besides, students like to perform group work. And I understand why. High-skilled students can give support to the mates who have lower skills. Maybe they have a simpler approach in explaining things. On the other hand, the low-skillled ones would be more at ease in exposing their doubts, difficulties. As for the resources, they could still be designed differently and according to the students in the groups. So, everyone would still be coping with each other. This way the learning process would not be at risk. Georgeta, Romania Georgeta, Romania I would use the multiple intelligence theory and ( if it's a new text for language skills) I would divide the students in groups of : readers , ( the ones who are skilled at reading), TV speakers ( the ones who can make the news about the text/ happening), the painters, the sculptors, the singers....etc. At the end of the lesson we would have a nice "round" image of the text, seen from different perspectives. Ignacio, Spain Ignacio, Spain Giving the same topic to every students, I will expect them to complete it according to their abilities. We should not expect all of them to write 200 hundred words in English, maybe 50 for the low ability ones could be enough. Nertila, Albania Nertila, Albania My idea is: Theme of the lesson: Describe the winter The task to be assigned to the student is: High-skilled: Write a 5-6 sentence text to describe the winter season. Low-skilled: Draw a winter landscape In conclusion, the first student reads the assignment, while the second student explains the drawing with his words. CEREN, TURKEY İZMİR CEREN, TURKEY İZMİR I do not find it appropriate to divide students according to level groups. This system contradicts the system we are currently learning. I would prefer giving different tasks for the same activity. I would use differentiated learning that can meet the needs of all the students. Iva, Croatia Iva, Croatia I will divide students into groups connecting students with different interests and skills and give them research task and other different activities so they can choose among them which suits the best to them (their interests and capabilities). Luísa Nogueira, Portugal Luísa Nogueira, Portugal activity 1 (high-skilled leaners: read de activity (chemistry book) and doing some questions about the subject. Then, correct the answers, I provide the correction in MS word. At the end, do a quizz in socrative. activity 2 (low-skilled learners) make a group with this learns, i explain the subject. Then, this group do the questions and correct them, do the quizz in socrative.com. Stefania, Italia Stefania, Italia Activity 1: Reading the stave. Students work with their own devices on interactive apps (NoteDeMusique). In training mode, it allows them to know immediately which notes they have read correctly and which not, and in test mode, it allows them to know how many correct notes they can read in a minute. Each student then learns according to his or her own learning rhythm, concretely verifying his or her own progress week after week. Wow I Assess their work: the students screenshot the test results and send them to me via Telegram, 2 or and times a month. The chats between me and the individual students thus become the portfolio of their progress in the field of stave reading. Activity 2: duration figures The practical learning of the duration figures proceeds in the same way with the interactive "Rhythm Teacher" app. Pupils can't tackle the next level (with the new figure combinations) until they've got "Excellent" in the previous level. When a student gets "Excellent", he takes the screenshot and sends it to me via Telegram. So all students are on the same path, and they help each other when there are doubts and questions. But each one does this path according to his or her own learning rhythm, and checks his or her own progress. Jasminka, Croatia Jasminka, Croatia I prefer working in pairs or smaller groups so high-skilled learners help low-skilled learners and the benefit is double. Once a week I have one hour for giving them instruction and they can ask whatever they want. Conceição Rodrigues, Portugal Conceição Rodrigues, Portugal Example of 2 activities: 1) Divided the students into working groups, so that each group was formed by high-skilled and low-skilled learners. It gave a problem to each group, within the subject that was being approached in the discipline, adopting the Problem-Based Learning (PBL) methodology. Students would have to research in various sources, use ICT, construct objects so they can better explain what they have learned, construct concept maps. Within the group, students would have to distribute assignments so that everyone could participate, taking into account the pace of learning and their skills (soft and hard). Thus, the less qualified students would feel that they are also important to the group's work, being motivated more towards learning, and consequently will develop more advanced competence. 2) Divided the class into groups. The groups of high-skilled learns prepared the class using the flipped classroom methodology, having to present to the class the result of their investigation. To the groups of low-skilled learners, the teacher provided support material (texts, diagrams, videos) to analyze in the classroom context, and scripts where they recorded their conclusions. After all were done, the various groups communicated to the class the results of their work. Līga, Latvia Līga, Latvia I give my pupils learning material in different levels, so they can choose: low, middle, high. I encourage them to decide depending on their ability do the task and how they feel. Jasmina/Serbia Jasmina/Serbia My students are used to do math exercises in pairs, making questions to each other and checking the answers, with explanations. It is always high-skilled and low-skilled learner in pair. Vera Lourenço - Portugal Vera Lourenço - Portugal All the students are different, learn in different ways, as mentioned in the videos, there are different styles of learning and each one learns in a certain way. We must, when prepare a lesson, to keep this in mind, to try to adjust the contents and practices so that we can envolve all the students in order they can learn in a more effective way, since whenever students experience failure, they become unmotivated, frustrated and with feelings of insecurity, apathetic and even disinterested. For the low-skilled students, it would be a matter of providing the students with strategies for accomplishing the task, promoting student success, thus dividing the activity by levels of complexity, starting with giving the easiest and advancing to the next level, giving them visual cues, a model and / or giving clues as to how to perform the activity. I could also promote group activities so that there was an interaction between peers and exchanges of experiences, during the performance of an activity. Likewise, it could ask that the most qualified students be the tutors and help them to solve the activity. I think it is important that all students succeed and feel involved in learning. For the most qualified students, they would try to do activities that were more challenging and that promoted their abilities and stimulated them to think. It would not put the aid in the accomplishment of the task, therefore this would be to promote the equity of the students also. In my classes, usually the most qualified students do more activities than the students with more difficulties, because they are faster and and they do not always do the same activity. Anamaria Ghiban, Romania Anamaria Ghiban, Romania I will divide the learners into mixed groups and assign group tasks and individual tasks, giving the occasion to low-skilled learners to learn from the high-skilled learners and to high-skilled learners to exercise their pedagogical skills. Tugce Kagizman/TURKEY Tugce Kagizman/TURKEY Imagine that you have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do? fatma/Turkey fatma/Turkey some of my students learn best Project task, some of them learn best individual. all of them have different learnng styles such as visual, auditory. group actvies are good option Renata, Croatia Renata, Croatia Some of my students learn best Through project task, and some are readers , and I saw some make mind map. I try to encourage them to learn in groups and try to teach each other. Cândida Passos, Portugal Cândida Passos, Portugal My students usually work in groups. So, they can share their ideas, their ways of thinking and all of them respect the time of each one. In the groups I mix all kind of students. Marina, Croatia Marina, Croatia Often in class I have students who can do more than others. For them I have different tasks, sometimes a small hour project. Not giving them any extra tasks children lose their motivation because they are bored. Renata, Croatia Renata, Croatia To highly qualified students I would set the task in accordance with their capabilities. For low-skilled students, I would set the task in line with their capabilities but also a little above to motivate them to be better. Both tasks would be linked so they had to work together. Murat PAZARCIK,Turkey Murat PAZARCIK,Turkey Studies requiring more detail for advanced students. I plan to learn a common peer with the more basic studies for the weak student and the cooperation of the two at the end. Mª Emília Baptista, Portugal Mª Emília Baptista, Portugal Personalized learning allows to meet the preferences and needs of each student, while the teacher learns to know his students and motivates them for learning. The diversification of methods, strategies and technologies, allows to take into account the different types of intelligence through which students learn. I like my students to feel that I believe in their abilities. I do not agree with the development of an activity for highly skilled students and other activity for underqualified students. Unless students present a mental difficulty. I would present students with the same theme. I would divide them into groups of three or four elements. I would present different subthemes with different sources of information. Each group would work on a different subtheme of their choice. The way to present the work to colleagues would also be decided by the group, according to the different suggestions presented. Another way to put all students to participate in the same theme, but with different subthemes, could be the discussion in rotation. In this case, we would have groups of four students in which each student would play different roles (the communicator; the questioner; the secretary; the timekeeper). I would mix the most qualified students with the least qualified students. I will adapt the materials to their needs. I will adapt the materials to their needs. Cláudia S. Portugal Cláudia S. Portugal In our classes, we have different kind of learners so if we want to "reach " them, we need to diversify the way we teach. We must diversify our strategies and methodologies to help them to learn and to keep their knowlegde through life. for example, for low-skilled learners we can show pictures about a specific topic (clothes, for example) and ask them to associate the pictures with the name of each clothes (words given /written on the board by the teacher). For high skilled learner we can make them write by themselves thecaption under each picture. Thinking about different types of learners and studying the topic of human rights, students can read a text about the topic and do exercises of comprehension. They can also, analyse pictures and associate them to the articles of the UDHR or to the violation of the UDHR. They can watch a movie about a Human Right defender and complete a worksheet about the movie.. They can listen to a song related to the topic and filling in the gaps. These activities aim at providing a good experience of learning to the students, approaching some of their skills and "exciting" their learning process. Suncezgb, Croatia Suncezgb, Croatia I would prepare different materials and use collaborative techiques (for example think, pair and share). Sandrina Martins, Portugal Sandrina Martins, Portugal After verifying the different forms of learning, I planned different paths for the teaching of contents. I had a student who did not like being in school at all, but he liked to listen and create music. One day I challenged him to rap about concepts related to volcanism. While others presented more formal work - written research, posters, power point presentations - this student sang to the class while a classmate did beatboxing! It was fun for everyone and the student was able to show the best of himself! Hümeyra/TURKEY Hümeyra/TURKEY I will make a different student groups. High and low skilled students about their abilities. Than I will give them topics, exercises or different activities that engage students of different styles. At the end of work I will bring them together to talk each other. Peer based learning is a good choise. Milijana, Serbia Milijana, Serbia In the case of different student groups, about their abilities, regardless of the number of activities, they created specific learning scenarios. Olívia, Portugal Olívia, Portugal I think we all have to address the problems of mixed-ability classes. I try to find different strategies of introducing and practising the topics, using different resources and strategies, so I can reach all students with their own different ways of learning. For example, I will give them two or three level activities, according to their own abilities and sometimes I also put them in groups to solve the questions. I use peer learning and active methodologies. Elizabeth, Malta Elizabeth, Malta As an LSE, I make any adaptations that my student may have in subjects were they have difficulties. In past years, I have had students who do not follow the class curriculum at all, and will require to have an Individualized programme drawn up for him/her for the thorough scholastic year. However, I also notice that teachers do cater for those students who are not following like the rest of the class, and have their class work adapted or given less work as opposed to the rest of the class, and the same is done for homework. Conchi C., Spain Conchi C., Spain I will propose them to make goups of two or three children in order to have heterogeneous groups. Then, they will start doing the activities and I will observ how do they work. If any group doesn´t march at all, we can change children. Eleni, Greece Eleni, Greece I have learning material that addresses 3 levels: low, middle, high. I ask all my students to deal with the low level exercise and then to choose on their own among the middle and the high level exercise. I encourage them to decide depending on how they assess themselves and how they feel. Catarina Isabel Brito Catarina Isabel Brito In a way, today it is easier to personalise a learning task because some book support gives us an example of the same activity for the two kinds of learners ( high -skilled and low - skilled learners). However, it is very difficult to do that within a class of 30 students! How can a teacher give individual attention to all of them? In my opinion, in these situations the best thing to do is to form groups with different learning levels. Even if they have different tasks within the same topic, the strongest students may help the weakest ones Maria Brauchle, Bulgaria Maria Brauchle, Bulgaria I would split the students in groups and use IBL. The groups would be mixed with the two kinds of learners. Serenella Silenzi Macerata Italy Serenella Silenzi Macerata Italy I would involve them into a pair work/peer learning activity (i.e. problem solving) with a different role. They could share different types of material (tailored to their different forms of intelligence) and responsibilities in order to find a problem solution and construct a common product. Celeste Simões, Portugal Celeste Simões, Portugal Well, first of all, I would need to know what type of learning task this was. Without knowing it it’s difficult to think of adapting the activities. So, I guess the question is a bit vague… Secondly, I don’t really understand what you mean by “high-skilled” and “low-skilled” learners. If we believe that all students are different, have different learning styles and interests, then what does it mean to categorize students in this way? Aren’t they all skilled? The skills they master are the only thing that can change and differentiate them. So, I don’t feel very comfortable using these terms Still, trying to answer the question: I would try to adapt the activity to their intelligent type – having them move around the room, if they are kinaesthetic learners, for example, or listen to a song and fill in gaps, if they have a musical intelligence. These are just some basic examples, really, as there are numerous possibilities depending on the learning task you are assigning. Irena Peček, Croatia Irena Peček, Croatia WRITING TASK - high-skilled learners: a detailed essay on the given topic - low-skilled learners: a guided writing composition on the familiar topic SPEAKING TASK - high-skilled learners: discussions, debates - low-skilled learners: more preparation and rehearsal time with a sheet with simple guidelines merve kapcı/Turkey merve kapcı/Turkey Firstly, I try to understand which intenlligence do they have . I do some quiz for them . High-skilled student probably have many skills. But low- skilled student can have some difficulties when he express himself .So I support and encourage student. Marialena, Greece Marialena, Greece 1) I would pose questions that provoke kids to realate new learning stuff to their lifes. 2) I would observe my kids to find out their very personal unique way of expressing themselves. I would then design learning activities that require students to act in mlultiple ways to complete them. In every given chance, I would support and praise their efforts. I will give them different materials and different methods and I will bring them together for collaborative work. (peer to peer learning) I will give them different materials and different methods and I will bring them together for collaborative work. (peer to peer learning) Emilia A./Romania Emilia A./Romania I need to take into account their style of learning, what type of learner is the students.Students' interests are also important factor when designing a task/activity. For high-skilled students I would give a personalized composition -writing a story on a certain topic and to low-skilled students -to write some sentences using some prompts/visuals. Aiste, Lithuania Aiste, Lithuania I will form groups with diferent learning skills. In that way students with high learning skills will improve their knowledges helping other students with lower motivation. Maria Antónia Brandão PT Maria Antónia Brandão PT Heterogeneous grouping is a method of placing students of different skill and ability in classrooms together. Heterogeneous classrooms present different challenges for teachers. The teacher has to try to be sure everyone in a heterogeneous classrooms is being challenged and learning. Heterogeneous classrooms may help students who have social anxiety or learning disabilities to learn much-needed social skills . Elisabete Pires Elisabete Pires I believe that active methodologies are the best way to personalize learning tasks. I start with a survey about the theme of our lesson that the students have to see or read. For example, the students have to see a video about a grammar topic and understand the past tense. After that, I have activities for the students who understood and he has to apply the grammar in the specific text that he wrote. The other students, who couldn't understand, I ask another student to explain him the topic grammar or I try to explain him using an other way/form. Elif Buyukuysal /Turkey Elif Buyukuysal /Turkey I would give high-skilled student a more detailed research consisting of more knowledge, and as an assesment -writing a paragraph about it. And for the low-skilled learners I try to figure out the activity and clear explanations consisting of not detailed information but making it with games. Marta, Spain Marta, Spain I am language and literature teacher. I believe that audiobooks are an excellent oportunity for kids who doesn't like read in a "traditional" way. In fact, oral transmission is the "traditional" way for stories. Unity bring us strength Unity bring us strength Even if we have students with different levels of understanding - at least apparently - I believe that by proposing an activity for them to develop together, we can try to get to know them better, in order to challenge them to solve a problem together, each using their better skills, aesthetic, numerical, etc.) Farah, Lebanon Farah, Lebanon I think I will give the same activity for both kinds of learners, but I will add some guiding questions for low-skilled learners. Also, I will design my activities in such a way they are tailored to visual, auditory and kinesthetic learners. HI,I amsofi D ,Greece. HI,I amsofi D ,Greece. Ithink that we can teach anythink by using simple words and making groups of learnersthat is the key for more motivated learning. Sylwia, Poland Sylwia, Poland In class each child has different background, has different learning styles. I'll give them different activities that engage students of different styles. I'll also encourage them to work in groups Hale Şenbaş, Turkey Hale Şenbaş, Turkey I would adapt the activities to different learning styles. One of them would be more linear and analytical, the other more creative. I could also make them feel free to choose among activities but allowing peerwork and groupwork would help them deal with the activity which they thought was beyond their depth. Edurne Andrés Crespo, Spain Edurne Andrés Crespo, Spain Firstly, I would study if the learning experience would be better forming homogeneous (all the members of the group are high-skilled or low-skilled) or heterogeneous (mixing high-skilled and low-skilled learners) groups. What would be the best in order to reach our learning objectives? If groups were homoneneous, the different groups would face the task from different levels and we would have to adapt it to the different levels and abilities. If groups were heterogeneous, high-skilled learners could help low-skilled learners and they would have the opportunity to share their knowledge and experiences. Besides, in this case, high-skilled learners would put themselves in low-skilled learners´place and viceversa. It would be an enriching experience, too. Maria Zélia Nunes - PORTUGAL Maria Zélia Nunes - PORTUGAL An important aspect is the decision regarding the formation of learning groups (cooperative activities). I consider as criteria: the "level" of skills and learning needs. Is the best option to constitute homogeneous or heterogeneous groups? It depends on the learning goals. In one case, the learning situations of the two groups are different in complexity, considering the learning objectives; in a second case, the situation may be similar but the students' goals will be different. The feedback information will also be differentiated.Learning situations should be as challenging as possible (not so difficult ... nor too easy ...), being able to guarantee learning and motivation to do more and better, the most skilled, as well as the less skilled. What is important is to alternate the characteristics of the groups, depending on the subjects and needs. The purpose is that both groups learn more and in a motivated and effective context. Josip, Croatia Josip, Croatia I think that I would prepare different activities for students and make them learn in pairs or groups with different time schedules. They would work together and help each other. Ivana, Croatia Ivana, Croatia I would ask my students to work on a project in groups. There would be different tasks with different levels of difficulty so the students can choose the activity which suits them best (reading, writing, drawing, presenting their work...). High-skilled learners can help low-skilled learners. Seher , Ankara Seher , Ankara The term personalised learning does not really make sense, because really all learning is personal. Personalised instruction is trying to imagine the greatest amount of ways that you can customise a curriculum to the abilities and the interests of the individual student. – Randy Bass, GeorgeTown University Because of this information we can say that every student has different styles Marta Oliveira, Portugal Marta Oliveira, Portugal I would try to establish different learning stations, so that students would rotate between them and experience different activities, skills and materials. Tutoring time can also be very helpful. In this way it is possible to understand different learning styles and abbilities as well as what methods and materials can be used to reach to each student. peer work can be really helpful peer work can be really helpful Ivica G. , Croatia Ivica G. , Croatia As long as the ss work in groups and work collaboratively, they can find a suitable role according to their learning styles for themselves. Mirela, Croatia Mirela, Croatia Since I teach iterature I noticed that not all chldren like to read novels. So, my idea for the activities would be to have high skilled learner (the one who loves to read and can read without any problems) read a whole novel and low skilled learner (the one who doesn't like to read) only summary of it. Summary would be good enough because we could discuss ideas of the novel even if students don't read entire novel and maybe if they are not forced to do something that is very hard for them they would feel less negative about reading and in time they would read whole novels too. Yasemin Tekbaş, Kahta, Turkey Yasemin Tekbaş, Kahta, Turkey I would try to use peer assistance. Laura, Italy Laura, Italy When planning I would think about a cooperative work (expecially pair work), then I usually encourage the students to help each other and to learn together. I would observe and monitor the progress of each child to figure out different types of acrivities and strategies to help both students in learning. Daniela, Malta Daniela, Malta In class you always have to cater to different types of students. It is not just a matter of having students come from different backgrounds and with different characters. Students have also different learning styles. For a teacher this might seem very difficult and unfortunately the system and the curricula sometimes force the teacher to use a one size fits all approach. In my class to reach as many students as possible I use learning stations. Students rotate from one station to another and carry out different activities. In this way, students are engaged in different activities that engage students of different skills. Such an activity also allows students themselves to recognize how they learn best. Anita, Croatia Anita, Croatia As I teach Math, I do this regularly by giving students different tasks. Cristina Elena Voicu - ROMANIA Cristina Elena Voicu - ROMANIA I think the best way to help students develop their skills is to work in group based on multiple intelligence theory. Every student can bring the best skills in the group - logical, spatial, musical etc. And to use rubric for the group not individual. Because each contributed to the solution/product with their best skills. Ezgi K. Turkey Ezgi K. Turkey Firstly I try to figure out their learning styles. After this I choose the proper materials or methods for each of them. I know , I have to teach them same topic but if I have enough time, proper space and tools it is not difficult. But it is said that like in second video the cirriculum and the system does not allow you to try different ways Maria Anversa Grasso, Italy Maria Anversa Grasso, Italy In order to empower the different types of intellingence, I will make use of the "cooperative learning" and "learning by doing". Dividing the students in mixed heterogeneous small groups , I will lead them to produce different products according to different tasks that range from practical activites in the Lab to study cases and problem solving activities. In this way the same topic will be analysed from multiple points of view. Cristina Antal, Romania Cristina Antal, Romania I believe working in pairs or groups helps a lot. Thinking to the multiple inteligences, each student may be a power for his/her mates or for himself/herself. İLKNUR GÖZERİ İLKNUR GÖZERİ I think personalized learning is essential for learning to learn.A teaching environment such as a classroom needs to be flexible to raise awareness of multiple intelligences.We need to use multiple methods or change our methods according to the topic and tasks.Our students can participate in projects they chose to proceed.They can also have pair or group workshops for joining projects.The important point here I think is to teach our students learning to learn.We aren't the source of information.We should be a guide for them to learn more about theır abilities and go through theır own interests.Interesting activities will motivate them and lead them to enjoy the lesson during theır active participation. Özlem ,Turkey Özlem ,Turkey I used a collective and collaborative approach. Each student will have a task and interest. At the end of the process, I expect them to perform a self-assessment about their performance. In their later work, I allowed them to evaluate different tasks with their previous performances and discover where their interests were concentrated. d d Dilek Erdağ Bek-Turkey Dilek Erdağ Bek-Turkey For example; if I prepare a listening activity, low skilled learner can be expected to fill in the blanks with the given phrases or words. But high skilled learners will be expected to fill in the blanks with the words they heard or answer the questions according to the tape script. In some of the activities they can work in pairs or groups. For example they can find a heading to the tape script together. hey can create a poster about the topic. High skilled learners can find slogans, low skilled learners can design the poster. While discussing on the topic yes/no questions can be asked to low skilled learners and wh- questions to high skilled learners. f I had to personalise a f I had to personalise a learning task with two activities for high-skilled and low-skilled learners, I would try to find challenging tasks for the former, for example, helping lower-skilled colleagues evolve, or a task that would make them feel they wer Maria Cristina Rocha, Por Maria Cristina Rocha, Portugal At my school, my classe has mixed goups of students with high and low skilled kids. They learn and teach simultaneously. Sometimes they are masters, other times they are disciples, in a sort of speach. We never know everything, and I am alwasy saying that I can always learn from them and always be mistaken for a while. This kind of approch helps my students not to be afraid of being wrong and as for help also. I usually prefer to have mixed high and low skills kids, because they can help each other and explain in a different way. Sometimes I need to make different tasks and they a high-skilled student can work alone or peers in autonomy, by themselves, while I can give some support to low-skills students. Rute Vieira, Portugal Rute Vieira, Portugal While planning the lesson, I would considerate the students´ knowledge. I would create activities or give students tasks according to their needs, learning goals, and personal interests. I would also create activities to promote group work, where collaborative work and sharing knowledge, were the most important aims. Sandra Mendes-Portugal Sandra Mendes-Portugal First and foremost I believe that having students sharing their interests is a good start, and as we've been studying, we can get to know them better and choose the best strategies to teach, which will lead to better learning experiences. I'd ask students questions about their interests or even present them with a quiz about it and afterwards I'd prepare a list of activities for them to choose, that way they'd be more free and in charge of their learning tasks. High-skilled learners could be in charge of presenting chosen topics to the class the way they'd like, low-skilled learners could be in charge to develop more practical and creative tasks. Mixing them in groups would also be interesting in order to promote collaborative work Nihan Nihan As long as the ss work in groups and work collaboratively, they can find a suitable role according to their learning styles for themselves. selma meral- selma meral- learning activities in accordance with one's abilities makes them more successful. In particular, the practice and selection of cooperative learning method allows them to be successful. Andrea. Portugal Andrea. Portugal Ana Ana The main action of teaching is to know your students and their abilities. Then,accordingly,adjust and personalise the learning process as much as possible. João Nunes, Portugal João Nunes, Portugal If I had to personalise a learning task with two activities for high-skilled and low-skilled learners, I would try to find challenging tasks for the former, for example, helping lower-skilled colleagues evolve, or a task that would make them feel they were collaborating with those around them. As for low-skilled students, I would try to understand their interests and give them a task related to those interests so they would feel more motivated to do the task and more engaged with their learning process. I believe that if students feel they are participating and, in a certain way, chosing their learning path, they will be more successful, either at school or in "real life". Feri Yaman Feri Yaman Aydın/Turkey I believe in the importance of learning and learning through cooperation. Separate different cultures from preschool and education accordingly. Determining the way the child learns is half of the knowledge of the teacher and the biological learning. Angelamaria Galderisi, Italy Angelamaria Galderisi, Italy If I had to personalise a learning task for high-skilled and low-skilled learners, I would ask the former to engage in a flipped classroom performance and the latter to do some reinforcement exercises. Harun CEYLAN/TURKEY Harun CEYLAN/TURKEY If I give an example from my own lesson, it is a fact that every student does not have the ability to make painting. Susana Peixoto, Portugal The biggest challenge for a foreign language teacher is to plan motivating lessons for a multi-level class. If we focus our attention on advanced level students we will inevitably lose the interest of beginner level students. On the other hand if we teach the basics the advanced student isn’ t learning anything new, will get bored and we will not allow them to progress. Students have different learning styles and interests as well and combine them is a tough task for any teacher. A concern with teaching the multi-level class is holding everyone’s interest and meeting everyone’s needs, no matter their level. A good strategy to personalize a learning task is to create different activities according to the students’ level, for instance if I show them a film or video I can ask a high-skilled learner to summarize the story or write an opinion text about it and to the low-skilled learners I will ask them to fill in a cloze text with some given words in order to summarize the story and then answer a true/ false exercise. I also like to promote group work where students students of different levels can help each other in order to accomplish the given tasks. This way students can develop collaborative work and the weakest ones will get a sense of achievement. Susana Peixoto, Portugal The biggest challenge for a foreign language teacher is to plan motivating lessons for a multi-level class. If we focus our attention on advanced level students we will inevitably lose the interest of beginner level students. On the other hand if we teach the basics the advanced student isn’ t learning anything new, will get bored and we will not allow them to progress. Students have different learning styles and interests as well and combine them is a tough task for any teacher. A concern with teaching the multi-level class is holding everyone’s interest and meeting everyone’s needs, no matter their level. A good strategy to personalize a learning task is to create different activities according to the students’ level, for instance if I show them a film or video I can ask a high-skilled learner to summarize the story or write an opinion text about it and to the low-skilled learners I will ask them to fill in a cloze text with some given words in order to summarize the story and then answer a true/ false exercise. I also like to promote group work where students students of different levels can help each other in order to accomplish the given tasks. This way students can develop collaborative work and the weakest ones will get a sense of achievement. SERAP SARI(TURKEY SERAP SARI(TURKEY I would prepare papers with different parts which would address to both kind of learners. Diana Pádua, Portugal Diana Pádua, Portugal After a diagnosis of what the two different types of students know about the specific topic, I would use different types of activities and different strategies. However, we should bear in mind what it means to be a high-skilled and a low- skilled learner. Actually, a student can be high-skilled in a specific area and low-skilled in others. I normally use mixed ability worksheets. As for the weaker Ss, I use lots of matching exercises, fill-in the gaps, types of exercises which don’t require much written production. If I want them to write a text on a specific topic I give them a guided task with examples, and chunks of language they can use. I try to scaffold the activity with easier instructions in the beginning. To check Ss’ understanding of a concept, problem or process, I would describe or illustrate it in multiple ways, using pictures, videos and slideshows or having a high-skilled student illustrate and explain the concept on the board. Of course, the needs of the high-skilled Ss mustn’t be forgotten and they should feel challenged. For those I would use more complex and demanding tasks, I would ask them to write more freely and give their own opinion on the topic. I also think collaborative work is very useful to deal with these differences in class. Mixing students with different skills, levels and needs is a good strategy. Having the high-skilled Ss help the weaker ones is a good strategy which will help both types of students improve their skills. I would say that, no matter what kind of activity you choose, the aim should always be to help all students be successful. Maria, Portugal Maria, Portugal When planning I would articulate what students already understand with the learning goals. That is, I’d have to give different activities or ask the students to do different tasks appropriately paced, and appropriately varied and challenging according their skills and needs and experiences. Probably while some would have to cover a smaller amount of curriculum content others could explore it in greater depth and detail . I’d implement also some collaborative and cooperative activities as well as pair and group work activities. María de Arriba (Spain) María de Arriba (Spain) On the blackboard they write what they want to learn more, then we organize the contents and they prepare a presentation, a book, film, song... they love related to its favourite theme and they show to the class. Hakan TATLI Hakan TATLI Talas Kayseri I'd set the common interest of the two. I would choose a cooperative project that would fit these roles. Like reading books or planting flowers. Maybe someone explains, the other is good at drawing. Maybe listening to music or playing a computer is a common point. Clara Vitorino Clara Vitorino I would use the flipped work as a strategy. I would ask the more qualified student to research on the topic and make a small presentation to class. Then I would give some exercises to class and would ask the more qualified student to sit besides the less qualified to help him when he needed – depending on their age I would be near them or would give them more space to talk alone. Teaching between equals is the best way in my opinion. Maria Pinto, Portugal Maria Pinto, Portugal The question is relevant and should be part of the teacher's day-to-day life: no student equals another. That's why the solution lies in working with small groups where cooperation helps you learn more and better and faster, because we all learn from everyone. It will also help to have a set of different resources (in activity files / scripts), in which the learning process can be done at the learning pace of each one, being able to have the help of the teacher or colleagues. 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Cinzia Fontanive, Italy Cinzia Fontanive, Italy I usually have students work on the same topic in mix abilities classes using cooperative pairs or little groups in which I mix abilities in order to have high-skilled and low-skilled students working together and helping each other. it is usually successful. To help weak students I usually use technology to anticipate topics by sending them videos or mindmaps on the virtual class we have. Antonija, Croatia Antonija, Croatia I would organize group or pair work dividing the students and activities according to their abilities. The tasks would be created in a way that both kinds of learners can solve them. Ana Santos, Portugal Ana Santos, Portugal I think that collaborative work can be the key to solve this problem. The high skilled learner can improve his profiency by helping the other student and will be able to refute and correct any mistakes made by the low skilled learner. At the same time the low skilled learner will understand better the concepts because the language is more similar. Aleksandra, Croatia Aleksandra, Croatia I will prepare task for work in the pair. The high-skilled learner will try to solve the problem and low-skilled learner will do what his colleague explain to him what must be done. Magdalena Brzezinska, Poland Magdalena Brzezinska, Poland This is a very good question, actually. I need to do it all the time. I teach 16 students on 16 different levels, and I never know which ones are going to show up in class. I always have a selection of materials from which to choose. I always ask students which ones they'd like to complete. Sometimes I make high-skilled learners and high-skilled learners work together and "complement" each other. Döndü,Turkey Döndü,Turkey If the ability to have something to do with the low field, I would try to improve it. ability to develop oneself more magine that you have to p magine that you have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do? Sabine, Belgium Sabine, Belgium They would all receive a theoritical subject to read and try to understand alone, then would form groups of two (one who says he/she can explain, one who says he/she can't) and work on the lesson so that they both understand it. Than they would receive exercises, from easy to difficult, make them alone and than gather again to hear to the other's solutions. Đurđica, Croatia Đurđica, Croatia I would prepare two different activities for students. They would learn in two groups with different speeds and different tasks. At the end of learning they would present their results. Štefica, Croatia Štefica, Croatia I'm a teacher of technical culture and ICT. In computer science, especially when programming tasks are involved, highly- skilled learners solve harder tasks because these tasks are challenging, and low-skilled learners solve are easier tasks because they are successful in doing so. Panagiota Malamou, Greece Panagiota Malamou, Greece I will use collaborative learning. I will find an attractive theme which is going to contain activities for the both students. Mara Machado_Portugal Mara Machado_Portugal In the classroom it is very important to respect the rhythms of each one but it is equally important to foster collaborative work. In the execution of different activities it is at all pertinent that the groups are heterogeneous. In the concrete example of an activity, in the experimental determination of the speed of sound in the air, for the most qualified students only made available the materials / equipment necessary to determine the value of the speed of sound in the air, under the conditions that existed in the laboratory. In the case of the group of students less qualified beyond the availability of the equipment would provide them with an experimental protocol, which included the step-by-step tasks to perform to obtain the speed in the sound in the air under the actual conditions of the laboratory. Eugénia Abreu - Portugal Eugénia Abreu - Portugal The personalized learning is based on different tasks for every student. All students are different and therefore have different needs. The practice of personalized teaching or learning will be more successful when it is directed towards the tasks/activities the student do and according to the pace at which the progress within a topic unit. However we shouldn’t forget that with this type of teaching brings more work for us as teachers and leaves us with less time to dedicate to every single student. We ought to take into account the organization of the classes into various groups so that we don’t exaggerate with the amount of work. Concerning the question in this specific task, in both cases, either with high level students and lower level students, we have to take into account the pace at which each are able to work, their characteristics and their personal interests. I would put the standardized activities aside and assessment would be done continually, by using observation grids so that we could register the progress of each student. I would also implement, in both cases of students, project work within different subjects. These types of projects help students to understand more complex concepts and promote the development of other skills like creativity, leadership, solving problems and the “know how” of working in groups. These activities should be developed in different dimensions and areas: at school, physically, socially, emotionally and culturally. They could be developed by handling with different technologies and therefore these two groups of students would be able to control their time, their environment and their pace of learning. As you can see, I would never implement different strategies for each, I would rather differ the way of applying, of developing and of course the assessment, too. Marta Martins, Portugal Marta Martins, Portugal It would start by constructing the task, starting from a previous survey of their potentialities / difficulties, interests and learning styles. As a mathematics teacher, in the case of highly qualified students, i would choose to create an activity that would allow them, in an autonomous way, to progress in learning a certain content. For example, by using tablets, students would have to perform a set of tasks, which could be done by viewing a video about the content to be studied, followed by a set of interactive exercises, organized by increasing level of difficulty, using the principle of gamification, through which students could, in real time, assess their progress and the teacher, in the end, get the results of their performance. The activity could culminate in a task of investigative character, related to the subject under study and developed according to the interest of the students. With regard to the low-skilled students, i would seek to give them more individualized support, tasks more directed to their difficulties, using materials that they could manipulate and construct. The use of the tablet, would also be a possibility, but with exercises appropriate to the difficulties identified. In this way, the two types of students, each in its own rhythm, can go further. Tina, Croatia Tina, Croatia One activity would be working on a digital tool. A high - skilled student would make a lesson through a tool nearpod and more difficult types of tasks - open type answers, comparisons, quizzes. Low- skilled learners will work in "learning apps" tool, doing the same thing through simple tasks - joining couples, easier questions. The second activity would be a pair presentation. Student with great abilities would be able to make a presentation, and a low - skilled student would look for picture examples, video examples, and listening examples. Rebeca, Spain Rebeca, Spain I would encourage the strong points of every child in order to work together, to take advantage of them using cooperative learning. Ana Pereira, Portugal Ana Pereira, Portugal I would start by knowing better the characteristics, the interests and the skills of the students, since only then would I be able to adapt the activities to their profile. Thus, I could provide different resources (written text, video…) and ask different activities. I could ask a student for a written activity while to the other student would request an oral presentation. I could give more time for the task to the less skilled student. I could also encourage peer work, collaboration, so that both benefited from the perspective of the other and in this way, enriched the knowledge gained on the subject. NIves Bogdan, Croatia NIves Bogdan, Croatia It could be activities in group or working in pairs. It will definitely be cooperative activity Sunčica, Croatia Sunčica, Croatia I would choose a collaboration project where the two of them could decide on the roles they want to take in the project. Maybe one likes reading and browsing on the Internet, and another one writing. Maybe one is good at explaining, and another one at drawing. I am a biology and chemistry teacher, so there are plenty of subjects to do it this way. Dorota, Turkey Dorota, Turkey Depends on the task, but in general I would differentiate the task/instruction so the same task would be done in two different ways, easier (for low-skilled learners) and more complex (for high-skilled learners). I would also use the group work, so the students could help or teach each other. Maria P., Greece Maria P., Greece I am an IT teacher and very often I have to deal with two (or more) kind of learners. What I do? I personalize teaching methods very often. I give space to activities with different stages of autonomy. All students work in the same “subject” with different levels of difficulty or using different materials. For example, when I teach how to make a presentation, my students have to create a presentation about something or someone who like or admire (a city, a football player, a singer, an actor…). From the most high-skilled students I expect a presentation with images, text, colours, animation but from others I am satisfied with a more simple presentation with images and text. Very often I spend time with my students who need individual attention. Simona Mona / Romania Simona Mona / Romania I would make mixed teams of high-skilled and low-skilled learners and ask them to express one another's views and views on issues; will be in the position to learn from each other and to seek out solutions that are not known by anyone of them. Okan Okan It can be a cooperative activity in order for them to share. a quiz or a game using ka a quiz or a game using kahoot, Socrative or Arlete Leitão, Portugal Arlete Leitão, Portugal As teachers, we all know that some students can be very good at some subjects but struggle to be able to learn others. For instance, some have a great aptitude to learning exact sciences and numbers, others to learn languages, others excel at playing a sport or at dancing or at playing a musical instrument, etc. This happens because they have different types of experiences, interests and intelligence. Personalized learning is the best way to reach each student. When I teach English as a foreign language and as not all students have a linguistic intelligence, I try to use different kinds of texts, images, videos and audio texts. So, when dealing with, for instance, the Past Simple of irregular verbs, why not let kids choose the best way to learn it? A student who is really interested in music (and has a musical intelligence), to choose a song in English he/she likes, in which the verbs are in the past and then choose how to present it to the class? And, what about the ones who have a creative intelligence? They can invent a story and tell it to the class. Or why can´t others create a quiz or a game using Kahoot, socrative or Google docs? Besides, the help of technology can allow us to spend less time teaching and more time engaging our students. Aysel YILDIZ, Turkey Aysel YILDIZ, Turkey I would like them to develop their strengths and weaknesses that enable them to discover each other's strengths. In this way, I would ensure that they were respectful and confident to each other without losing their self-esteem. Because it teaches one to learn peer learning, the other is motivated in two dimensions because it teaches and I would reward if necessary. Nurcan Değerli / Turkey Nurcan Değerli / Turkey I would prepare different activities for both students but I would make them work in the same group. For example , if one of them is good at drawing he/she draws , if the other is good at speaking he/she tells what they did. TUĞBA DUYURUCU TUĞBA DUYURUCU TURKEY I do a group activity on a topic that will attract both of them.. matters is how we approac matters is how we approach to them. The way we plan the same subject according to the way they learn will Maria Giuseppina Giammetti Maria Giuseppina Giammetti ITALY I work in cooperative learning or through a peer education giving the same task and encuraging research by the work in group..certainly the evaluation will be on parameters that consider the skill of each individual student. Gulum, TURKEY Gulum, TURKEY I would let them study in the same group, with differnt tasks. Abdullah K Abdullah K Abdullah Korkmaz, Abdullah Korkmaz, Abdullah Korkmaz Abdullah Korkmaz I don't think being high-skilled or low-skilled matters. The thing that matters is how we approach to them. The way we plan the same subject according to the way they learn will make the double success. Gülümser Şentürk Akkoyun- Turkey Gülümser Şentürk Akkoyun- Turkey if I had to teach the same achievement, I would prefer teaching in an individualized way. Based on the individual characteristics of the two students, I would try to teach about the game, the working activity (for the development of friendship), abundant observation, video, presentation, discussion, decision making, and to what extent the product will work and use. even if they cannot learn at the same speed they can develop ideas. Drazenka Kuzman Drazenka Kuzman I would designe different activities trough group work so that high-skill learners support and help low-skill learners. Yasem,n , Turkey Yasem,n , Turkey First of all; I would divide the tasks into learning stations according to their interests. Second, I would prepare pairs which has high and low skilled learners. Then I would tell the students to work in pairs in each station. Finally, They would learn the tasks easily and collaboratively. Rachel Rachel I would focus on what excites them and what they have interest in. This way, they will learn the same topic at their own pace. Maria Natália Couto, Covilhã, Portugal Maria Natália Couto, Covilhã, Portugal Though I don’t feel very comfortable referring to students as high-skilled or low-skilled learners, I acknowledge that there are different styles for learners and some are more at ease with thoroughly and guided instructions whereas others respond a lot better to other stimuli. This is the clay humankind is made. The variety in learning styles makes the groups richer and more challenging. Having said that, and what I do pretty often is sitting students to work in groups where each learner has a special role and responsibility grounded on his/her intelligence type and level of proficiency as I teach EFL. The kind of activities I usually use is a webquest, in which students must collaborate and help one another to achieve a final goal. As a teacher I would (and usually do) monitor the progress of the work carried out by each group providing the necessary support whenever required or need. I would probably (and often do) ask them to prepare a roleplay or something alike to present to the class. This kind of activities usually engages the majority of students. With the huge classes I have (30/31 students) it becomes virtually almost impossible to get ALL of them on the task or the subject. This is actually my experience. Dumitru Moldova. Dumitru Moldova. It is possibel do realise such tasks only through team-teaching. Ana Perak, Croatia Ana Perak, Croatia I need to know how my students learn and what thay want to do. I teach Geography, for example, we can explore our place in a way we go outside and learn or by using ICT. Some students like to go outside and make photos, some prefer using interenet and make presentation.High-skilled students can work without my help, but I need to help low-skilled learners. Inma, Spain Inma, Spain Ioup. have an heterogenous group. They are very different from each other. Some are really skilled,fast finishers who demand lots of extra activities. Others are in the back row and lost. The third group is very low-skilled who need a support from a teacher who comes into the classroom once a week.The rest of the days I deal with all of them. In the maths lesson I ask them to work in collaborative groups where they can help each other no matter the ability they have in the subject. I adapt the concept I want them to learn to their capacties. The high skilled-ones teach the low-skilled ones as if they were real teachers. The result is that students get motivated and are really engaged in the tasks. Cristina Santos Cristina Santos Instead of having two different tasks for different students, I will have two tasks for all. I would start with the easiest activity and put the students working collaboratively because I think everyone have some skills to share and contribute to achieve the goals of the task. After I will use some games or web tools for the hardest task, so the low-skilled learners can be motivate and, with some help of the high-skilled learners, they could start to understand and, above all, they want to understand. So they will be motivate to taking part in the learning process. Ana, Spain One of the keys to get personalized learning is just to listen to the students before programming activities. Ana, Spain One of the keys to get personalized learning is just to listen to the students before programming activities. Mar7kan Mar7kan Naide Baştuğ,BURSA TURKEY Naide Baştuğ,BURSA TURKEY No matter what the subject is, every child has something to do.organize topics according to their interests and abilities.it doesn't have to succeed. but having an idea is important. Nina, Croatia Nina, Croatia In order to achieve the set learning goals, we can adjust the difficulty of each student's task individually. That is especially achievable in the subject that I teach (Informatics), because we can take a lot of different paths and get to the same end goal, by using different examples and tools. In the end we will have achieved the set goal, though on a different level of completion, both adequate to the level of skill that each of the students has. Imagine that you have to Imagine that you have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do? ana freire Portugal ana freire Portugal I will put a simpler activity to low-skilled students. Manuela, Romania Manuela, Romania I have to communicate more with the students, otherwise I would not know what they want Anabela Aguiar, Portugal Anabela Aguiar, Portugal I think I would do what I normally do in my classes: have them work collaboratively to solve the challenges together. I think it’s amazing the kind of motivation that collaboration among students in different stages of learning may bring both to high skilled and low skilled students: the first reaches a deeper understanding by helping the latter, while the low skilled student normally welcomes the help of his peers. Jasenka Kuljak, Croatia Jasenka Kuljak, Croatia They would work together because I believe that each of them has the skills and knowledge that one can share with the other. gonca esendemir gonca esendemir for high skilled leaners ı would prepare an activity that promotes students' problem solving skills, and for the low skilled learners I would prepare an activity that asks for identification from a given case study. FilipaGFM, Portugal FilipaGFM, Portugal I would probably try to engage both students and their different tasks; in that way, they would help each other concluding the activity. Let's imagine preparing a video about teenagers' problems: the high-skilled student would prepare/write the script, while the low-skilled would take over the filming. Elisabetta, Italy Elisabetta, Italy I'd try to prepare activities in which both groups can contribute to the success of the activity itself, using games or maybe digital apps that can help a cooperative work. Gabi, Czech Republic Gabi, Czech Republic I’d try to connect these two kinds of learners. Collaborative learning is very useful and I’d use collaborative learning activities to encourage students to learn together and help each other. Ester Degennaro,Italy Ester Degennaro,Italy I would use cooperative learning centred on group activities, which is effective both in promoting school learning, empowering life skills and can stimulate different bits of intelligence and different styles of learning. It is, therefore, an adequate response to create an inclusive environment, as it is based on the principle that each member of the group, with his or her own peculiar and special characteristics, can contribute to the learning of all and each one can become a resource for others. Lídia Mota, Portugal Lídia Mota, Portugal It´s hard to personalise learning when you have 200 students, tree different levels and lots of themes to work with few times. But i will try, I imagine my students of 8th grade must learn the concepts related to the distribution of people in the world. The two activities where similar, for example, the information of four countries, the area and the total of the population, and they needed to calculate the density of each country, in the low skilled learners i put an example of how they do that and an exercise of filling spaces. Manuela, Romania Manuela, Romania I definitely plan two activities, one for those with special abilities and one for others. Each of the two activities should be appropriate to the qualities of the students they are addressing. Filiz Bilici/TURKEY Filiz Bilici/TURKEY I planned two different learning events. I would prepare my lesson plan in this way and try to be effective. Alex_PT Alex_PT I would definitely use technology, for example, differentiated blogging tasks. The integration of different media in blogging makes it easier to engage and reach all pupils, all learning styles or the differences in individuals’ learning; class(room) blogging can also be differentiated to meet the pupils’ needs, since the assignment possibilities are endless. Bearing this in mind and since I’m teaching now social and environmental issues, namely food waste, I would do the following: In a very straight-forward way, for the low-skilled students I would simply ask them to reflect on their learning so that they would be able to write a personal / reflective blogpost or in case it would be easier, to create a podcast and upload it to the blog; for the high-skilled I would challenge them for a follow-up activity, such as conducting an experiment at home (focus on the amount of food waste and what happens to it) and post their findings and conclusions to the blog (eventually also including tips / measures to prevent home and general food waste). Another possibility would be to ask those students to build graphs / infographics or record a video discussing their data. In this case, by using a class blog, as a language teacher, I’m giving every learner the opportunity to explore a subject / topic in a way that is individually adapted to each one’s skills and needs; in other words, blogs invite participation and have the potential to democratise a classroom since all learners are given the chance of equal participation. Kate, Croatia Kate, Croatia I would try to connect those two kinds of learners. If for example, there are students who like speaking to others and be in the centre of attention, I would let them use that ability to talk to those who prefer listening and writing and consider those types of learning best. Lucia, Italy Lucia, Italy Group work is great to engage different kinds of pupils. Pupils who might not be so brilliant at academic work can be a revelation to their peers, maybe because they are very generous or sensitive or have a knack for technology that some academically clever students do not have. When group work is impossible, I try and provide a variety of stimuli - written, aural, visual... to meet their individual needs. Erkan ERDEN, Simav/TURKEY Erkan ERDEN, Simav/TURKEY It is difficult to find MoNE classes at homogeneous levels of intelligence. However, by discovering the interests and interests of the students in a good teaching class, they can decide what to take. This is not too difficult. It is only necessary to know each student's level of interest, interest and value. If we learn what the student can get, we don't have a problem to blow up every student. Some students like to run instead of flying. Let each student make a bird with two wings and not break their wings. Teresa Cândido Teresa Cândido It depends on what I’m teaching, but when I want students to learn about something it’s always a good idea to join the best students on the subjects with the weakest. That way they can both give their contribution and I believe they can both learn something. Collaborative learning is great! Margarida - Portugal Margarida - Portugal Thinking in these groups separately and also in a very general way, I consider that for the group of highly qualified students, I would prepare a relatively complex activity that aimed at creating something (an object, a project, solving a problem), in the development of the activity, the contents would appear as needs. The goal would be to allow students to use their creativity and choose their way by connecting content from various areas, using the resources they understood, knowing (us teachers) that the students would run into the knowledge we wanted them to learn. For the low-qualified students I also consider the project a good idea, obviously it would have to be a fairly simple project. Presenting a challenge that may be connected to the students' daily lives and that may involve different resources makes the contact with the topic that we want to develop much more motivating. It would have to be a more focused activity that eventually needed to review previously taught content and allow the student the time he needed. If we have a class with these two types of students, we could consider, in specific situations or activities, put the most qualified students to guide low-skilled students. We would, in this situation, promote the development of other skills in students and it is also interesting to see that sometimes students find ways to explain what they have learned, very different from ours. Alex, Germany Alex, Germany So-called low-skilled learners (in the terms of schooling) might be grateful for more scaffolding and guidance whereas high-skilled ones could creatively use more liberties in achieving the task assigned to them. In regards to the multiple intellgences, maybe the low-skilled is only low skilled concerning the intelligences focused on in school systems. So aproaching the task from other directions might be very helpful for them. Roberta, Italy Roberta, Italy I usually work to present the same concept in a different way: sonic, kinesthetic, figurative, graphic catching what children offer me as well Tena, Croatia Tena, Croatia I would like them to sit together so that high-skilled can help the low-skilled learner. Jana, Slovenia Jana, Slovenia I share the theme a learning task in several ways - through photos, concrete material, listening to videos, watching video ... Ksenija, Slovenia Ksenija, Slovenia By using tablets and Internet and app Draw my story: presenting natural phenomena and learning new vocabulary. Cristina Dias, Portugal Cristina Dias, Portugal Having a class of high-skilled and low-skilled learners I would mingle them in groups, lets imagine to build a chair (as I teach crafts), for instance. The tasks would be divided among them, eventually, the high-skilled would make the project with the ideas of all of the group, and the low-skilled learners would direct the construction of the chair, because, most of them have a better spacial intelligence. Because, in my opinion, learning together and exchanging different knowledges is one of the best ways for students to learn and to get all more socially accepted. Voinea Axinte Costica, Romania Voinea Axinte Costica, Romania We had different students in class with different types of intelligence. I've tried to personalize tasks according to their type or intelligence Oğuz YAVUZ, TURKEY Oğuz YAVUZ, TURKEY At the beginning we should keep in mind that each situation and each student requires a specific attention and approach. Then, for high skilled students I generally prefer to challange them with more complex or difficult tasks. However, the low-skilled ones need some low level challange, too. Colloborative approach may even work in this case. Giuseppe, Italy Giuseppe, Italy I normally use collaborative learning activities in these cases. I create three or more groups with different levels inside in. Sudents collaborate to learn together and they help each other in theyr own group by peer learning. This way to work stimulates good practices and team working. Fernando Fdez Fernando Fdez Last time I make groups mixing high and low skills but lower skill students did not participate a lot so next time I will try individual task to improve participation of individuals Emiliana Rufo, Italy Emiliana Rufo, Italy I will use collaborative learning activities to encourage students to learn together, to help each other by peer learning, too. Hatice YAZIMCI ÇALIŞKAN ,TURKEY Hatice YAZIMCI ÇALIŞKAN ,TURKEY I divide the class into groups, and I put students into each group at all levels. So I support peer solidarity.I use material according to student level. ÖZDEN ARAR MERSİN TÜRKİYE ÖZDEN ARAR MERSİN TÜRKİYE I divide the class into groups, and I put students into each group at all levels. So I support peer solidarity. I am preparing material in 3 different mathematics classes. The student can participate in the course by using the material which is difficult. In science, I study the subject at the low-level level. I would like high-level students to prepare a high-level research presentation. Mine, Turkey Mine, Turkey I try to share topics for their abilitis Sema/TURKEY Sema/TURKEY I would use different tasks according to high and low skilled students considering the aim of the lesson. It is also good to encourage them work as a pair or group. Carla M, Portugal Carla M, Portugal To teach a new grammar structure, I elicit the translation of the grammar structure at the end of each presentation. I also complete the first two sentences in a grammar exercise with the high-skilled learners, so the low-skilled learners know exactly what they have to do and so feel more confident. Reading task – I brainstorm vocabulary before getting students to open their books. I see how many words they can guess that will come up in the text and I pre-teach some difficult words from the text before students read it so low-skilled learners understand it better. It’s important to create a desire to read, so I encourage students to predict the content by asking questions in English, I let the low-skilled learners answer in their own language. I also ask students to look at the pictures and headings, and elicit any information that they already know about the topic. In the end of the lesson, high-skilled learners make up their own vocabulary activities, e.g., word searches to exchange with a partner. Burcu Burcu I would rather encourge the high-skilled one to create activities about subject for the low-skilled one. I deeple believe in peer learning. Andrea, Portugal Andrea, Portugal According to what is said in the videos, nobody is a high-skilled or low-skilled learner. Everyone as its focus or main skill: reading, writing, collaborative work and others. I would allow the two students to choose the way they feel comfortable to solve the activity. The goal is that both can learn by using their perception, emotions and interests and be able to make connections with other subjects or themes. Activity: Hear a story and retell it by: drawing, writing, using puppets, music or games. It's a pair work. The students choose one idea each. The result must be the fusion of the two ideas. Anunciação, Portugal Anunciação, Portugal In my daily practice, heterogeneity is a constant. Each student has a particular view of the world, different interests and ambitions, and different types of intelligence. It is not always easy to reach each one and motivate for meaningful learning. I always try to start with practical examples from day to day life and from there to the more complex subjects. Sometimes I ask high-skilled students to prepare and present a certain content / subject to the class, choosing materials and methodologies. In my classes I very often promote peer or group work to solve multi level exercises, so that low-skilled learners can carry out the activities at their own pace and giving their opinion on solving problems Miguel Correia, Portugal Miguel Correia, Portugal It depends of the goal of the task. In my math lessons, for some tasks, i start with easy examples or exercises and go to more complex ones, and let the students to work collaborativelly, for other tasks i make pairs by the level with almost equal exercises or just one more difficult for some of the pairs. That´s a way i found to undestand their difficulties, how they think, research or study. ROBERTO MARTÍN, SPAIN ROBERTO MARTÍN, SPAIN I would create, by using a webpage called lyrics training, two different exercises, but in the same way, an exercise to fill the blanks with lost words from a song: 1.- high skilled learners will have a high leavel song, with many lost words 2.- low skilled ones will do the same but having a few blanks, and more over than that, easy ones. So, all the students will have the same exercise but in two ways, asuming that it's the same activity for all of them, what will create the sensation that they are not so different. Dimitria, Bulgaria Dimitria, Bulgaria In both ways I would give the students tasks according to their interests. For example, if high-skilled students are keen readers and they like reading literature in English, I would connect, for instance, a grammar task with their favourite book in English. I would ask them to find examples in a chapter or extract of that book for a particular sentence structure or else. On the other hand, for the low-skilled lerners I would show videos, play games or listen to a recording allowing them more easily to practice and remember what they are supposed to learn. Mustafa ERKOÇ-TURKEY Mustafa ERKOÇ-TURKEY Flipped classroom is a good idea. Flipped classroom is a good idea. Carolina, Italy 💡 Carolina, Italy 💡 Learning task: learning the pythagorean theorem 1. Activity for high-skilled learners: using a whiteboard and show a special relationship between the sides of a right triangle and see how it's used to solve for a missing length on a right triangle. 2. Activity for low-skilled learners: Wheel with liquid demonstrates the Pythagorean theorem. Feyza, Ankara Turkey Feyza, Ankara Turkey To give more responsibility to high-quality students in the classroom environment, to cooperate with low-skilled students and to teach peer education can eliminate the problems created by heterogeneity in the classroom environment. Reflect Reflect Reflect Reflect Gül SAKARYA Gül SAKARYA Edirne-TURKEY Firstly, I am against separating the student because of high or low learning. In my opinion, the environment in which the student comes from, the nutrition, the important thing that they learn about daily life before starting school is important. High-quality learning: looking at the student's readiness to determine what he / she wants to learn, what he / she learns and what he / she has gained. Low-skilled learning: First of all, I will develop a learning environment based on the skills and academic status of the student who cannot win at the calendar age and develop their weaknesses. sylvie sylvie The teacher´s work is every year harder and harder. We have in our class many students and each one is different and we must adapt the teaching to their characteristics to improve their academic success. I think that either the peer group or team group would help, especially if heterogeneity in the group exists it will overcome the barriers of some students with collaborative work. Also asking to a high-skilled student to be the teacher for a time might be a good idea for him and for the rest of the class Mary, Italy Mary, Italy I would prepare two different activities and later I would ask to explain what every student did and learnt. Later we can discuss with the classroom about the two different ways of learning. Rodica, Romania Rodica, Romania I would promote collaborative learning and different kind of tasks. Flipped classroom is also a good idea. Giorgia, Romania Giorgia, Romania I always had different students in classroom with different type of inteligence. I tried to personalize the tasks according with their type or inteligence and to establish lower criteria of difficulty of their tasks. Gjergji, Albania Gjergji, Albania I would develop different group activities according to their interests, needs and abilities. I will design and implement individual plans based on their needs. Also comprehensive activities for students to learn and from each other. Seher Güzel, Istanbul, Turkey Seher Güzel, Istanbul, Turkey I would encourage both of them , and I would try to find each one's ability. I would assess their efort on a specific subject. mine selvi mine selvi I'd give the high-skilled student a subject whatever s/he likes to do and search and present it in the class with the participation of others and help the lower-skilled student read a text without an end and write down his/her ending to the text and roleplay it in the class Mirela Barcău Mirela Barcău In such a situation, I think I would prepare workbooks with differentiated workloads. Yune, Basque Country Yune, Basque Country I would suggest different kind of activities (some of them to relate concepts, other with images, other ones to develop, …) and the students will have to work in groups of 3 to help and learn from each other. Faruk Yıldız, Turkey Faruk Yıldız, Turkey I gave them learning activities in a way that was easy to difficult to work with. I wish they could do as much as they could. As highly skilled learners complete all the tasks, as low-skilled learners will complete less, I would like to help others who complete the study after a certain time. Ksenija, Croatia Ksenija, Croatia Depending on the topic - individual working materials, working in pairs or groups, combination of text and images, creating omething - drawing, designing... It's everydays activity... Nils / Germany Nils / Germany I would use different tasks or would give the low-skilled learner some help. In English lessons for example the high skilled learner would have to write a text without any help and the low-skilled would get some ideas or even some beginnings of sentences. (high-skilled and low-ski (high-skilled and low-skilled learners). What would you do? Avatar of European Schoolnet Academy European Schoolnet Academy + 232 ● 1m Lucia Italy Lucia Italy N Lucia Italy Lucia Italy Nowadays it is very difficult to motivate children's attention because they have a variety of interesting offers outside of school starting Sara, Spain Sara, Spain We usually have heterogeneous classes, so we have to deal with this every day. I tend to have open activities that every one can complete to some extent, some will give a more elaborate answer, others will Yıldız Yıldız I would encourage them to do some creative tasks to fin out the degree of their skills.ı would let them do their works optionally. Ana, Portugal Ana, Portugal In my daily practice I have to deal with many different students with different "intelligences" , different skills and different interest. Sometimes I give them different tasks, other times I try to join them in mixed hability groupsor I simply let them suggest how they want to carry on that task . Silvia, Spain Silvia, Spain I encourage cooperative learning, pairing students so that they can help each other with the activities Claudya, Romania Claudya, Romania Peer work, team work. Antonietta, Italy Antonietta, Italy I DON’T NEED TO IMAGINE BECAUSE IT’S A DAILY ROUTINE: IN A LEARNING TASK I ALWAYS TRY TO ASK MY STUDENTS TAILORED PERFORMANCE IN ORDER TO CREATE COLLABORATION AND MOTIVATION. It often works but sometimes it doesn’t, so I have to redistribute activities. Elsa Ramos, Portugal Elsa Ramos, Portugal In my class I usually use peer work, one more facility to learn and one with more difficulty to understand. I use the best student as a tutor. Sometimes I use different activities for different students, but I try to go to their interested. For this, I use digital media, mobile phone and some web games. Hara, Cyprus Hara, Cyprus The activities will be planned according to each groups learning preferences. Some students may need audiovisual material while others may prefer text. Some may prefer to work collaboratively while others individually. Manuela Silva, Portugal Manuela Silva, Portugal Nowadays classrooms are learning environments where students must be perceived as unique human beings waiting for supporting conditions where they can fully develop their skills, abilities and enrich their knowledge of the world. In my daily teaching practice, I have to adapt activities to meet students interests or learning styles. It is very challenging to find instructional approaches that answer the needs of learners with a variety of aptitudes and learning styles preferences (the first video highlights this aspect quite clearly – students have different cognitive learning styles). As I teach English as a second language, I always try to vary my approach to the tasks. Recently I’ve been reading and analysing a text about studying abroad and discussing with them how this experience is enriching for students. I always try to bring to class texts that students can listen to (read by English speakers) so that aural learners can process the information in their preferred way but we also comment on the pictures that accompany the text so that visual learners can also participate and present their ideas. I try to ensure activities that are varied to accommodate learners with different cognitive learning styles. Besides adapting the comprehension questions for high and low skilled learners (which is relatively easy to do), the final product of our sequence of learning tasks may be different for each group of students. High achievers who have a more analytical and communicative learning style can do research work and roleplay a situation where two friends are planning to go on an exchange programme. In the same class, lower achievers can work based on the ideas in the text and prepare a list of advantages and disadvantages of going on an exchange programme; more creative students can elaborate a poster to persuade other students to have such an experience. I believe that by diversifying the final product we can engage students and make lessons more appealing. Melek GÖKSU /Turkey Melek GÖKSU /Turkey I can use more sophisticated disciplined teaching steps for my student with higher education level. but I have to explain the steps to my low-level student one by one and proceed slowly. Aida LS Aida LS I guess I'd change some questions so everybody reaches the minimum but those who can, get the most of everythhing Isabel, Portugal Isabel, Portugal In our days, most of us use different methologies in the classroom. But we also know that is difficult, the rules of school and the parent´s somethimes don’t let the teachers execute diferente activities. In this particullary case, i will make groups of students with different skills to equilibrate the activities solving . Žaklina Kvesić Croatia Žaklina Kvesić Croatia i think there is no needto imagine such a situation as it happens in nearly all of the teacher classroom everyday .I would arrange different groups according to their level. Dimitra Zorba,Gree Dimitra Zorba,Gree As a P.E. teacher i always create mexed groups of high skilled and low skilled students.So they can support each other.But sometimes i must personalized the activities and create groups with the same learning skills .I prepare different types of tasks. Stanley,Nigeria Stanley,Nigeria I would structure the task according to their learning abilities.The more skilled will have more complex and challenging task while the other group will get simplified assignment possibly with guidance. İSHAK KUR İSHAK KUR First, I explore their learning areas and intelligence types. I learn family status and physical capacity. I try to prepare learning environments suitable for their interests and abilities by putting them into learning projects. Despoina Amarantidou, Greece Despoina Amarantidou, Greece I will involve both collaboration and team work so that students feel safe. Feruze from Turkey Feruze from Turkey I create mixed grups and make the high skilled students to help the low skilled ones. YASİN TABANLI YASİN TABANLI KIRIKKALE-TÜRKİYE I use a lot of visual material to reach all students in the history class. take into account the interests and needs of the students. Lalitha India Lalitha India I would group them in a heterogenous group of high skilled and low skilled students. Students are more open to peers for learning and expressing their difficulties.(specially the teenagers ). Then have graded task , starting from the simplest to the toughest. Though the low skilled learner may not get in one go, his friends will devise a method to simplify to his reach. Carlos, Portugal Carlos, Portugal As a Math teacher this is my diary scenario. Every single class i have to adjust and personlize ativities. I usualy use pairs colaborative work ; speech to each other how they do; multi level exercises; tecnologies; vídeos; work with real materials; diary evaluation (progress and products) and a portfolio of seleted tasks. Simona, the Czech Republic Simona, the Czech Republic The high-skilled learner could be asked to help the low-skilled learner to understand a rule, explain things, correct mistakes. The high-skilled learner would have to find out how to explain things logically and understand links between things. The low-skilled one would ask questions that could motivate the high-skilled learner. Roberto Italy Roberto Italy I like peer group with one high skill and one low skilled. The best student can tutor the other and both can grow in different ways. On the other hand I face a lack of enough students with the skills of a tutor. An activity for high skilled could be to create an infographic. For a low skilled I would suggest to highlight relevant concepts in a document Ana Croatia Ana Croatia I have been trying to involve my students in various activities that one day will be useful skills - presentation skills, how to write a complaint, how to do research online finding proper pages and sites not only for entertainment purposes, i often demand in some tasks to email me their homework and to practise attaching documents for example. I struggle with collaborative learning watching in a group of 4-5 that only 2 are doing the hard work... combine tasks so tha combine tasks so that they could help each other and collaborate together HAKAN DOĞAN-Sivas_TURKEY HAKAN DOĞAN-Sivas_TURKEY I would try to organize some different homework to high levels and low levels by using some technological devices that they were interested. Neslihan, Turkey Neslihan, Turkey I can try to blend their skills. They can support each other. They can perform both personalized learning and collaborative learning. Fatma Banu Özbek/Tur Fatma Banu Özbek/Tur First of all,I couldn't make up a certain categorization for high and low skilled learners but I'll try to give an answer. I think one way is to provide different options for learners to choose from within the task. Also, as mentioned in one of the videos, I would expect different outcomes from different learners, expecting them to reach the same goal would be for vain Teach yourself and tell me what you find Teach yourself and tell me what you find Imagine a narrative unit: the reading and understanding of the actions of the characters. We have two groups of students: one with high reading and comprehension literacy and the other with low literacy. For the first group privilege the autonomous activities: reading, identification of the characters by physical portrait and by psychological or psychosocial portrait; recording of relevant narrative actions, interactions between characters, final meaning of each intervention. You can present the results in text, in theater or in a graphic slide. For the second group I propose: oral narrativity on the part of the teacher, the so-called retelling of the story, with challenge to the students to complete, fill gaps, both on the marks of identity of the characters and on the actions narrated, with a visual, in the picture, of the interactions between the characters. I suggest oral or schematic presentations of free choice José Machado First of all, at the First of all, at the very beginning of the year, I would apply different types of activities and get the info about each student's learning types. After that I would do group works and gather the students who have the same learning skills. On the other hand, in some activities I would mix those kids and let them figure out the best way they can. Fahrettin AKTAŞ, Turkey Fahrettin AKTAŞ, Turkey I think the best way is to offer a learning environment. Jagoda, Croatia Jagoda, Croatia There is no news that children are learning on different ways. The challenge is to find the way to facilitate them to reach their goals using their own ways ad powers. Ecem, İzmir Ecem, İzmir According to my own perspective, I will give the task to my students and set them free to do it in their own way. Because when I personalise it, then it'll be my task and my own personalised learning. If I categorised my students before the task, like which way they learn best and if I know which type of learners they are, then it will be that way. Halil SÜNBÜL TURKEY/OSMANİYE Halil SÜNBÜL TURKEY/OSMANİYE In two different students, I would make a difference. Teresa Lacerda, Portugal Teresa Lacerda, Portugal I didn't like the categorazition the students in "high-skilled and low-skilled learners". The third video show us a different perspective. Students and adults have different kinds of intelligence. So, one teacher must work with this in your own classroom. In my classroom I always have the tables arranged in a group and the students that are part of each group are quite heterogeneous. Thus, in the same group are students who have more difficult to learn, others more disinterested and others with more ease and interest in the subjects that integrate the curriculum of the discipline. At this moment I am teaching the theme "Extinction and conservation of species" and the work of the students is to be carried out as follows: - In each group, each student has a leading role, time keeper, materials organizer, responsible for the presentation, evaluator - that was chosen by the students according to their competencies; - The theme will be explored by members of the group as agreed between them and using resources that they find most interesting. For example, Internet searches of videos, articles, environmental advocacy organizations or through questions put to people who can give them information they deem relevant, including the teacher; - Students have to define tasks well and hold each element responsible for their execution; - In appropriate intervals, students have to gather the materials they have, discuss ideas to decide whether to continue along the same path, or make changes; - The final work is placed in the class portfolio, a Padlet, and is presented to all colleagues; - Finishing groups will have to comment and evaluate each other's work in Padlet. My role is to be constantly circulating through the groups to put questions and support what is needed. This is one of the ways I have found to be able to involve all students in learning the subjects of the discipline. Obviously, with this group organization I am fortunate enough to have the students tutor each other, helping themselves in the process of learning. Anita, Croatia Anita, Croatia 1.activity: -Visokokokirani disciple: Make a power point presentation about seed germination and plant growth -nisk-qualified student: Orally present how he sowed bean seeds and followed germination and growth 2.aktivnost: - Vocationally qualified disciple: graphically shows the growth rate of leaves and stems with growing conditions (air temperature, water .....) - a disadvantaged student: Practical work in the schoolyard is the task of sowing two seeds in the same living conditions (one dry and the old and the other healthy) in a notebook the lines of the days he noticed Raquel Santiago, Portugal Raquel Santiago, Portugal First of all, I usually sit a high skilled learner with a low-skilled learner on each table. I speak to them and explain that one can help the other. Specially in a foreign language class, this can work out well because students who know more vocabulary, for example, can help the others who are, sometimes, too shy to ask basic vocabulary. Secondly, I would probably give them a webquest, for example and ask them to work collaboratively or have them work on a project together so one would help the other, with my assistance or close attention if necessary. Lastly, I would like to refer that the second video about lost and confused students really resonates with me. We all know that sometimes we have students who are just not interested, maybe because they are not learning the way they prefer or the tasks are not directed to their type of intelligence. These students are happy to just let others do the work and they don't really participate and, thus, they aren't learning anything. In this situation, I would probably give the high skilled student a webquest or another type of task he could do independently; and try to give the low skilled student a task about the same topic, but I would try to work with him more individually. Obviously, this is difficult to do with large classes and I'm still struggling with some students and trying to understand them. So, the third video really touched me too. Ana Correia, Guarda, Portugal Ana Correia, Guarda, Portugal Students with different intelligences or with different learning abilities are the daily basis of any teachers’ work. In a primary English class, I would define different types of objectives, different kind of tasks, different timing and different assessment procedures, if possible different input sources according to the students, the class or the school characteristics. I would have exercises (oral or written) with different levels of difficulty or adapted to the kids’ interests/abilities, give clues according to needs, give room to activities with different stages of autonomy and build from that on. Spoken interaction differentiation is quicker to organize for me as we can build it almost as we go and there is a stronger sense of class and of common purpose. But preparing such personalised activities when there is a written format (even if they have an oral purpose) is overwhelming, not only to produce, but also to manage in class without losing track of the group. It is even more so if we are not dealing with a single class, a single school or even a single level in the same room (which is my context). The way I’m doing it right now doesn’t match the second video’s idea that personalized learning is about making things easier and “getting quality time” with students or “spend(ing) more time… engaging them”… Rosalba, Rome Rosalba, Rome Next week, after the end of the first term, we' ll organize a one-week period of recovery and empowering activities. This morning I told my high skilled students that in turn they will be engaged to be teachers to their lower skilled schoolmates: first of all they will present a lesson on the already studied topics to the class, presenting, in particular, the Mind maps and all the google presentations they have shared on google classroom; next they will work in groups implementing peer to peerr support. All the class accepted my proposal enthusiastically. Alma, Bosnia and Herzegovina Alma, Bosnia and Herzegovina I would ask them what is the best way according to their opinion to do or learn specific assignment and I will prepare those activities on that way. Same activities from other perspectives. Eduardo López. Spain Eduardo López. Spain With primary students you sometimes need to use miming, gestures o keywords to help them remember. With students having more problems to understand the lessons, you have to combine all kind of strategies, make the necessary adjustments, labelling is very good to boost memory, this way, you reinforce writing while fostering speaking. Raquel Martins Raquel Martins Content can be taught in different ways and using different materials. The main objective is that the strategies used take into account the students' individual needs and promote their success. I divided the class into groups, for example, giving the most qualified students tools to guide them in discovering, on a given topic, to construct simple questions to put the group of low-skilled students. This group of students, the poorly qualified, would freely research the subject, in the Library, on the web or even questioning adults about the subject. This group would present to the most qualified students what they discovered with the research they did, with an exchange of information between the groups. The group of qualified students would go through interactive games created for this purpose, using the Kahoot for example, question the students on the topic. Fun and interactive, everyone learned. Rute Vieira, Portugal Rute Vieira, Portugal Firstly it would set what the ultimate goal to achieve for both students. Based on this, it would propose differentiated tasks for each of the students. In the student with more difficulties it would be important to have recourse to material (in the case of mathematics, for example) and using day-to-day situations. For the student with great ease it would be important to give him the freedom to learn more if he wanted to go further. In this type of situations, I also use group work among students since the way to reach colleagues, the way they speak, the motivation ... are different from when I am developing a theme. Gamze, Turkey Gamze, Turkey In math lessons mostly I try to start with easy examples and go on more complex ones. Moreover let the students collaborate is an effective way. Sometimes I let high-skilled students to work with low-skilled students as groups. Mira, Croatia Mira, Croatia I believe that all teachers daily have such a situation. My way is to help students in group work by giving them tasks of varying weight, in individual work I also tailor assignments, give additional instructions, learners with writing and reading difficulties, help with instructions and adjust the weight of tasks. Paulo Almeida, Portugal & Belgium Paulo Almeida, Portugal & Belgium I would probably give them the same task. However, I would put them to work collaboratively, where the high skilled student would help the low skilled student in solving the task. In this way, not only the high skilled student would develop his / her competences in helping the other, but also the low skilled student could develop his / her competences, being accompanied by a tutor who speaks the same language and who can feel closer, in terms of relation and age level. I could do the same type of practice, but with different tasks. Zekiye KAFALİ, Turkey Zekiye KAFALİ, Turkey I think there is no need to imagine such a situation, as it happens in nearly all of the teachers' classrooms everyday. The best way, in my opinion, is to get them to communicate and collaborate. Thanks to peer work or group work and different activities, high-skilled learners can help low-skilled learners. Zvonko, Serbia Zvonko, Serbia I would give more difficult task for high-skilled learner and easier task for low-skilled learner. Seyhan yilmaz Seyhan yilmaz All students who have different intelligence have the same education because of our system.We hve to strugle to have any idea about stdent's intelligence they should be educated according to their speed of learning and interests Nurcan Korkmaz Karataş-Turkey Nurcan Korkmaz Karataş-Turkey My My students are learning better with the game Banu Güven, Konya/Türkiye Banu Güven, Konya/Türkiye First of all try to learn what kind of intelligence they have, then try to makke a task which contains knowledge according to their ıntelligence type Ana Teresa Gonçalves Ana Teresa Gonçalves I would give them diferent tasks. They should be adapted to their capacities. first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them Elena SpainThe s Elena Spain The students are different levels I would teach differents activities María, Segovia María, Segovia My school has a very wide range of diverse students: different cultural backgrounds, different economic levels, diverse ethnic groups, etc. In my first grade class I find kids already reading and others still struggling with recognising letters. That's why I like to present open-level activities, so the whole class can work on the same topic but at different levels, according to their capacities. Sanja, Croatia Sanja, Croatia I will designe different activitis trough group work so that high-skill learners help and support low-skill learners. Dan Sovan-Romania Dan Sovan-Romania Generally, our classrooms are extremely heterogeneous and numerous in terms of the number of students. Moreover, as a result of an inclusive education policy, we also have work with students with ESC. It is extremely difficult for an early teacher to find a way to optimize the teaching-learning process, but the didactic experience tells the word. First of all, a preliminary diagnosis of pupils' competencies should be made and, depending on the results, we will adjust the process and workloads on low, medium and advanced levels. Of course, for low-level people, remedial or recovery classes can be made, and other students can be trained to perform by participating in various competitions, school Olympiads. em differentiated work ta em differentiated work tasks Alina, Romania Alina, Romania Of course, give them differentiated work tasks Ali CEM Ali CEM It will be appropriate to assign tasks to all kinds of students according to their skills. Maria, Larissa Greece Maria, Larissa Greece I will make mixed groups with high and low skilled learners in each group. Irina,Latvia Irina,Latvia I would make these two learners work over. They can both split tasks as they wish. They can work together to help and support each other. Edita,Croatia Edita,Croatia I would create groups with fewer students and give them tasks of different level. Each student would have the chance to choose a task that he could solve. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Rosa M Reina (Spain) Rosa M Reina (Spain) Probably i will desing different activities in the same test. I will adapt to their abilities. Different intelligences, different teaching. Melita, Croatia Melita, Croatia It's an everyday situation. The classes are heterogeneous. I would do tasks of different levels, with different skills, where such a heterogeneous group would have to come up with a solution. They should also use the skills of the weakest one. Sara Sara I will use stratified and differentiated activities promoting collaboration among students. José Teixeira, PT José Teixeira, PT I must admit that I don't like to categorise my students in “high-skilled” and “low-skilled”, just because all of them have different skills, so the best strategy to personalise a learning task, in my opinion, is to encourage cooperative learning. Students should work in small groups and inside the group they have different tasks according to their skills. All of them should collaborate to accomplish the task. Rukiye/TURKEY Rukiye/TURKEY I would arrange different groups according to their level José María, Spain José María, Spain I understand that I shoul prepare activities that motivate first and foremost and then propose activities in which they feel more comfortable attending to their personal skills. Always with a common goal and with the help of a collaborative work. Madalena, Ponte de Lima, Portugal Madalena, Ponte de Lima, Portugal As an English teacher, grammar is usually an issue for students who are less analytical or are more prone to engage in activities in which they use their rather visual intelligence. In that sense, if I were to teach a specific grammar item, I'd start by showing the students a video (maybe a cartoon or a part from a TV series or film) in which the structure was being used; then after aknowledging the structure, the students would be able to choose between either practising that structure using a previously selected interactive online ESL site or draw their own cartoon on paper, creating a story with characters that would have to use the grammar structure in their lines. Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Güney /TURKEY Güney /TURKEY each student's interests are different so we should use different methods and techniques,flexible content and student reflection. Klaudija/Croatia Klaudija/Croatia Every student has the right to learning, only needs to adapt. We can work through group work so that better students help and encourage students with lesser abilities. Another way is to adapt working methods to students with reduced spouses. Carla Carla Every single day I have to adjust and find new solutions, what worked just the day before may not work the following day. Anyway, I'll give a simple example for a writing task in a mixed abilities class: some students receive a writing task with a bullet list with main ideas to develop (the scaffold) and always an extra bullet to suggest with his/her own idea; some other students will receive the task to write a story which begins with a given initial sentence, wider writing task Each child's developmental characteristics are different, differences should be considered. Each child's developmental characteristics are different, differences should be considered. Gonca Gonca I would teach different types of activities for understand how pupils learn easy. Fabiola Fabiola I think that the activities to personalise learning are: 1) the group work where the best guys can help others overcome their difficulty 2) individual paths where teacher helps the pupil to achieve the goals based on his skills Gülhan KIZILKAYA UÇUCU Gülhan KIZILKAYA UÇUCU I have to understand the level of students first. I can focus on what you can learn better and learn Marianthi Arvanitidou- Greece Marianthi Arvanitidou- Greece Teaching is very difficult because you have to faced with different types of students A high-skilled stude A high-skilled student can be offered more creative tasks, with many unknowns, but they can also compose problems that reflect some industrial processes or everyday life. Unskilled students happily solve the tasks in which they apply skill and less use memory and logic. Patrizia, Italy Patrizia, Italy Every day I am in contact with at least two types of students: really good but not motivated students, who sometimes call themselves bored, motivated students but with poor attitudes that reach satisfactory results with great effort. With such structured classes, depending on the subjects to be presented to the students, I use different strategies: 1) Group work: the group is mixed, that is, formed by particularly gifted pupils who work alongside students with difficulties to whom they propose activities to be presented through a report, presentations 2) Particularly gifted pupils monitor and support the activities of the weakest and help them overcome difficulties 3) Use of technologies that favor the creativity of the best but at the same time facilitate the learning of students with difficulty Elena Quiles Elena Quiles I think that in that particular case, I would group students in different teams mixing high-skilled students with low-skilled ones so that the former can help the latter. In addition, I would prepare an activity adapted to high-skilled learners and another one to low-skilled learners according to their abilities Salva. Spain Salva. Spain I would adapt a part of the activity for each of them. However, I would design another part of the activity so that they could work together taking into account the differences in each one of them. I believe that collaborative works help my students respect and value the differences between them as a positive aspect in social relationships. Elisa, Italy Elisa, Italy Different students with different strong and weak points: we have to face this problem every day and it is not so easy to find always a solution to get a good balance in the individual involvement. So for me it is enough to succeed in finding the right solution at least from time to time. For example I engage students in group work and I try to help each of them to do their best, for ex those who are very good at art will be asked to look for graphic solutions, those who can write very well will be responsible for the writing of the whole group's ideas etc. A later stage is for them to teach their mates what they can do better. I always present them a schedule with different phases they have to cover and this helps to Patrícia Campos, Portugal Patrícia Campos, Portugal For these two kinds of learners I could vary: - the way the tasks were presented, for example one could receive the instructions in a more formal way, for example a text and the others would receive a video or a audio recording, were teacher could use a more simple vocabulary; - the difficulty of the tasks; - the time given to complete each task; - the number of tasks; - the type of tasks; - the focus on evaluation (results vs. process). Hakan Can Hakan Can I join Lilia's idea. I would do such a practice. I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Lília, Portugal Lília, Portugal In order to truly personalize the learning environment for students, I first need to have a comprehensive understanding of my students. This means knowing their academic strengths and weakness as part of a complete learner profile that gives a holistic view of each student. As a teacher, I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Furthermore, I would suggest and provide a variety of activities, through viewing videos, listening to podcasts, view presentations, read articles or texts, participate in discussion boards online, etc. Throughout all the process, assessment is extremely important in assuring student success. The assessment process should be embedded within each lesson and used as a tool for immediate and consistent feedback. Students need some form of direction and timely as well as constructive feedback. Lejla Hujdur, B&H Lejla Hujdur, B&H I would create cooperatives groups with differrent types of tasks so every student can express themself in the best way. I would also use peer to peer learning. Leticia Gil from Spain Leticia Gil from Spain I would try to create cooperative groups in order to learn in a motivated way. Each child is different and needs particular attention so, as teachers, we should personalize our way of teaching taking into account their interests and abilities of learners. Claudia Italy 🐏 Claudia Italy 🐏 In my classes there are students with different skills and abilities. Every child is unique and unrepeatable. I try to enhance the different characteristics. I propose group work and games. Sometimes I use peer tutoring. i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs António, Portugal António, Portugal In all my/our classes it is as inevitable as life itself that there are different skill levels. In autonomous group activities I tend to create different roles and tasks. In some cases with the highest skilled ones tutoring/supervising the other students. Nilüfer Güreşçi Nilüfer Güreşçi I'd start by getting to know the interests and abilities of the learner. I prepare an education and training plan and activities that I can use in my interests. I ensure that a student with a high level of learning maintains his level of questions and activities to keep his curiosity and motivation going on. Rosa Barros, Portugal Rosa Barros, Portugal It is not necessary for me to imagine I have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners) because I do it on a daily basis. As a starting point, I must emphasise that I do not like to “label” my students as each one of them has different skills and abilities and it is by sharing and taking advantage of differences that our classroom becomes a healthy learning environment. In my classes, students help each other all the time, either in groups or in pairs, but in a peer-coaching/tutoring strategy, and at the end of each tasks, students share what they have done/learnt. Throughout the schoolyear, I try to plan diversified activities that involve all range of intelligences, interests and knowledge (being it the result of formal, non-formal or informal learning) so that each student can put the most of him into the class and engage in a collaborative lifelong learning process. But we are referring to a more formal learning activity, take for instance, a listening-comprehension task, I would plan a T/F exercise for the “low-skilled” learner and maybe a gap-filling or a completion exercise to the high-skilled one. João Teixeira, Portugal João Teixeira, Portugal I would give each student or group of students a different role and different tasks according to their levels, skills, abilities and interests. Each student/group will perform the task on his/their own way for the setting time or, depending on the aim of the task, for the time he/they need(s). All these activities would be supervised by the teacher or, preferably, by other students. Anita, Croatia Anita, Croatia The truth is that we are faced with the need to personalize learning every day. The intellectual abilities of our pupils vary and I find myself preparing one lesson in different ways so those with dyslexia or dysgraphia can follow my teaching. Sílvia Teixeira, Portugal Sílvia Teixeira, Portugal As experts, we do not need to imagine this kind of situation, because it happens every day inside our classroom, not necessarily based in high-skilled and low-skilled learners, but having in mind different students, with different interests, different intelligences, different needs… The best way to personalise learning is through “autonomous learning time” (Tempo de Estudo Autónomo – TEA). It is a situation where students learn to formulate goal, plan their learning process, identify resources of learning, select materials which are suitable for their ability and interest, choose and implement appropriate strategies to learn, evaluate their learning process and manage their time to learn, even outside the classroom. Esada Čirić-Delić Esada Čirić-Delić This is a reality in my country. We have mixed-ability classes with multiple intelligences and I like to include various activities to suite all those intelligences. Sometimes I change materials to suit, sometimes pair work is best and sometimes group work brings the results. Aslo Aslo Aslı Aslı I would divide the class into groups and give each student a different role according to their levels and interests. Then, I would assign them differnt tasks according to the pace of the lesson Teresa M., Spain Teresa M., Spain I'd have to adapt the activities: same format but different tasks for different learners for them to fulfil their capabilities. Leyla, Turkey Leyla, Turkey Making mixed groups with different intelligence and asking them to create a product by which each individual can take out his/her strength among others. Preparing and delivering personalized teaching/learning material and leading each student to a reachable goal would make them feel proficient. Heidi, Germany Heidi, Germany The best way to personalize a task in my opinion is preparing a project with a question. In a project every student works with its personal ability, at its own pace, in groups or alone. Erhan Erhan Yes, every students have different kind of intelligence. They can use them more efficently but teacher have to use not only his/her teaching method but also in a school . So every unit must bring different areas of interest (intelligence) in english. Teachers pay attention to this and organise their teaching method for their students. Eduarda Sousa, Portugal Eduarda Sousa, Portugal This is not an imaginary situation. It's truly part of teachers " daily struggle. So generally I divide the class in mixed level group so that the fast learners can help low level learners. My teen students just love this as it's easier for them to understand their peers' "lecture. I also try to give my high level students a bit of a challenge by working on their own and solving problems using for instance thei mobiles while I help the other ones. Bosiljko, Croatia Bosiljko, Croatia I will create groups with max 4 pupils in, and give them tasks with different level of complexity. probably I will explore their possibilities before... Each student will perform Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zehra Tuğçe Özgel, Turkey Zehra Tuğçe Özgel, Turkey I determine their needs, speaking both by doing survey. I prepare lesson plans for their needs along with the curriculum. Vida , Lithuania Vida , Lithuania For the purpose of studying the topic, the students are divided into groups and tasks of different complexity. Anca, Romania Anca, Romania I would divide the class into groups, same topic, different tasks. Temel Gövce Turkey Temel Gövce Turkey First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. All students work in the same Subject using different materials. If there were two activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (A High skilled learner with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pair to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity. I would implement group work strategy and try to apply myteaching steps for students'different skills I would implement group work strategy and try to apply myteaching steps for students'different skills D., Croatia D., Croatia This is an every day situation. Classes are heterogeneous. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Demet - Turkey Demet - Turkey Mixed groups can be created. Serge from Belgium Serge from Belgium Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zrinka, croatia Zrinka, croatia Divide them into groups or pairs and give them projects according to theirs skills. Something similar but different level activities. Brankica, Croatia Brankica, Croatia I would put them in a group to work on a topic together, and I would assign them various, personalized tasks and adjusted to their skills. They would have to cooperate and help each other, and I would also give them pair-work homework. Audronė, Lithuania Audronė, Lithuania I'd preteach a low-skilled learner, later they could work together and benefit from each other. Cláudia de Sousa, PORTUGAL, D Cláudia de Sousa, PORTUGAL, D This is what actually happens on a daily basis. Classes are heterogeneous and our work demands reflecting over this question regularly. In my opinion these two students obviously need two different approaches. The highly-skilled student is, normally, a more motivated student in a learning context because learning isn’t a difficult task, whereas the low-skilled student may be a less engaged one because he/she finds it difficult to keep up with what is being taught. This last student might feel lost, confused, may need more attention for many and diverse reasons. However, without knowing both students well, we can’t jump to conclusions this easily and we should definitely not decide over strategies without bearing in mind why they are being defined as high-skilled and low-skilled. In other words, is the high-skilled student so just because of his high grades? Does that mean he is highly motivated? And concerning the low-skilled student, are his grades low because he/she struggles with assessment and tests? Does that mean he/she is less motivated? According to what happens at school, teachers are expected to be more concerned with low-skilled students, because we would like them to get better grades. We tend to spend more time thinking about how we can help these in becoming successful as if high grades were synonym of success in life. Nevertheless, I defend that in both cases the key to help these students is motivating them towards different non-formal learning activities because in both cases each will have to undergo different processes at different their own pace. Learning is long-term process and this is what students are to be reminded regularly! Antonino, Portugal Antonino, Portugal In my opinion, personalizing learning does not necessarily imply assigning a task to each student. Herculean task for sure. However, you can assign different tasks to two different groups to work on the same topic. Strategy to implement: Group work in the design mode. The groups would be with a small number of students in order to enhance the collaborative and participative work; In the formation of the groups it would take into account the different intelligences / capacities forming heterogeneous groups; The project modality allows to maximize the capacities of each one because, with the constant orientation of the teacher, it is possible to demonstrate skills of the less qualified students, namely in the operationalization and more practical parts; This modality obliges the students to diversify their abilities and not always the most qualified academically they are in parts that leave its scope, like for example to organize a structure to present the final work. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Cecília, Portuga Cecília, Portuga I organized the class into work groups by proficiency levels, characteristics or similar interests, in order to create an excellent learning environment. It would do the same activity but would adjust the level of activity requirement to the actual ability of the students to allow them to succeed. Susana Carneiro, Portugal Susana Carneiro, Portugal I could use collaborative groups in PBL or a "menu" of tasks for the students to choose with the same goal (for example: research paper about sustainable projects around the world or ation plan to do at home and make the daily life more sustainable). Low-skilled? It depends on the skills you`re looking for :) Olivera, Montenegro Olivera, Montenegro Gathering children according to interests, needs and skills. Adapting activities that include reading and writing, for one group; and for the other group in the lecture I also insert digital media. Aleka, Greece. Aleka, Greece. It depends on various factors such as the age of the students, the kind and purpose of the activity, how well I've known them... Jorge Estrela, Portugal Jorge Estrela, Portugal Start teaching from the level at which the students are. This is why it is fundamental to diagnose knowledge, assessing the level of student performance, interests and learning profiles. When planning activities, take into account the profile of each student, so that everyone has an opportunity to learn, for those who present more difficulties and those who are already on the road to school success. There are some aspects to be differentiated in the planning and dynamization of activities: consider the students' learning style (visual, auditory, schematic); repeat the information, explain in other words; explain the topic in small groups; use activities that work the same theme for all students and adapt the level of difficulty; provide concrete material for the students with more difficulties; adapt the time of activities; diversifying the forms of production (text production, oral presentation, drawing, painting ); use facilities outside the classroom, such as the school library. Jasna, Croatia Jasna, Croatia I would divide the class into groups and make my students work on a similar but different level activities or a would connect high -skilled learner with low-skilled learner. High – skilled learner can help low-skilled learner. Hacı Ömer Erarslan Bursa-Turkey Hacı Ömer Erarslan Bursa-Turkey I would divide the class into groups and make children work on similar but different level activities. Feruze from Turkey Feruze from Turkey I make mixed small groups and give projects them and make the high skilled students help the low skilled one. CAMINO, ESPAÑA CAMINO, ESPAÑA Nobody will know the difference between both levels of learning between the students. Nobody will know the differences between the contents of the activities. I would be the only one to know about it. Students would work together, helping each other to understand contents of the exercises. I could help low-skilled and high-skilled learners in different ways at the same time. Sandra Oliveira, Portugal Sandra Oliveira, Portugal I woul divided students into small groups of 3 to 4 elements:groups of highly qualified and low-skilled students. I would provid them with a list of research topics, so that they chose the more interested one. then I would explain them the essential learning and objectives and contents of the activity. Students will research the theme and then present their work to the class. For the groups of low-skilled students I would provided them diferent level activities and guide them, if they want. It would give them more individualized support. In the end, thye also present the research results. All students would transpose their research into the learning journal. Jorge Conde Jorge Conde I would make the collaborate with each other in different tasks, allowing them to help each other. I usually give assignments and when students end their task they can go to other groups and support their colleagues. Sandra Gomes, Portugal Sandra Gomes, Portugal I could either ask the high-skilled learner to help the low-skilled one or choose to adapt the activities according to their skills/level. For instance, I could hand out a worksheet on a vocabulary topic we had studied in class and grade the tasks. Imagine it is a word search on technology. I could give it to the low-skilled student with the words he/she was supposed to find, whereas I wouldn't give this hint to the high-skilled one. Or I could just pair them and allow them to find the words together! If it's a reading comprehension exercise where students have to complete a sentence according to the ideas in the text, I can give the low-skilled learner options to help him/her complete it. Doinita B., Romania Doinita B., Romania I would use the "teacher method": high-skilled learners to teach low-skilled learners, and at the end I would provide feedback to both kinds of learners. Renata, Zadar Renata, Zadar In some lessons I always connect high-skilled learner with low-skilled learner. The task is that high-skilled learner found a way to teach other student thru discussion, drowning, explanation with their own words. After that, very often, low-skilled learners know better than after my explanation. Ana Paula, Portugal Ana Paula, Portugal Çölban-Turkey Çölban-Turkey I personalize teaching methods very often. I try to prepare activities according to my students' development processes, intelligence types and needs. I spend time with my students who need individual attention. Daniela, Italy Daniela, Italy I would divide the class into groups and make children work on similar but different level activities. Soraya, Portugal Soraya, Portugal I would probably try to adjust the activity to their personal interests. I would let them choose the way to get to the purpose of the activity. I would also let them choose how to present the results. sebahat yalçın,İzmir Turkey sebahat yalçın,İzmir Turkey I prepare the activities of the the learning task according to the learners' abilities,their preparedness about the task ,their intersets and also theirtype of intelligence. Sarah Mallia, Malta Sarah Mallia, Malta I would give a shorter task to the low-skilled learners and include some challenging tasks for the high skilled learners. I would use visuals , auditory and technology so that I 'll try to reach all sorts of many students at the same time. HEVAL DURAK MUĞLA TURKEY HEVAL DURAK MUĞLA TURKEY I personalise my teaching methods so often.I have prepared different kind of exercises for different level of pupils.I spend more individual time for those who need extra help. Lurdes - Portugal Lurdes - Portugal Let’s say that the task is “Asking for and giving directions”. For the high-skilled learners, the activity would be writing down all the instructions to get from point A (it could be our school) to point B (a hospital, for instance). For the low-skilled students, the task would be, using Google maps, drawing the way from A to B, according to the instructions given by their colleagues. Elsa Martins - Portugal Elsa Martins - Portugal After presenting the topic and showing flashcards to all the students at the same time I would ask some questions about the pictures. Firstly I would ask high-skilled and then ask the low-skilled ones so that they can listen to their classmates answers. For low-skilled learners I might whisper the words if they can't remember them or give them some answer clues. For other activities it could be in small groups with both high-skilled and low-skilled learners, collaborating throught the activity. If it is an individual task/ activity low-skilled students could have different stategies like matching exercises instead of open questions, fill in the gaps (with given words), true false questions. I usually to this for students with special needs. Sandra V. Sandra V. I would put those two learners to work in pair. They can split assignments as they want or they can work together, helping each other. Ş.G.Gundem/İzmir Ş.G.Gundem/İzmir I can set up working groups with children at different levels. They learn to work together. I can give you homework based on the children's level. Lina, CRO Lina, CRO Group work is a great way to help children with difficulties but also to motivate children with high skills. It can be a theme where children with difficulties can draw something or read basic text in book, and high skilled students can explore something more on internet. Berkant Berkant Some of my students are learning from the examples ,some of their classmates' group work.And some of learning a part of one to one work Nițescu Emilia-Elisabeta, Romania Nițescu Emilia-Elisabeta, Romania To begin with, I start with differentiated activities. For those with difficulties, I will have different tasks than those advanced. I will try to work on teams by using each other's skills. All of this will be accomplished without the pupils observing the difference between given tasks. Nilay Dokur, Turkey Nilay Dokur, Turkey I think the first step for the different learning levels of students for the same activity would be defining and categorising the student's intelligence types before the activity. For instance a brainstorming activity about the subject matter. Then I would prepare learning corners to let them perform their abilities. Paulo Alves - Portugal Paulo Alves - Portugal Group project based learning with both - high and low-skilled learners (lsl). They have to draw a plan and execute it with several tasks. The aim is the high-skilled learners help the low-skilled learners making them (lsl) aware of the "how-to" process. In future tasks, with those skills, they (lsl) can improve applying knowledge and get feedback from high-skilled learners and also from the teacher. I think that it should I think that it should Adriana, Romania Adriana, Romania It is important to work with both types of students and to let them feel they are equally important for the teacher and for the learning process of the entire group. I think I would, at a certain point, let the advanced ones "teach" the others in their particular manner and then ask for feedback. Marina, Zadar, Croatia Marina, Zadar, Croatia It would take them to nature and there would be activities for both of them. I would give them different activities - watching, calculating, climbing and it would be interesting for all. 9 9 Sanja, Croatia Sanja, Croatia I would give them a group project with different activities, for example calculate something, use technology, make a presentation so each student can pick which part of the task suits him best I I Göksel Ogalan , Manisa/Turke Göksel Ogalan , Manisa/Turke First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. If the high skilled student shows really great potential, I would start with more complex structures as I would do with the lower skilled one. If I would see that they can compete with the tasks , I would guide them by learning new and more complex structures and assure that they learn how to handle with the problems on their own way. Providing them opportunity to discover their own potential and being aware of own intelligence type. FátimaM, Portugal FátimaM, Portugal I would think of a very interesting, challenging, fun question and let my high-skilled and low-skilled students get to the answer through whichever way they prefer. Fatih TOPÇU/Türkiye Fatih TOPÇU/Türkiye For example, in the theme of mother's love, I would give a student the task of composition and the other a task of telling painting. Slađana Kristek Slađana Kristek I think it depends on the task. I would like that the student that is high skilled helps them that is low skilled. The low skilled sholud make set of questions and the other sholud explain the task. Lacramioara Cazangiu,Romania Lacramioara Cazangiu,Romania If students have a different level of training, I will prepare a lesson in which I will work differently. The same theme should be understood by all but by different ways of understanding. HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY First of all it can be accepted that personalise learning or instruction is very difficult to implement for teachers in large classes. Analyzing the class to find out who they are, what is their interest is important step when giving the task to high skilled and low skilled learners. Then I try to encourage my students to work in pairs. I give all of them the same project work and decide and collaborate with each other how to prepare and represent it. nurcihan,istanbul/Turkey nurcihan,istanbul/Turkey as an english teacherI usually try to personalise the learning task in my classes.for example at he end of a unit I gives tasks to low skilled learners writing about that unit topic or asking and aswering questions with their partner about topic but I want high skilled learners to prepare a sketch about new topic and act it out I would survey the s I would survey the students to identify styles first then vary the activities according to their interests - different activities but same But same learning objectives Ella, Croatia Ella, Croatia I would make a learning scenario with project based learning and flipped classroom. So both of the learners can in non-formal way, at own pace, do the activities Serap OZDEMIR ORUC Serap OZDEMIR ORUC I would give the same task to them. And I would let them to present their work by their own way: by drawing-painting, by using technology-making slideshows, by searching on the net or library and writing the results with hand or on computer, by presenting with a drama , by just talking about the topic/giving examples about it. Adina Geczi, Romania Adina Geczi, Romania Being different, they will be lost in the process if I won't be able to help them. So, for the same subjects I will create different learning activities. Using a rich set of methods I will find a way to make every student to understand what they have to learn. After that I will know how to elaborate the tests using different types of skills. Maija Maija I would start with a game or other activity that is interesting for both levels to get involved Latife Çeri,Turkey Latife Çeri,Turkey At first,İt is difficult for us because our educatıon system has to make our pupils similirazed.But we can change our by collobrative or group activity lessons and also we could adapt techonolgy to most of our lessons.This makes our lessons enjoyable... Nicolette - Malta Nicolette - Malta I would start by giving my students a task to work on in groups. I would spend some time observing them working together to get a clearer picture of the different types of learners. I would adapt the activity according to the abilities of the students using different types of questions which can help them grasp the learning task. Mehtap Öz Mehtap Öz Their differences make them unique.I would give the same topic and make them free.The results are not important,The most important is their own effort Mustafa Özdemir/Turkey Mustafa Özdemir/Turkey For both students, I would set up activities with technology that wouldn't be different from each other. Barbara Matysek, Poland Barbara Matysek, Poland I would try to prepare different activities for high -skilled students and different for low-skilled students. It is important to know your students well, to know their abilities. Low -skilled students would get easier exercises to make them feel successful and high-skilled more difficult to let them practice and learn more. A group work would also be a good idea because students can work together, decide what they can do , divide the work between each other according to their abilities and produce the final outcome. Željana, Croatia Željana, Croatia I "m testing my Students which tipe of inteligence they are and then I try to show them the best ways of learning and the methods Mmmo Mmmo Mmm Mmm Monique Malta Monique Malta I would first gather evidence on what my learners know visa vis the topic being discussed. The next step is to prepare engaging material within the learners abilities. Mia Mia I would make a same task but with different activities, different kind of question, different methods etc. For example, today i have worked rythm with one class and there were 3 students with special needs. I gave them easier task and they answered correct. That was great because they were so happy and I was happy, too. Dilay Dilay I would differentiate the activity types according to learners' intelligences and levels. To do this, I should know my students very well. h-skilled and low-skilled h-skilled and low-skilled learners). What would you do? Adela Gabriela Adela Gabriela I am testing my students to know what kind of learner they are. Using Gardner Theory about Multiple Intelligences... Marina Molla, Greece Marina Molla, Greece Gardner' s "Theory of Multiple Intelligence" suggested that we all have different kinds of "intelligences". As teachers we have to try and find our students' abilities and talents and adjust their learning tasks to these: Visual-Spatial Intelligence Linguistic-Verbal Intelligence Logical-Mathematical Intelligence Bodily-Kinesthetic Intelligence Musical Intelligence Interpersonal Intelligence Intrapersonal Intelligence Naturalistic Intelligence Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Sanja, Croatia Sanja, Croatia I'll try to make task about what they're interested in. Before doing it, I'll talk to students and try to find out what are their intereses. Karela Georgia Karela Georgia At the beginning I will try to understand how they want to work. I will prepare activities for both kinds of learners. Cristina Cristina First of all I have to actually 'read' the class so as to find out at what stage they are and also who is who: high or low skilled (assuming they are all in the same class) Then, maybe instead of two different activities, as time is not much, I would opt for 2 different ways of presenting the same activity. As referred in the second video, once in the classroom we have to sense the kind of student we have before us, which is not easy, specially with big classes. I would start by using my regular approach and 'feel' how the class reacts to it. Then I would definitely use a web tool to either a) make the activity more visual b) foster the students interaction c) Provide some movement to the class (literally have them move around) The students would then have the chance to try out their different ways to LEARN. Annibale, Italy Annibale, Italy First I analize the type of audience, after I start to find different tools and I prepare 2 activity with different tools. I test it, I maje some change and after I will have the two activities Sibel Akyılmaz Ateş,Turkey Sibel Akyılmaz Ateş,Turkey I would prepare different types of tasks, lots of exercise assignments and lots of independent. Sevda ER-Turkey Sevda ER-Turkey All students work in the same subject using different materials. a more demanding then i would started with the simple one for all and then i would created pairs to callaboarate for that . Angelo, Rivoli, Italy Angelo, Rivoli, Italy It depends on the learning task. If it consists, for example, in memorizing obligatory contents, then it is necessary to seek together the modality that most facilitates each student, perhaps with the help of ICT. If, on the other hand, the task consists of a project without rigid constraints, then it can be tailored to suit the preferences of each student. Laurrie, Ro Laurrie, Ro I would give them a group task (e.g. project), that might involve both kinds of ss - I would appoint a leader who would lead the group and assign roles: weaker ss might be good at drawing, others might have other good sides. Thus, they all get to collaborate and do sth together. Adeviye Alcıl Turkey Adeviye Alcıl Turkey Observing individual differences is very important.I try to make my students more difficult to understand issues.If we plan the teaching with different visual and audio tools we consider individual differences. Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey I prefer to practice learning and field trips by doing it for the highly qualified low skilled student. I can apply a personalized learning method with question answer method according to the interest of children. Fatma AVCI, Turkey Fatma AVCI, Turkey each of my students have different learning pathways. They have different interests and perceptions. I take this into account Fernando Mota, Portugal! Fernando Mota, Portugal! Above all, we will always have to respect the needs of each student and their differences. In view of this, I think that different learning plans should be drawn up, depending on the case, that is to say, for a highly qualified student, a plan for the development of their skills should be drawn up, whereas for a low-qualified student a recuperation plan. In one case as in the other, with the existence and application of this type of plans, we can better follow the development and the progress of these students. Therefore, a certain topic will be taught differently, taking into account the differentiated characteristics of the students. For the highly qualified students, in addition to the explanation of the concepts, you will be presented with information sheets to deepen them, with exercises of a higher degree of exigency. For the students with little qualification beyond the explanation of the concepts, you will be presented with information sheets explaining them, with exercises of lesser degree of exigency. Adília, Portugal Adília, Portugal In many schools teachers have to work with very large classes, with 30 students, which makes it very difficult to personalise learning or instructions. I like to encourage my students to work in pairs, but it sometimes takes a lot of time, specially if they all choose to present their work. The aim of the learning task would be to describe different types of family. I would encourage them to work in pairs, so that high-skilled and low-skilled students collaboratively could reach their goal. They would have the opportunity to help each other. Then I would give them the chance to submit their work using the format that best suited each of them ; which means that instead of only submitting a short written description, one of them could in fact submit the written essay, but the other could choose a drawing that he would afterwards present to the rest of the class. At the end I would encourage peer-to-peer assessment using pre-discussed criteria. Derya Ümüş CEM, TURKEY Derya Ümüş CEM, TURKEY I give the two different tasks to both students according to their fields of interest and skill. Massimiliano, Italy Massimiliano, Italy For a struggling student iI agree assigned a question card with multiple answers. Aurora, Slovenia Aurora, Slovenia I think that to give each one a different task is the easest way, but I would like to make them work together and to make them realize that together the result is better, greatter and that they feel better. Emma Giurlani Italy Emma Giurlani Italy I totally agree with what Athanasia says . I often make the same as she says with my classes.I try to change often the peers and I ask my students to collaborate to solve more complex activities and tasks.As Maria Helena says we also have the same problem in Italy.We have very big classes and sometime it is not very easy to personalise the activities. But I found a great help with eTwinning projects .The activities are tailored to give each project partner the opportunity to collaborate and to "grow" with the others. As Athanasia says I ask the group to choose their "speaker" among the weakest ones in order to help them becoming more self confident . This way they can improve their skills and abilities both by deepening their knowledge with the help of their group mates and reinforcing their competences Marina Molla, Greece Marina Molla, Greece Athanasia, Greece Athanasia, Greece All students work in the same "subject" using different materials. If there were 2 activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (1 advanced with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pai to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity (meaning that the capable student wouls not just do the job but would be interested in explaining and helping his/her partner, too so that he/she is capable to present the pair's work to the rest in the class) Maria Helena, Portugal Maria Helena, Portugal Context: In Portugal, in secondary schools, one of the problems we have to face daily are classes with many students (26-30 students) that make “personalized instructions” as Randy Bass said quite difficult. So I tried to find some activities that could be implemented without much fuss. Aims: - Improve listening and oral skills - Enlarge vocabulary related to the environment Main activity: 1. Listening to two people speaking about environmental problems and completing a cloze text. 2. Identifying the problems. 3. Suggesting solutions for the problems presented. 4. Presenting the solutions to class. Resources and Materials: Handout with exercises Low-skilled learners: Exercise 1: A cloze text in which all the missing words are given, but they are presented jumbled in a box above the text. Exercise 2: Pictures of the environmental problems with name tags are shown and they have to choose the ones they have heard in the listening text. Exercise 3: Several solutions are presented and they choose the ones they think are appropriate or add others they can think of. (They may use online dictionaries to check for unknown words in this exercise.) Exercise 4: They choose a problem and possible solutions and present it to class. (In this oral presentation they can organize it as they see fit and be creative. These students may also take some notes to look at - similar to a TV program host. However, they musn´t read them out to the class.) High-skilled learners: Exercise 1: A cloze text which they have to complete with what they hear in the listening text. Exercise 2: Completing a table with all problems mentioned in the listening text. Exercise 3: Gathering solutions they think are appropriate for the problems. Exercise 4: They choose a problem and possible solutions and presented it to class. (In this oral presentation they can organize it as they see fit and be creative.) Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Sofia Tsigara, Greece Sofia Tsigara, Greece In kindergarten school , I use different types of activities. For example, drawing and constactions. Sara, Portugal Sara, Portugal A development activity would be the demographic, economic and social research of an African country. For a struggling student, he assigned a question card with multiple answers. Clara, Italy Clara, Italy I do this everyday. I try to prepare different kind of input for the same content. Images, videos, audiofiles, schemes, mindmaps so that my action can meet tha different ways of learning. Then I ask to do graduated activities. Everybody start from the simplest. At the end, the most capable does a pair activity to help the weakest student to go up a level. At the very end, an activity of higher level to let the most capable students express themselves how they want. Iva,Croatia Iva,Croatia I will prepere different types of activites and methods for them. Also we must adapt learning to each of them. Iva,roatia Iva,roatia Selda Türkarslan, TURKEY Selda Türkarslan, TURKEY I would differentiate the activity by using some scaffolding structure, giving some help or example for low-skilled learner. Konstantinos-Greece Konstantinos-Greece We must adapt learning according to the level of pupils and their interests. high-medium-low goals. Nieves, Madrid Nieves, Madrid I would differentiate the activity to meet the needs of these two kinds of students. It could be differentiation based on ability or in students’ personal interests, allowing them to create something based on their different kind of intelligences. Grazia P., Italy Grazia P., Italy If the activity can be assigned in such a way that the two students work collaboratively, I think I would design a type of work in which both can test themselves, each with their own peculiarities and taking responsibility for carrying out their part. In fact, collaborative work allows to assign different roles. For example, one might be suitable for the student with the lowest level in writing, but at a higher level in the creative and design side of the activity. On the other hand, the best student in writing could perform the part of research and writing of the text. Let's say that it depends on the activity. I believe that no one is a genius in everything and even the less good students have propensities towards activities that can perform better than the so-called good in the class. Andrada, Romania Andrada, Romania I think that a teacher can use different types of activities suitable for many kinds of students and intelligences Paola T., Palestrina(Italy) Paola T., Palestrina(Italy) I'm Art History Teacher in the Secondary School. I’m teaching through ICT(padlet, tes teach, thinglink...) Digital learning resources support information processing by helping students to develop mental representations through the mix of media elements presented to them. mihaela, Romania mihaela, Romania The Conscientious Student would ask him to further document a notion that he was interested in during the lesson and to present to colleagues some interesting aspects related to that notion. The student who learns more slowly would ask for the lesson already taught by synthesizing it in some key concepts. Ana, Portugal Ana, Portugal I think I could plan a learning task composed by two activities. Each one of the activities would be focused in different ways of learning, so that they could reach the needs and interests of each one of the students. In the end I would ask students to present their results to each other and to join in both activities, once they would be a complement of each other. This way the students could understand that different ways of learning can help one another to create a more complete learning task. Carmen, Leon Carmen, Leon In general terms, I organize all my activities (I teach languages) in two different levels;if for example,we are learning a particular verbal tense,I have a set of exercises prepared for those who may need more time to learn it. Sometimes I don't need to use these extra exercises because they are able to understand it easily but should the need arise,I always have them within reach. Most times,what I really need are extra activities for those who go a bit ahead of the rest; these students are too quick and ,if I don't want to "lose" them, I have to offer them more difficult alternative tasks. Catherine, Ireland Catherine, Ireland As a history teacher, I often get students to write essays on historical figures. I generally have two activities prepared for students. For the more able students I provide them with a rubric to follow when writing their essay. For students who struggle with this task, I provide a fill in the blanks exercise, to ensure that they are still participating and engaging with the material. Before completing these activities, I would have pre-taught the required information through a variety of tasks including class discussions, videos and role-pay activities. Violeta Cumak, Lithuania Violeta Cumak, Lithuania In case want the student to reach for more or not to feel a loser, I would offer to them different type of activities and tasks. Of course in the very beginning need to recognize what type of intelligence the person is. Lidija Antolić, Croatia Lidija Antolić, Croatia I would make one activity easier and one activity more difficult to solve. After solving the tasks. There would be pair work. The high-skilled children help the low-skilled children. One activity would be group work. So children can develop their communication skills. Kata, Split-Croatia Kata, Split-Croatia I would give different kind of activities: listening activity, reading activity, calculating activity etc. The high-skilled children could help the low-skilled children with tasks. The tasks cuold be easy, medium and hard so everyone can do something. They can work at groups and at the end present their solutions of the tasks in front of the class. Ankica,Croatia Ankica,Croatia I would prepare different types of tasks, lots of exercise assignments and lots of independent work Re Re I believe I believe Sílvia, Portugal Sílvia, Portugal I believe that a good strategy will be to anticipate learning for students with more difficulty and to elaborate complementary tasks for those who feel that what they learn in the classroom is not enough and that they want to challenge themselves. On the other hand, either the teacher or the students can go to different learning environments where they feel more comfortable, for example, a library, using the computer / tablet / mobile phone, trying to relate the content in a day-to-day situation, seeing a film about it, seeking the help of another classmate or teacher for further support ... Isabel Carioca Isabel Carioca Portugal The two activities should be done in group work (each group has high-skilled and low-skilled learners) and each group choose how (time, support materials, place…) to make the activities. Massimiliano, Italy Massimiliano, Italy I would like to prepare exercises based on the characteristics of the students, favoring their positive aspects. Lucía, Spain Lucía, Spain I would try to do the first part of the class with all the levels and then I would separate them into the two different snows. They would be working in a group and I would attend to both groups equally. ort. ort. Pureza Pureza I would prepare different kind of activities and exercises. Lídia, Portugal Lídia, Portugal In a formal learning context, more exactly in the classroom I, as a teacher/facilitator, would have to bear in mind the fact that independently from their learning profiles, both the so-called high-skilled and low-skilled learners must reach the same goals in terms of formal learning at the end of the activity. I could, for example, try to plan the activity by means of a task-based methodology, within which both high- and low skilled learners would follow a set of tasks according to their interests, abilities and skills. Amongst the former, autonomy would be encouraged along with hints for further investigation, and follow-up suggestions; the latter would receive more detailled instructions and would be provided with glossaries; audio and/or visual help, among other possible supports. I, as a teacher, would plan to spend more time assisting this group (and make up for it by putting students in charge in the other group). Project-based teaching methods also prove themselves effective and make it easier for learners to contribute according to their learning style. Concerning this method, I have often implemented the Learning Station method in my classroom amongst DaF learners with quite good results. Dimitra, Greece Dimitra, Greece I would try to find a task and separate my classroom into teams in which there will be both high-skilled and low-skilled learners and the first part of the task will be for the low-skilled learners and the second part of the task will be for the high-skilled learners. The tasks will be bresented in the classroom by every team. By that way, the high-skilled learners could help the low-skilled learners as well as the low-skilled learners will not feel marginalised and incapable of completing a high expetance task. Charo /Spain Charo /Spain I would do a task with different levels of learning. Firstly, an easy level; before a medium level and finally a high level. So, each pupil would do until she/he could it. Demet YILDIRIM, Turkey Demet YILDIRIM, Turkey I would use the "Station technique" which I often use during my class. I would prepare different stations and group students for example; "drawing a picture station", "writing a song station" "creating a game station" etc. I would want them to work on their tasks with their group outside the school with the help of tecnhology (optional). Carla, Portugal Carla, Portugal Different types of tasks, with different types of goals and expectations that appeal to different types of knowledge, learning and intelligence. Tasks should have different degrees of complexity. Maria, Italy Maria, Italy I have prepared different kind of exercises for different levels of learning. Mirela, Croatia Mirela, Croatia I would try to include several type of tasks, so every student can choose their own task. If they wont, after finishing one task they can try task that is level up. Ayşin/Turkey Ayşin/Turkey this is really hard work.because I'm a math teacher and the level difference between the students in the class makes my job very difficult. I would try to make I would try to make the activities include not just cognitive aspect, but the other ones as well, such as spacial, kynaestetic, sensory etc. Cornelia Melcu Cornelia Melcu Task: Understand the written message. According with the type of learners Read and write learners write the story report. Visual learners create a graphic organizer of the story. Auditory learners give an oral report. Kinesthetic learners build a diorama illustrating the story. Learning environment: Break some students into reading groups to discuss the assignment. Allow students to read individually if preferred. Create quiet spaces where there are no distractions. Why? Group working would facilitate both high- skilled and low-skilled students. ÖZNUR/ TURKEY ÖZNUR/ TURKEY Learning, methods and techniques should be adjusted according to the speed of the individuals. Objectives and expectations should be determined accordingly. Students should take part in the activities. Class dynamics should be tried to synchronize Ángel, Spain Ángel, Spain There are no learning goals for all students, but rather the objectives and learning methods and speed are adapted to the individual. Vasiliki Psaridou/Greece Vasiliki Psaridou/Greece Working the last 12 years with first grade Elementary pupils, I personalise my teaching methods so often. I have prepared different kind of exercises for different level of pupils. I also spend more individual time for those who need extra help. Lucia Italy Lucia Italy Nowadays it is very difficult to motivate children's attention because they have a variety of interesting offers outside of school starting From sports clubs, multiple videogames....And so it is very difficult to find topics that can be shared, Perhaps it is good to come back to propose ancient things that for children They look really fabulous Sara, Spain Sara, Spain We usually have heterogeneous classes, so we have to deal with this every day. I tend to have open activities that everyone can complete to some extent, some will give a more elaborate answer, others will complete the activity giving in a simpler way. Sometimes it's also a good idea to have group work or pairs. Yıldız Yıldız I would encourage them to do some creative tasks to fin out the degree of their skills.ı would give them tasks with different alternatives , some easy some difficult. So that I can encourage them for a better result each day Ana, Portugal Ana, Portugal In my daily practice I have to deal with many different students with different "intelligences" , different skills and different interest. Sometimes I give them different tasks, other times I try to join them in mixed hability groupsor I simply let them suggest how they want to carry on that task . Another aspect which I find essential is that I recognise which student needs that "extra" support, a bit more attention or just a "well done". Silvia, Spain Silvia, Spain I encourage cooperative learning, pairing students so that they can help each other with the activities Claudya, Romania Claudya, Romania Peer work, team work. Antonietta, Italy Antonietta, Italy I DON’T NEED TO IMAGINE BECAUSE IT’S A DAILY ROUTINE: IN A LEARNING TASK I ALWAYS TRY TO ASK MY STUDENTS TAILORED PERFORMANCE IN ORDER TO CREATE COLLABORATION AND MOTIVATION. It often works but sometimes it doesn’t, so I have to redistribute activities. Elsa Ramos, Portugal Elsa Ramos, Portugal In my class I usually use peer work, one more facility to learn and one with more difficulty to understand. I use the best student as a tutor. Sometimes I use different activities for different students, but I try to go to their interested. For this, I use digital media, mobile phone and some web games. Hara, Cyprus Hara, Cyprus The activities will be planned according to each groups learning preferences. Some students may need audiovisual material while others may prefer text. Some may prefer to work collaboratively while others individually. Manuela Silva, Portugal Manuela Silva, Portugal Nowadays classrooms are learning environments where students must be perceived as unique human beings waiting for supporting conditions where they can fully develop their skills, abilities and enrich their knowledge of the world. In my daily teaching practice, I have to adapt activities to meet students interests or learning styles. It is very challenging to find instructional approaches that answer the needs of learners with a variety of aptitudes and learning styles preferences (the first video highlights this aspect quite clearly – students have different cognitive learning styles). As I teach English as a second language, I always try to vary my approach to the tasks. Recently I’ve been reading and analysing a text about studying abroad and discussing with them how this experience is enriching for students. I always try to bring to class texts that students can listen to (read by English speakers) so that aural learners can process the information in their preferred way but we also comment on the pictures that accompany the text so that visual learners can also participate and present their ideas. I try to ensure activities that are varied to accommodate learners with different cognitive learning styles. Besides adapting the comprehension questions for high and low skilled learners (which is relatively easy to do), the final product of our sequence of learning tasks may be different for each group of students. High achievers who have a more analytical and communicative learning style can do research work and roleplay a situation where two friends are planning to go on an exchange programme. In the same class, lower achievers can work based on the ideas in the text and prepare a list of advantages and disadvantages of going on an exchange programme; more creative students can elaborate a poster to persuade other students to have such an experience. I believe that by diversifying the final product we can engage students and make lessons more appealing. Melek GÖKSU /Turkey Melek GÖKSU /Turkey I can use more sophisticated disciplined teaching steps for my student with higher education level. but I have to explain the steps to my low-level student one by one and proceed slowly. Aida LS Aida LS I guess I'd change some questions so everybody reaches the minimum but those who can, get the most of everythhing Isabel, Portugal Isabel, Portugal In our days, most of us use different methologies in the classroom. But we also know that is difficult, the rules of school and the parent´s somethimes don’t let the teachers execute diferente activities. In this particullary case, i will make groups of students with different skills to equilibrate the activities solving . Žaklina Kvesić Croatia Žaklina Kvesić Croatia i think there is no needto imagine such a situation as it happens in nearly all of the teacher classroom everyday .I would arrange different groups according to their level. Dimitra Zorba,Gree Dimitra Zorba,Gree As a P.E. teacher i always create mexed groups of high skilled and low skilled students.So they can support each other.But sometimes i must personalized the activities and create groups with the same learning skills .I prepare different types of tasks. Stanley,Nigeria Stanley,Nigeria I would structure the task according to their learning abilities.The more skilled will have more complex and challenging task while the other group will get simplified assignment possibly with guidance. İSHAK KUR İSHAK KUR First, I explore their learning areas and intelligence types. I learn family status and physical capacity. I try to prepare learning environments suitable for their interests and abilities by putting them into learning projects. Despoina Amarantidou, Greece Despoina Amarantidou, Greece I will involve both collaboration and team work so that students feel safe. Feruze from Turkey Feruze from Turkey I create mixed grups and make the high skilled students to help the low skilled ones. YASİN TABANLI YASİN TABANLI KIRIKKALE-TÜRKİYE I use a lot of visual material to reach all students in the history class. take into account the interests and needs of the students. Lalitha India Lalitha India I would group them in a heterogenous group of high skilled and low skilled students. Students are more open to peers for learning and expressing their difficulties.(specially the teenagers ). Then have graded task , starting from the simplest to the toughest. Though the low skilled learner may not get in one go, his friends will devise a method to simplify to his reach. Carlos, Portugal Carlos, Portugal As a Math teacher this is my diary scenario. Every single class i have to adjust and personlize ativities. I usualy use pairs colaborative work ; speech to each other how they do; multi level exercises; tecnologies; vídeos; work with real materials; diary evaluation (progress and products) and a portfolio of seleted tasks. Simona, the Czech Republic Simona, the Czech Republic The high-skilled learner could be asked to help the low-skilled learner to understand a rule, explain things, correct mistakes. The high-skilled learner would have to find out how to explain things logically and understand links between things. The low-skilled one would ask questions that could motivate the high-skilled learner. Roberto Italy Roberto Italy I like peer group with one high skill and one low skilled. The best student can tutor the other and both can grow in different ways. On the other hand I face a lack of enough students with the skills of a tutor. An activity for high skilled could be to create an infographic. For a low skilled I would suggest to highlight relevant concepts in a document Ana Croatia Ana Croatia I have been trying to involve my students in various activities that one day will be useful skills - presentation skills, how to write a complaint, how to do research online finding proper pages and sites not only for entertainment purposes, i often demand in some tasks to email me their homework and to practise attaching documents for example. I struggle with collaborative learning watching in a group of 4-5 that only 2 are doing the hard work... combine tasks so tha combine tasks so that they could help each other and collaborate together HAKAN DOĞAN-Sivas_TURKEY HAKAN DOĞAN-Sivas_TURKEY I would try to organize some different homework to high levels and low levels by using some technological devices that they were interested. Neslihan, Turkey Neslihan, Turkey I can try to blend their skills. They can support each other. They can perform both personalized learning and collaborative learning. Fatma Banu Özbek/Tur Fatma Banu Özbek/Tur First of all,I couldn't make up a certain categorization for high and low skilled learners but I'll try to give an answer. I think one way is to provide different options for learners to choose from within the task. Also, as mentioned in one of the videos, I would expect different outcomes from different learners, expecting them to reach the same goal would be for vain Teach yourself and tell me what you find Teach yourself and tell me what you find Imagine a narrative unit: the reading and understanding of the actions of the characters. We have two groups of students: one with high reading and comprehension literacy and the other with low literacy. For the first group privilege the autonomous activities: reading, identification of the characters by physical portrait and by psychological or psychosocial portrait; recording of relevant narrative actions, interactions between characters, final meaning of each intervention. You can present the results in text, in theater or in a graphic slide. For the second group I propose: oral narrativity on the part of the teacher, the so-called retelling of the story, with challenge to the students to complete, fill gaps, both on the marks of identity of the characters and on the actions narrated, with a visual, in the picture, of the interactions between the characters. I suggest oral or schematic presentations of free choice José Machado First of all, at the First of all, at the very beginning of the year, I would apply different types of activities and get the info about each student's learning types. After that I would do group works and gather the students who have the same learning skills. On the other hand, in some activities I would mix those kids and let them figure out the best way they can. Fahrettin AKTAŞ, Turkey Fahrettin AKTAŞ, Turkey I think the best way is to offer a learning environment. Jagoda, Croatia Jagoda, Croatia There is no news that children are learning on different ways. The challenge is to find the way to facilitate them to reach their goals using their own ways ad powers. Ecem, İzmir Ecem, İzmir According to my own perspective, I will give the task to my students and set them free to do it in their own way. Because when I personalise it, then it'll be my task and my own personalised learning. If I categorised my students before the task, like which way they learn best and if I know which type of learners they are, then it will be that way. Halil SÜNBÜL TURKEY/OSMANİYE Halil SÜNBÜL TURKEY/OSMANİYE In two different students, I would make a difference. Teresa Lacerda, Portugal Teresa Lacerda, Portugal I didn't like the categorazition the students in "high-skilled and low-skilled learners". The third video show us a different perspective. Students and adults have different kinds of intelligence. So, one teacher must work with this in your own classroom. In my classroom I always have the tables arranged in a group and the students that are part of each group are quite heterogeneous. Thus, in the same group are students who have more difficult to learn, others more disinterested and others with more ease and interest in the subjects that integrate the curriculum of the discipline. At this moment I am teaching the theme "Extinction and conservation of species" and the work of the students is to be carried out as follows: - In each group, each student has a leading role, time keeper, materials organizer, responsible for the presentation, evaluator - that was chosen by the students according to their competencies; - The theme will be explored by members of the group as agreed between them and using resources that they find most interesting. For example, Internet searches of videos, articles, environmental advocacy organizations or through questions put to people who can give them information they deem relevant, including the teacher; - Students have to define tasks well and hold each element responsible for their execution; - In appropriate intervals, students have to gather the materials they have, discuss ideas to decide whether to continue along the same path, or make changes; - The final work is placed in the class portfolio, a Padlet, and is presented to all colleagues; - Finishing groups will have to comment and evaluate each other's work in Padlet. My role is to be constantly circulating through the groups to put questions and support what is needed. This is one of the ways I have found to be able to involve all students in learning the subjects of the discipline. Obviously, with this group organization I am fortunate enough to have the students tutor each other, helping themselves in the process of learning. Anita, Croatia Anita, Croatia 1.activity: -Visokokokirani disciple: Make a power point presentation about seed germination and plant growth -nisk-qualified student: Orally present how he sowed bean seeds and followed germination and growth 2.aktivnost: - Vocationally qualified disciple: graphically shows the growth rate of leaves and stems with growing conditions (air temperature, water .....) - a disadvantaged student: Practical work in the schoolyard is the task of sowing two seeds in the same living conditions (one dry and the old and the other healthy) in a notebook the lines of the days he noticed Raquel Santiago, Portugal Raquel Santiago, Portugal First of all, I usually sit a high skilled learner with a low-skilled learner on each table. I speak to them and explain that one can help the other. Specially in a foreign language class, this can work out well because students who know more vocabulary, for example, can help the others who are, sometimes, too shy to ask basic vocabulary. Secondly, I would probably give them a webquest, for example and ask them to work collaboratively or have them work on a project together so one would help the other, with my assistance or close attention if necessary. Lastly, I would like to refer that the second video about lost and confused students really resonates with me. We all know that sometimes we have students who are just not interested, maybe because they are not learning the way they prefer or the tasks are not directed to their type of intelligence. These students are happy to just let others do the work and they don't really participate and, thus, they aren't learning anything. In this situation, I would probably give the high skilled student a webquest or another type of task he could do independently; and try to give the low skilled student a task about the same topic, but I would try to work with him more individually. Obviously, this is difficult to do with large classes and I'm still struggling with some students and trying to understand them. So, the third video really touched me too. Ana Correia, Guarda, Portugal Ana Correia, Guarda, Portugal Students with different intelligences or with different learning abilities are the daily basis of any teachers’ work. In a primary English class, I would define different types of objectives, different kind of tasks, different timing and different assessment procedures, if possible different input sources according to the students, the class or the school characteristics. I would have exercises (oral or written) with different levels of difficulty or adapted to the kids’ interests/abilities, give clues according to needs, give room to activities with different stages of autonomy and build from that on. Spoken interaction differentiation is quicker to organize for me as we can build it almost as we go and there is a stronger sense of class and of common purpose. But preparing such personalised activities when there is a written format (even if they have an oral purpose) is overwhelming, not only to produce, but also to manage in class without losing track of the group. It is even more so if we are not dealing with a single class, a single school or even a single level in the same room (which is my context). The way I’m doing it right now doesn’t match the second video’s idea that personalized learning is about making things easier and “getting quality time” with students or “spend(ing) more time… engaging them”… Rosalba, Rome Rosalba, Rome Next week, after the end of the first term, we' ll organize a one-week period of recovery and empowering activities. This morning I told my high skilled students that in turn they will be engaged to be teachers to their lower skilled schoolmates: first of all they will present a lesson on the already studied topics to the class, presenting, in particular, the Mind maps and all the google presentations they have shared on google classroom; next they will work in groups implementing peer to peerr support. All the class accepted my proposal enthusiastically. Alma, Bosnia and Herzegovina Alma, Bosnia and Herzegovina I would ask them what is the best way according to their opinion to do or learn specific assignment and I will prepare those activities on that way. Same activities from other perspectives. Eduardo López. Spain Eduardo López. Spain With primary students you sometimes need to use miming, gestures o keywords to help them remember. With students having more problems to understand the lessons, you have to combine all kind of strategies, make the necessary adjustments, labelling is very good to boost memory, this way, you reinforce writing while fostering speaking. Raquel Martins Raquel Martins Content can be taught in different ways and using different materials. The main objective is that the strategies used take into account the students' individual needs and promote their success. I divided the class into groups, for example, giving the most qualified students tools to guide them in discovering, on a given topic, to construct simple questions to put the group of low-skilled students. This group of students, the poorly qualified, would freely research the subject, in the Library, on the web or even questioning adults about the subject. This group would present to the most qualified students what they discovered with the research they did, with an exchange of information between the groups. The group of qualified students would go through interactive games created for this purpose, using the Kahoot for example, question the students on the topic. Fun and interactive, everyone learned. Rute Vieira, Portugal Rute Vieira, Portugal Firstly it would set what the ultimate goal to achieve for both students. Based on this, it would propose differentiated tasks for each of the students. In the student with more difficulties it would be important to have recourse to material (in the case of mathematics, for example) and using day-to-day situations. For the student with great ease it would be important to give him the freedom to learn more if he wanted to go further. In this type of situations, I also use group work among students since the way to reach colleagues, the way they speak, the motivation ... are different from when I am developing a theme. Gamze, Turkey Gamze, Turkey In math lessons mostly I try to start with easy examples and go on more complex ones. Moreover let the students collaborate is an effective way. Sometimes I let high-skilled students to work with low-skilled students as groups. Mira, Croatia Mira, Croatia I believe that all teachers daily have such a situation. My way is to help students in group work by giving them tasks of varying weight, in individual work I also tailor assignments, give additional instructions, learners with writing and reading difficulties, help with instructions and adjust the weight of tasks. Paulo Almeida, Portugal & Belgium Paulo Almeida, Portugal & Belgium I would probably give them the same task. However, I would put them to work collaboratively, where the high skilled student would help the low skilled student in solving the task. In this way, not only the high skilled student would develop his / her competences in helping the other, but also the low skilled student could develop his / her competences, being accompanied by a tutor who speaks the same language and who can feel closer, in terms of relation and age level. I could do the same type of practice, but with different tasks. Zekiye KAFALİ, Turkey Zekiye KAFALİ, Turkey I think there is no need to imagine such a situation, as it happens in nearly all of the teachers' classrooms everyday. The best way, in my opinion, is to get them to communicate and collaborate. Thanks to peer work or group work and different activities, high-skilled learners can help low-skilled learners. Zvonko, Serbia Zvonko, Serbia I would give more difficult task for high-skilled learner and easier task for low-skilled learner. Seyhan yilmaz Seyhan yilmaz All students who have different intelligence have the same education because of our system.We hve to strugle to have any idea about stdent's intelligence they should be educated according to their speed of learning and interests Nurcan Korkmaz Karataş-Turkey Nurcan Korkmaz Karataş-Turkey My My students are learning better with the game Banu Güven, Konya/Türkiye Banu Güven, Konya/Türkiye First of all try to learn what kind of intelligence they have, then try to makke a task which contains knowledge according to their ıntelligence type Ana Teresa Gonçalves Ana Teresa Gonçalves I would give them diferent tasks. They should be adapted to their capacities. first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them Elena SpainThe s Elena Spain The students are different levels I would teach differents activities María, Segovia María, Segovia My school has a very wide range of diverse students: different cultural backgrounds, different economic levels, diverse ethnic groups, etc. In my first grade class I find kids already reading and others still struggling with recognising letters. That's why I like to present open-level activities, so the whole class can work on the same topic but at different levels, according to their capacities. Sanja, Croatia Sanja, Croatia I will designe different activitis trough group work so that high-skill learners help and support low-skill learners. Dan Sovan-Romania Dan Sovan-Romania Generally, our classrooms are extremely heterogeneous and numerous in terms of the number of students. Moreover, as a result of an inclusive education policy, we also have work with students with ESC. It is extremely difficult for an early teacher to find a way to optimize the teaching-learning process, but the didactic experience tells the word. First of all, a preliminary diagnosis of pupils' competencies should be made and, depending on the results, we will adjust the process and workloads on low, medium and advanced levels. Of course, for low-level people, remedial or recovery classes can be made, and other students can be trained to perform by participating in various competitions, school Olympiads. em differentiated work ta em differentiated work tasks Alina, Romania Alina, Romania Of course, give them differentiated work tasks Ali CEM Ali CEM It will be appropriate to assign tasks to all kinds of students according to their skills. Maria, Larissa Greece Maria, Larissa Greece I will make mixed groups with high and low skilled learners in each group. Irina,Latvia Irina,Latvia I would make these two learners work over. They can both split tasks as they wish. They can work together to help and support each other. Edita,Croatia Edita,Croatia I would create groups with fewer students and give them tasks of different level. Each student would have the chance to choose a task that he could solve. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Rosa M Reina (Spain) Rosa M Reina (Spain) Probably i will desing different activities in the same test. I will adapt to their abilities. Different intelligences, different teaching. Melita, Croatia Melita, Croatia It's an everyday situation. The classes are heterogeneous. I would do tasks of different levels, with different skills, where such a heterogeneous group would have to come up with a solution. They should also use the skills of the weakest one. Sara Sara I will use stratified and differentiated activities promoting collaboration among students. José Teixeira, PT José Teixeira, PT I must admit that I don't like to categorise my students in “high-skilled” and “low-skilled”, just because all of them have different skills, so the best strategy to personalise a learning task, in my opinion, is to encourage cooperative learning. Students should work in small groups and inside the group they have different tasks according to their skills. All of them should collaborate to accomplish the task. Rukiye/TURKEY Rukiye/TURKEY I would arrange different groups according to their level José María, Spain José María, Spain I understand that I shoul prepare activities that motivate first and foremost and then propose activities in which they feel more comfortable attending to their personal skills. Always with a common goal and with the help of a collaborative work. Madalena, Ponte de Lima, Portugal Madalena, Ponte de Lima, Portugal As an English teacher, grammar is usually an issue for students who are less analytical or are more prone to engage in activities in which they use their rather visual intelligence. In that sense, if I were to teach a specific grammar item, I'd start by showing the students a video (maybe a cartoon or a part from a TV series or film) in which the structure was being used; then after aknowledging the structure, the students would be able to choose between either practising that structure using a previously selected interactive online ESL site or draw their own cartoon on paper, creating a story with characters that would have to use the grammar structure in their lines. Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Güney /TURKEY Güney /TURKEY each student's interests are different so we should use different methods and techniques,flexible content and student reflection. Klaudija/Croatia Klaudija/Croatia Every student has the right to learning, only needs to adapt. We can work through group work so that better students help and encourage students with lesser abilities. Another way is to adapt working methods to students with reduced spouses. Carla Carla Every single day I have to adjust and find new solutions, what worked just the day before may not work the following day. Anyway, I'll give a simple example for a writing task in a mixed abilities class: some students receive a writing task with a bullet list with main ideas to develop (the scaffold) and always an extra bullet to suggest with his/her own idea; some other students will receive the task to write a story which begins with a given initial sentence, wider writing task Each child's developmental characteristics are different, differences should be considered. Each child's developmental characteristics are different, differences should be considered. Gonca Gonca I would teach different types of activities for understand how pupils learn easy. Fabiola Fabiola I think that the activities to personalise learning are: 1) the group work where the best guys can help others overcome their difficulty 2) individual paths where teacher helps the pupil to achieve the goals based on his skills Gülhan KIZILKAYA UÇUCU Gülhan KIZILKAYA UÇUCU I have to understand the level of students first. I can focus on what you can learn better and learn Marianthi Arvanitidou- Greece Marianthi Arvanitidou- Greece Teaching is very difficult because you have to faced with different types of students A high-skilled stude A high-skilled student can be offered more creative tasks, with many unknowns, but they can also compose problems that reflect some industrial processes or everyday life. Unskilled students happily solve the tasks in which they apply skill and less use memory and logic. Patrizia, Italy Patrizia, Italy Every day I am in contact with at least two types of students: really good but not motivated students, who sometimes call themselves bored, motivated students but with poor attitudes that reach satisfactory results with great effort. With such structured classes, depending on the subjects to be presented to the students, I use different strategies: 1) Group work: the group is mixed, that is, formed by particularly gifted pupils who work alongside students with difficulties to whom they propose activities to be presented through a report, presentations 2) Particularly gifted pupils monitor and support the activities of the weakest and help them overcome difficulties 3) Use of technologies that favor the creativity of the best but at the same time facilitate the learning of students with difficulty Elena Quiles Elena Quiles I think that in that particular case, I would group students in different teams mixing high-skilled students with low-skilled ones so that the former can help the latter. In addition, I would prepare an activity adapted to high-skilled learners and another one to low-skilled learners according to their abilities Salva. Spain Salva. Spain I would adapt a part of the activity for each of them. However, I would design another part of the activity so that they could work together taking into account the differences in each one of them. I believe that collaborative works help my students respect and value the differences between them as a positive aspect in social relationships. Elisa, Italy Elisa, Italy Different students with different strong and weak points: we have to face this problem every day and it is not so easy to find always a solution to get a good balance in the individual involvement. So for me it is enough to succeed in finding the right solution at least from time to time. For example I engage students in group work and I try to help each of them to do their best, for ex those who are very good at art will be asked to look for graphic solutions, those who can write very well will be responsible for the writing of the whole group's ideas etc. A later stage is for them to teach their mates what they can do better. I always present them a schedule with different phases they have to cover and this helps to Patrícia Campos, Portugal Patrícia Campos, Portugal For these two kinds of learners I could vary: - the way the tasks were presented, for example one could receive the instructions in a more formal way, for example a text and the others would receive a video or a audio recording, were teacher could use a more simple vocabulary; - the difficulty of the tasks; - the time given to complete each task; - the number of tasks; - the type of tasks; - the focus on evaluation (results vs. process). Hakan Can Hakan Can I join Lilia's idea. I would do such a practice. I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Lília, Portugal Lília, Portugal In order to truly personalize the learning environment for students, I first need to have a comprehensive understanding of my students. This means knowing their academic strengths and weakness as part of a complete learner profile that gives a holistic view of each student. As a teacher, I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Furthermore, I would suggest and provide a variety of activities, through viewing videos, listening to podcasts, view presentations, read articles or texts, participate in discussion boards online, etc. Throughout all the process, assessment is extremely important in assuring student success. The assessment process should be embedded within each lesson and used as a tool for immediate and consistent feedback. Students need some form of direction and timely as well as constructive feedback. Lejla Hujdur, B&H Lejla Hujdur, B&H I would create cooperatives groups with differrent types of tasks so every student can express themself in the best way. I would also use peer to peer learning. Leticia Gil from Spain Leticia Gil from Spain I would try to create cooperative groups in order to learn in a motivated way. Each child is different and needs particular attention so, as teachers, we should personalize our way of teaching taking into account their interests and abilities of learners. Claudia Italy 🐏 Claudia Italy 🐏 In my classes there are students with different skills and abilities. Every child is unique and unrepeatable. I try to enhance the different characteristics. I propose group work and games. Sometimes I use peer tutoring. i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs António, Portugal António, Portugal In all my/our classes it is as inevitable as life itself that there are different skill levels. In autonomous group activities I tend to create different roles and tasks. In some cases with the highest skilled ones tutoring/supervising the other students. Nilüfer Güreşçi Nilüfer Güreşçi I'd start by getting to know the interests and abilities of the learner. I prepare an education and training plan and activities that I can use in my interests. I ensure that a student with a high level of learning maintains his level of questions and activities to keep his curiosity and motivation going on. Rosa Barros, Portugal Rosa Barros, Portugal It is not necessary for me to imagine I have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners) because I do it on a daily basis. As a starting point, I must emphasise that I do not like to “label” my students as each one of them has different skills and abilities and it is by sharing and taking advantage of differences that our classroom becomes a healthy learning environment. In my classes, students help each other all the time, either in groups or in pairs, but in a peer-coaching/tutoring strategy, and at the end of each tasks, students share what they have done/learnt. Throughout the schoolyear, I try to plan diversified activities that involve all range of intelligences, interests and knowledge (being it the result of formal, non-formal or informal learning) so that each student can put the most of him into the class and engage in a collaborative lifelong learning process. But we are referring to a more formal learning activity, take for instance, a listening-comprehension task, I would plan a T/F exercise for the “low-skilled” learner and maybe a gap-filling or a completion exercise to the high-skilled one. João Teixeira, Portugal João Teixeira, Portugal I would give each student or group of students a different role and different tasks according to their levels, skills, abilities and interests. Each student/group will perform the task on his/their own way for the setting time or, depending on the aim of the task, for the time he/they need(s). All these activities would be supervised by the teacher or, preferably, by other students. Anita, Croatia Anita, Croatia The truth is that we are faced with the need to personalize learning every day. The intellectual abilities of our pupils vary and I find myself preparing one lesson in different ways so those with dyslexia or dysgraphia can follow my teaching. Sílvia Teixeira, Portugal Sílvia Teixeira, Portugal As experts, we do not need to imagine this kind of situation, because it happens every day inside our classroom, not necessarily based in high-skilled and low-skilled learners, but having in mind different students, with different interests, different intelligences, different needs… The best way to personalise learning is through “autonomous learning time” (Tempo de Estudo Autónomo – TEA). It is a situation where students learn to formulate goal, plan their learning process, identify resources of learning, select materials which are suitable for their ability and interest, choose and implement appropriate strategies to learn, evaluate their learning process and manage their time to learn, even outside the classroom. Esada Čirić-Delić Esada Čirić-Delić This is a reality in my country. We have mixed-ability classes with multiple intelligences and I like to include various activities to suite all those intelligences. Sometimes I change materials to suit, sometimes pair work is best and sometimes group work brings the results. Aslo Aslo Aslı Aslı I would divide the class into groups and give each student a different role according to their levels and interests. Then, I would assign them differnt tasks according to the pace of the lesson Teresa M., Spain Teresa M., Spain I'd have to adapt the activities: same format but different tasks for different learners for them to fulfil their capabilities. Leyla, Turkey Leyla, Turkey Making mixed groups with different intelligence and asking them to create a product by which each individual can take out his/her strength among others. Preparing and delivering personalized teaching/learning material and leading each student to a reachable goal would make them feel proficient. Heidi, Germany Heidi, Germany The best way to personalize a task in my opinion is preparing a project with a question. In a project every student works with its personal ability, at its own pace, in groups or alone. Erhan Erhan Yes, every students have different kind of intelligence. They can use them more efficently but teacher have to use not only his/her teaching method but also in a school . So every unit must bring different areas of interest (intelligence) in english. Teachers pay attention to this and organise their teaching method for their students. Eduarda Sousa, Portugal Eduarda Sousa, Portugal This is not an imaginary situation. It's truly part of teachers " daily struggle. So generally I divide the class in mixed level group so that the fast learners can help low level learners. My teen students just love this as it's easier for them to understand their peers' "lecture. I also try to give my high level students a bit of a challenge by working on their own and solving problems using for instance thei mobiles while I help the other ones. Bosiljko, Croatia Bosiljko, Croatia I will create groups with max 4 pupils in, and give them tasks with different level of complexity. probably I will explore their possibilities before... Each student will perform Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zehra Tuğçe Özgel, Turkey Zehra Tuğçe Özgel, Turkey I determine their needs, speaking both by doing survey. I prepare lesson plans for their needs along with the curriculum. Vida , Lithuania Vida , Lithuania For the purpose of studying the topic, the students are divided into groups and tasks of different complexity. Anca, Romania Anca, Romania I would divide the class into groups, same topic, different tasks. Temel Gövce Turkey Temel Gövce Turkey First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. All students work in the same Subject using different materials. If there were two activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (A High skilled learner with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pair to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity. I would implement group work strategy and try to apply myteaching steps for students'different skills I would implement group work strategy and try to apply myteaching steps for students'different skills D., Croatia D., Croatia This is an every day situation. Classes are heterogeneous. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Demet - Turkey Demet - Turkey Mixed groups can be created. Serge from Belgium Serge from Belgium Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zrinka, croatia Zrinka, croatia Divide them into groups or pairs and give them projects according to theirs skills. Something similar but different level activities. Brankica, Croatia Brankica, Croatia I would put them in a group to work on a topic together, and I would assign them various, personalized tasks and adjusted to their skills. They would have to cooperate and help each other, and I would also give them pair-work homework. Audronė, Lithuania Audronė, Lithuania I'd preteach a low-skilled learner, later they could work together and benefit from each other. Cláudia de Sousa, PORTUGAL, D Cláudia de Sousa, PORTUGAL, D This is what actually happens on a daily basis. Classes are heterogeneous and our work demands reflecting over this question regularly. In my opinion these two students obviously need two different approaches. The highly-skilled student is, normally, a more motivated student in a learning context because learning isn’t a difficult task, whereas the low-skilled student may be a less engaged one because he/she finds it difficult to keep up with what is being taught. This last student might feel lost, confused, may need more attention for many and diverse reasons. However, without knowing both students well, we can’t jump to conclusions this easily and we should definitely not decide over strategies without bearing in mind why they are being defined as high-skilled and low-skilled. In other words, is the high-skilled student so just because of his high grades? Does that mean he is highly motivated? And concerning the low-skilled student, are his grades low because he/she struggles with assessment and tests? Does that mean he/she is less motivated? According to what happens at school, teachers are expected to be more concerned with low-skilled students, because we would like them to get better grades. We tend to spend more time thinking about how we can help these in becoming successful as if high grades were synonym of success in life. Nevertheless, I defend that in both cases the key to help these students is motivating them towards different non-formal learning activities because in both cases each will have to undergo different processes at different their own pace. Learning is long-term process and this is what students are to be reminded regularly! Antonino, Portugal Antonino, Portugal In my opinion, personalizing learning does not necessarily imply assigning a task to each student. Herculean task for sure. However, you can assign different tasks to two different groups to work on the same topic. Strategy to implement: Group work in the design mode. The groups would be with a small number of students in order to enhance the collaborative and participative work; In the formation of the groups it would take into account the different intelligences / capacities forming heterogeneous groups; The project modality allows to maximize the capacities of each one because, with the constant orientation of the teacher, it is possible to demonstrate skills of the less qualified students, namely in the operationalization and more practical parts; This modality obliges the students to diversify their abilities and not always the most qualified academically they are in parts that leave its scope, like for example to organize a structure to present the final work. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Cecília, Portuga Cecília, Portuga I organized the class into work groups by proficiency levels, characteristics or similar interests, in order to create an excellent learning environment. It would do the same activity but would adjust the level of activity requirement to the actual ability of the students to allow them to succeed. Susana Carneiro, Portugal Susana Carneiro, Portugal I could use collaborative groups in PBL or a "menu" of tasks for the students to choose with the same goal (for example: research paper about sustainable projects around the world or ation plan to do at home and make the daily life more sustainable). Low-skilled? It depends on the skills you`re looking for :) Olivera, Montenegro Olivera, Montenegro Gathering children according to interests, needs and skills. Adapting activities that include reading and writing, for one group; and for the other group in the lecture I also insert digital media. Aleka, Greece. Aleka, Greece. It depends on various factors such as the age of the students, the kind and purpose of the activity, how well I've known them... Jorge Estrela, Portugal Jorge Estrela, Portugal Start teaching from the level at which the students are. This is why it is fundamental to diagnose knowledge, assessing the level of student performance, interests and learning profiles. When planning activities, take into account the profile of each student, so that everyone has an opportunity to learn, for those who present more difficulties and those who are already on the road to school success. There are some aspects to be differentiated in the planning and dynamization of activities: consider the students' learning style (visual, auditory, schematic); repeat the information, explain in other words; explain the topic in small groups; use activities that work the same theme for all students and adapt the level of difficulty; provide concrete material for the students with more difficulties; adapt the time of activities; diversifying the forms of production (text production, oral presentation, drawing, painting ); use facilities outside the classroom, such as the school library. Jasna, Croatia Jasna, Croatia I would divide the class into groups and make my students work on a similar but different level activities or a would connect high -skilled learner with low-skilled learner. High – skilled learner can help low-skilled learner. Hacı Ömer Erarslan Bursa-Turkey Hacı Ömer Erarslan Bursa-Turkey I would divide the class into groups and make children work on similar but different level activities. Feruze from Turkey Feruze from Turkey I make mixed small groups and give projects them and make the high skilled students help the low skilled one. CAMINO, ESPAÑA CAMINO, ESPAÑA Nobody will know the difference between both levels of learning between the students. Nobody will know the differences between the contents of the activities. I would be the only one to know about it. Students would work together, helping each other to understand contents of the exercises. I could help low-skilled and high-skilled learners in different ways at the same time. Sandra Oliveira, Portugal Sandra Oliveira, Portugal I woul divided students into small groups of 3 to 4 elements:groups of highly qualified and low-skilled students. I would provid them with a list of research topics, so that they chose the more interested one. then I would explain them the essential learning and objectives and contents of the activity. Students will research the theme and then present their work to the class. For the groups of low-skilled students I would provided them diferent level activities and guide them, if they want. It would give them more individualized support. In the end, thye also present the research results. All students would transpose their research into the learning journal. Jorge Conde Jorge Conde I would make the collaborate with each other in different tasks, allowing them to help each other. I usually give assignments and when students end their task they can go to other groups and support their colleagues. Sandra Gomes, Portugal Sandra Gomes, Portugal I could either ask the high-skilled learner to help the low-skilled one or choose to adapt the activities according to their skills/level. For instance, I could hand out a worksheet on a vocabulary topic we had studied in class and grade the tasks. Imagine it is a word search on technology. I could give it to the low-skilled student with the words he/she was supposed to find, whereas I wouldn't give this hint to the high-skilled one. Or I could just pair them and allow them to find the words together! If it's a reading comprehension exercise where students have to complete a sentence according to the ideas in the text, I can give the low-skilled learner options to help him/her complete it. Doinita B., Romania Doinita B., Romania I would use the "teacher method": high-skilled learners to teach low-skilled learners, and at the end I would provide feedback to both kinds of learners. Renata, Zadar Renata, Zadar In some lessons I always connect high-skilled learner with low-skilled learner. The task is that high-skilled learner found a way to teach other student thru discussion, drowning, explanation with their own words. After that, very often, low-skilled learners know better than after my explanation. Ana Paula, Portugal Ana Paula, Portugal Çölban-Turkey Çölban-Turkey I personalize teaching methods very often. I try to prepare activities according to my students' development processes, intelligence types and needs. I spend time with my students who need individual attention. Daniela, Italy Daniela, Italy I would divide the class into groups and make children work on similar but different level activities. Soraya, Portugal Soraya, Portugal I would probably try to adjust the activity to their personal interests. I would let them choose the way to get to the purpose of the activity. I would also let them choose how to present the results. sebahat yalçın,İzmir Turkey sebahat yalçın,İzmir Turkey I prepare the activities of the the learning task according to the learners' abilities,their preparedness about the task ,their intersets and also theirtype of intelligence. Sarah Mallia, Malta Sarah Mallia, Malta I would give a shorter task to the low-skilled learners and include some challenging tasks for the high skilled learners. I would use visuals , auditory and technology so that I 'll try to reach all sorts of many students at the same time. HEVAL DURAK MUĞLA TURKEY HEVAL DURAK MUĞLA TURKEY I personalise my teaching methods so often.I have prepared different kind of exercises for different level of pupils.I spend more individual time for those who need extra help. Lurdes - Portugal Lurdes - Portugal Let’s say that the task is “Asking for and giving directions”. For the high-skilled learners, the activity would be writing down all the instructions to get from point A (it could be our school) to point B (a hospital, for instance). For the low-skilled students, the task would be, using Google maps, drawing the way from A to B, according to the instructions given by their colleagues. Elsa Martins - Portugal Elsa Martins - Portugal After presenting the topic and showing flashcards to all the students at the same time I would ask some questions about the pictures. Firstly I would ask high-skilled and then ask the low-skilled ones so that they can listen to their classmates answers. For low-skilled learners I might whisper the words if they can't remember them or give them some answer clues. For other activities it could be in small groups with both high-skilled and low-skilled learners, collaborating throught the activity. If it is an individual task/ activity low-skilled students could have different stategies like matching exercises instead of open questions, fill in the gaps (with given words), true false questions. I usually to this for students with special needs. Sandra V. Sandra V. I would put those two learners to work in pair. They can split assignments as they want or they can work together, helping each other. Ş.G.Gundem/İzmir Ş.G.Gundem/İzmir I can set up working groups with children at different levels. They learn to work together. I can give you homework based on the children's level. Lina, CRO Lina, CRO Group work is a great way to help children with difficulties but also to motivate children with high skills. It can be a theme where children with difficulties can draw something or read basic text in book, and high skilled students can explore something more on internet. Berkant Berkant Some of my students are learning from the examples ,some of their classmates' group work.And some of learning a part of one to one work Nițescu Emilia-Elisabeta, Romania Nițescu Emilia-Elisabeta, Romania To begin with, I start with differentiated activities. For those with difficulties, I will have different tasks than those advanced. I will try to work on teams by using each other's skills. All of this will be accomplished without the pupils observing the difference between given tasks. Nilay Dokur, Turkey Nilay Dokur, Turkey I think the first step for the different learning levels of students for the same activity would be defining and categorising the student's intelligence types before the activity. For instance a brainstorming activity about the subject matter. Then I would prepare learning corners to let them perform their abilities. Paulo Alves - Portugal Paulo Alves - Portugal Group project based learning with both - high and low-skilled learners (lsl). They have to draw a plan and execute it with several tasks. The aim is the high-skilled learners help the low-skilled learners making them (lsl) aware of the "how-to" process. In future tasks, with those skills, they (lsl) can improve applying knowledge and get feedback from high-skilled learners and also from the teacher. I think that it should I think that it should Adriana, Romania Adriana, Romania It is important to work with both types of students and to let them feel they are equally important for the teacher and for the learning process of the entire group. I think I would, at a certain point, let the advanced ones "teach" the others in their particular manner and then ask for feedback. Marina, Zadar, Croatia Marina, Zadar, Croatia It would take them to nature and there would be activities for both of them. I would give them different activities - watching, calculating, climbing and it would be interesting for all. 9 9 Sanja, Croatia Sanja, Croatia I would give them a group project with different activities, for example calculate something, use technology, make a presentation so each student can pick which part of the task suits him best I I Göksel Ogalan , Manisa/Turke Göksel Ogalan , Manisa/Turke First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. If the high skilled student shows really great potential, I would start with more complex structures as I would do with the lower skilled one. If I would see that they can compete with the tasks , I would guide them by learning new and more complex structures and assure that they learn how to handle with the problems on their own way. Providing them opportunity to discover their own potential and being aware of own intelligence type. FátimaM, Portugal FátimaM, Portugal I would think of a very interesting, challenging, fun question and let my high-skilled and low-skilled students get to the answer through whichever way they prefer. Fatih TOPÇU/Türkiye Fatih TOPÇU/Türkiye For example, in the theme of mother's love, I would give a student the task of composition and the other a task of telling painting. Slađana Kristek Slađana Kristek I think it depends on the task. I would like that the student that is high skilled helps them that is low skilled. The low skilled sholud make set of questions and the other sholud explain the task. Lacramioara Cazangiu,Romania Lacramioara Cazangiu,Romania If students have a different level of training, I will prepare a lesson in which I will work differently. The same theme should be understood by all but by different ways of understanding. HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY First of all it can be accepted that personalise learning or instruction is very difficult to implement for teachers in large classes. Analyzing the class to find out who they are, what is their interest is important step when giving the task to high skilled and low skilled learners. Then I try to encourage my students to work in pairs. I give all of them the same project work and decide and collaborate with each other how to prepare and represent it. nurcihan,istanbul/Turkey nurcihan,istanbul/Turkey as an english teacherI usually try to personalise the learning task in my classes.for example at he end of a unit I gives tasks to low skilled learners writing about that unit topic or asking and aswering questions with their partner about topic but I want high skilled learners to prepare a sketch about new topic and act it out I would survey the s I would survey the students to identify styles first then vary the activities according to their interests - different activities but same But same learning objectives Ella, Croatia Ella, Croatia I would make a learning scenario with project based learning and flipped classroom. So both of the learners can in non-formal way, at own pace, do the activities Serap OZDEMIR ORUC Serap OZDEMIR ORUC I would give the same task to them. And I would let them to present their work by their own way: by drawing-painting, by using technology-making slideshows, by searching on the net or library and writing the results with hand or on computer, by presenting with a drama , by just talking about the topic/giving examples about it. Adina Geczi, Romania Adina Geczi, Romania Being different, they will be lost in the process if I won't be able to help them. So, for the same subjects I will create different learning activities. Using a rich set of methods I will find a way to make every student to understand what they have to learn. After that I will know how to elaborate the tests using different types of skills. Maija Maija I would start with a game or other activity that is interesting for both levels to get involved Latife Çeri,Turkey Latife Çeri,Turkey At first,İt is difficult for us because our educatıon system has to make our pupils similirazed.But we can change our by collobrative or group activity lessons and also we could adapt techonolgy to most of our lessons.This makes our lessons enjoyable... Nicolette - Malta Nicolette - Malta I would start by giving my students a task to work on in groups. I would spend some time observing them working together to get a clearer picture of the different types of learners. I would adapt the activity according to the abilities of the students using different types of questions which can help them grasp the learning task. Mehtap Öz Mehtap Öz Their differences make them unique.I would give the same topic and make them free.The results are not important,The most important is their own effort Mustafa Özdemir/Turkey Mustafa Özdemir/Turkey For both students, I would set up activities with technology that wouldn't be different from each other. Barbara Matysek, Poland Barbara Matysek, Poland I would try to prepare different activities for high -skilled students and different for low-skilled students. It is important to know your students well, to know their abilities. Low -skilled students would get easier exercises to make them feel successful and high-skilled more difficult to let them practice and learn more. A group work would also be a good idea because students can work together, decide what they can do , divide the work between each other according to their abilities and produce the final outcome. Željana, Croatia Željana, Croatia I "m testing my Students which tipe of inteligence they are and then I try to show them the best ways of learning and the methods Mmmo Mmmo Mmm Mmm Monique Malta Monique Malta I would first gather evidence on what my learners know visa vis the topic being discussed. The next step is to prepare engaging material within the learners abilities. Mia Mia I would make a same task but with different activities, different kind of question, different methods etc. For example, today i have worked rythm with one class and there were 3 students with special needs. I gave them easier task and they answered correct. That was great because they were so happy and I was happy, too. Dilay Dilay I would differentiate the activity types according to learners' intelligences and levels. To do this, I should know my students very well. h-skilled and low-skilled h-skilled and low-skilled learners). What would you do? Adela Gabriela Adela Gabriela I am testing my students to know what kind of learner they are. Using Gardner Theory about Multiple Intelligences... Marina Molla, Greece Marina Molla, Greece Gardner' s "Theory of Multiple Intelligence" suggested that we all have different kinds of "intelligences". As teachers we have to try and find our students' abilities and talents and adjust their learning tasks to these: Visual-Spatial Intelligence Linguistic-Verbal Intelligence Logical-Mathematical Intelligence Bodily-Kinesthetic Intelligence Musical Intelligence Interpersonal Intelligence Intrapersonal Intelligence Naturalistic Intelligence Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Sanja, Croatia Sanja, Croatia I'll try to make task about what they're interested in. Before doing it, I'll talk to students and try to find out what are their intereses. Karela Georgia Karela Georgia At the beginning I will try to understand how they want to work. I will prepare activities for both kinds of learners. Cristina Cristina First of all I have to actually 'read' the class so as to find out at what stage they are and also who is who: high or low skilled (assuming they are all in the same class) Then, maybe instead of two different activities, as time is not much, I would opt for 2 different ways of presenting the same activity. As referred in the second video, once in the classroom we have to sense the kind of student we have before us, which is not easy, specially with big classes. I would start by using my regular approach and 'feel' how the class reacts to it. Then I would definitely use a web tool to either a) make the activity more visual b) foster the students interaction c) Provide some movement to the class (literally have them move around) The students would then have the chance to try out their different ways to LEARN. Annibale, Italy Annibale, Italy First I analize the type of audience, after I start to find different tools and I prepare 2 activity with different tools. I test it, I maje some change and after I will have the two activities Sibel Akyılmaz Ateş,Turkey Sibel Akyılmaz Ateş,Turkey I would prepare different types of tasks, lots of exercise assignments and lots of independent. Sevda ER-Turkey Sevda ER-Turkey All students work in the same subject using different materials. a more demanding then i would started with the simple one for all and then i would created pairs to callaboarate for that . Angelo, Rivoli, Italy Angelo, Rivoli, Italy It depends on the learning task. If it consists, for example, in memorizing obligatory contents, then it is necessary to seek together the modality that most facilitates each student, perhaps with the help of ICT. If, on the other hand, the task consists of a project without rigid constraints, then it can be tailored to suit the preferences of each student. Laurrie, Ro Laurrie, Ro I would give them a group task (e.g. project), that might involve both kinds of ss - I would appoint a leader who would lead the group and assign roles: weaker ss might be good at drawing, others might have other good sides. Thus, they all get to collaborate and do sth together. Adeviye Alcıl Turkey Adeviye Alcıl Turkey Observing individual differences is very important.I try to make my students more difficult to understand issues.If we plan the teaching with different visual and audio tools we consider individual differences. Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey I prefer to practice learning and field trips by doing it for the highly qualified low skilled student. I can apply a personalized learning method with question answer method according to the interest of children. Fatma AVCI, Turkey Fatma AVCI, Turkey each of my students have different learning pathways. They have different interests and perceptions. I take this into account Fernando Mota, Portugal! Fernando Mota, Portugal! Above all, we will always have to respect the needs of each student and their differences. In view of this, I think that different learning plans should be drawn up, depending on the case, that is to say, for a highly qualified student, a plan for the development of their skills should be drawn up, whereas for a low-qualified student a recuperation plan. In one case as in the other, with the existence and application of this type of plans, we can better follow the development and the progress of these students. Therefore, a certain topic will be taught differently, taking into account the differentiated characteristics of the students. For the highly qualified students, in addition to the explanation of the concepts, you will be presented with information sheets to deepen them, with exercises of a higher degree of exigency. For the students with little qualification beyond the explanation of the concepts, you will be presented with information sheets explaining them, with exercises of lesser degree of exigency. Adília, Portugal Adília, Portugal In many schools teachers have to work with very large classes, with 30 students, which makes it very difficult to personalise learning or instructions. I like to encourage my students to work in pairs, but it sometimes takes a lot of time, specially if they all choose to present their work. The aim of the learning task would be to describe different types of family. I would encourage them to work in pairs, so that high-skilled and low-skilled students collaboratively could reach their goal. They would have the opportunity to help each other. Then I would give them the chance to submit their work using the format that best suited each of them ; which means that instead of only submitting a short written description, one of them could in fact submit the written essay, but the other could choose a drawing that he would afterwards present to the rest of the class. At the end I would encourage peer-to-peer assessment using pre-discussed criteria. Derya Ümüş CEM, TURKEY Derya Ümüş CEM, TURKEY I give the two different tasks to both students according to their fields of interest and skill. Massimiliano, Italy Massimiliano, Italy For a struggling student iI agree assigned a question card with multiple answers. Aurora, Slovenia Aurora, Slovenia I think that to give each one a different task is the easest way, but I would like to make them work together and to make them realize that together the result is better, greatter and that they feel better. Emma Giurlani Italy Emma Giurlani Italy I totally agree with what Athanasia says . I often make the same as she says with my classes.I try to change often the peers and I ask my students to collaborate to solve more complex activities and tasks.As Maria Helena says we also have the same problem in Italy.We have very big classes and sometime it is not very easy to personalise the activities. But I found a great help with eTwinning projects .The activities are tailored to give each project partner the opportunity to collaborate and to "grow" with the others. As Athanasia says I ask the group to choose their "speaker" among the weakest ones in order to help them becoming more self confident . This way they can improve their skills and abilities both by deepening their knowledge with the help of their group mates and reinforcing their competences Marina Molla, Greece Marina Molla, Greece Athanasia, Greece Athanasia, Greece All students work in the same "subject" using different materials. If there were 2 activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (1 advanced with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pai to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity (meaning that the capable student wouls not just do the job but would be interested in explaining and helping his/her partner, too so that he/she is capable to present the pair's work to the rest in the class) Maria Helena, Portugal Maria Helena, Portugal Context: In Portugal, in secondary schools, one of the problems we have to face daily are classes with many students (26-30 students) that make “personalized instructions” as Randy Bass said quite difficult. So I tried to find some activities that could be implemented without much fuss. Aims: - Improve listening and oral skills - Enlarge vocabulary related to the environment Main activity: 1. Listening to two people speaking about environmental problems and completing a cloze text. 2. Identifying the problems. 3. Suggesting solutions for the problems presented. 4. Presenting the solutions to class. Resources and Materials: Handout with exercises Low-skilled learners: Exercise 1: A cloze text in which all the missing words are given, but they are presented jumbled in a box above the text. Exercise 2: Pictures of the environmental problems with name tags are shown and they have to choose the ones they have heard in the listening text. Exercise 3: Several solutions are presented and they choose the ones they think are appropriate or add others they can think of. (They may use online dictionaries to check for unknown words in this exercise.) Exercise 4: They choose a problem and possible solutions and present it to class. (In this oral presentation they can organize it as they see fit and be creative. These students may also take some notes to look at - similar to a TV program host. However, they musn´t read them out to the class.) High-skilled learners: Exercise 1: A cloze text which they have to complete with what they hear in the listening text. Exercise 2: Completing a table with all problems mentioned in the listening text. Exercise 3: Gathering solutions they think are appropriate for the problems. Exercise 4: They choose a problem and possible solutions and presented it to class. (In this oral presentation they can organize it as they see fit and be creative.) Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Sofia Tsigara, Greece Sofia Tsigara, Greece In kindergarten school , I use different types of activities. For example, drawing and constactions. Sara, Portugal Sara, Portugal A development activity would be the demographic, economic and social research of an African country. For a struggling student, he assigned a question card with multiple answers. Clara, Italy Clara, Italy I do this everyday. I try to prepare different kind of input for the same content. Images, videos, audiofiles, schemes, mindmaps so that my action can meet tha different ways of learning. Then I ask to do graduated activities. Everybody start from the simplest. At the end, the most capable does a pair activity to help the weakest student to go up a level. At the very end, an activity of higher level to let the most capable students express themselves how they want. Iva,Croatia Iva,Croatia I will prepere different types of activites and methods for them. Also we must adapt learning to each of them. Iva,roatia Iva,roatia Selda Türkarslan, TURKEY Selda Türkarslan, TURKEY I would differentiate the activity by using some scaffolding structure, giving some help or example for low-skilled learner. Konstantinos-Greece Konstantinos-Greece We must adapt learning according to the level of pupils and their interests. high-medium-low goals. Nieves, Madrid Nieves, Madrid I would differentiate the activity to meet the needs of these two kinds of students. It could be differentiation based on ability or in students’ personal interests, allowing them to create something based on their different kind of intelligences. Grazia P., Italy Grazia P., Italy If the activity can be assigned in such a way that the two students work collaboratively, I think I would design a type of work in which both can test themselves, each with their own peculiarities and taking responsibility for carrying out their part. In fact, collaborative work allows to assign different roles. For example, one might be suitable for the student with the lowest level in writing, but at a higher level in the creative and design side of the activity. On the other hand, the best student in writing could perform the part of research and writing of the text. Let's say that it depends on the activity. I believe that no one is a genius in everything and even the less good students have propensities towards activities that can perform better than the so-called good in the class. Andrada, Romania Andrada, Romania I think that a teacher can use different types of activities suitable for many kinds of students and intelligences Paola T., Palestrina(Italy) Paola T., Palestrina(Italy) I'm Art History Teacher in the Secondary School. I’m teaching through ICT(padlet, tes teach, thinglink...) Digital learning resources support information processing by helping students to develop mental representations through the mix of media elements presented to them. mihaela, Romania mihaela, Romania The Conscientious Student would ask him to further document a notion that he was interested in during the lesson and to present to colleagues some interesting aspects related to that notion. The student who learns more slowly would ask for the lesson already taught by synthesizing it in some key concepts. Ana, Portugal Ana, Portugal I think I could plan a learning task composed by two activities. Each one of the activities would be focused in different ways of learning, so that they could reach the needs and interests of each one of the students. In the end I would ask students to present their results to each other and to join in both activities, once they would be a complement of each other. This way the students could understand that different ways of learning can help one another to create a more complete learning task. Carmen, Leon Carmen, Leon In general terms, I organize all my activities (I teach languages) in two different levels;if for example,we are learning a particular verbal tense,I have a set of exercises prepared for those who may need more time to learn it. Sometimes I don't need to use these extra exercises because they are able to understand it easily but should the need arise,I always have them within reach. Most times,what I really need are extra activities for those who go a bit ahead of the rest; these students are too quick and ,if I don't want to "lose" them, I have to offer them more difficult alternative tasks. Catherine, Ireland Catherine, Ireland As a history teacher, I often get students to write essays on historical figures. I generally have two activities prepared for students. For the more able students I provide them with a rubric to follow when writing their essay. For students who struggle with this task, I provide a fill in the blanks exercise, to ensure that they are still participating and engaging with the material. Before completing these activities, I would have pre-taught the required information through a variety of tasks including class discussions, videos and role-pay activities. Violeta Cumak, Lithuania Violeta Cumak, Lithuania In case want the student to reach for more or not to feel a loser, I would offer to them different type of activities and tasks. Of course in the very beginning need to recognize what type of intelligence the person is. Lidija Antolić, Croatia Lidija Antolić, Croatia I would make one activity easier and one activity more difficult to solve. After solving the tasks. There would be pair work. The high-skilled children help the low-skilled children. One activity would be group work. So children can develop their communication skills. Kata, Split-Croatia Kata, Split-Croatia I would give different kind of activities: listening activity, reading activity, calculating activity etc. The high-skilled children could help the low-skilled children with tasks. The tasks cuold be easy, medium and hard so everyone can do something. They can work at groups and at the end present their solutions of the tasks in front of the class. Ankica,Croatia Ankica,Croatia I would prepare different types of tasks, lots of exercise assignments and lots of independent work Re Re I believe I believe Sílvia, Portugal Sílvia, Portugal I believe that a good strategy will be to anticipate learning for students with more difficulty and to elaborate complementary tasks for those who feel that what they learn in the classroom is not enough and that they want to challenge themselves. On the other hand, either the teacher or the students can go to different learning environments where they feel more comfortable, for example, a library, using the computer / tablet / mobile phone, trying to relate the content in a day-to-day situation, seeing a film about it, seeking the help of another classmate or teacher for further support ... Isabel Carioca Isabel Carioca Portugal The two activities should be done in group work (each group has high-skilled and low-skilled learners) and each group choose how (time, support materials, place…) to make the activities. Massimiliano, Italy Massimiliano, Italy I would like to prepare exercises based on the characteristics of the students, favoring their positive aspects. Lucía, Spain Lucía, Spain I would try to do the first part of the class with all the levels and then I would separate them into the two different snows. They would be working in a group and I would attend to both groups equally. ort. ort. Pureza Pureza I would prepare different kind of activities and exercises. Lídia, Portugal Lídia, Portugal In a formal learning context, more exactly in the classroom I, as a teacher/facilitator, would have to bear in mind the fact that independently from their learning profiles, both the so-called high-skilled and low-skilled learners must reach the same goals in terms of formal learning at the end of the activity. I could, for example, try to plan the activity by means of a task-based methodology, within which both high- and low skilled learners would follow a set of tasks according to their interests, abilities and skills. Amongst the former, autonomy would be encouraged, along with hints for further investigation, and follow-up suggestions; the latter would receive more detailed instructions and would be provided with glossaries; audio and/or visual help, among other possible supports. I, as a teacher, would plan to spend more time assisting this group (and make up for it by putting students in charge in the other group). Project-based teaching methods also prove themselves effective and make it easier for learners to contribute according to their learning style. Concerning this method, I have often implemented the Learning Station method in my classroom amongst DaF learners with quite good results. Dimitra, Greece Dimitra, Greece I would try to find a task and separate my classroom into teams in which there will be both high-skilled and low-skilled learners and the first part of the task will be for the low-skilled learners and the second part of the task will be for the high-skilled learners. The tasks will be bresented in the classroom by every team. By that way, the high-skilled learners could help the low-skilled learners as well as the low-skilled learners will not feel marginalised and incapable of completing a high expetance task. Charo /Spain Charo /Spain I would do a task with different levels of learning. Firstly, an easy level; before a medium level and finally a high level. So, each pupil would do until she/he could it. Demet YILDIRIM, Turkey Demet YILDIRIM, Turkey I would use the "Station technique" which I often use during my class. I would prepare different stations and group students for example; "drawing a picture station", "writing a song station" "creating a game station" etc. I would want them to work on their tasks with their group outside the school with the help of tecnhology (optional). Carla, Portugal Carla, Portugal Different types of tasks, with different types of goals and expectations that appeal to different types of knowledge, learning and intelligence. Tasks should have different degrees of complexity. more_vert Maria, Italy Maria, Italy I have prepared different kind of exercises for different levels of learning. Mirela, Croatia Mirela, Croatia I would try to include several type of tasks, so every student can choose their own task. If they wont, after finishing one task they can try task that is level up. Ayşin/Turkey Ayşin/Turkey this is really hard work.because I'm a math teacher and the level difference between the students in the class makes my job very difficult. I would try to make I would try to make the activities include not just cognitive aspect, but the other ones as well, such as spacial, kynaestetic, sensory etc. Cornelia Melcu Cornelia Melcu Task: Understand the written message. According with the type of learners Read and write learners write the story report. Visual learners create a graphic organizer of the story. Auditory learners give an oral report. Kinesthetic learners build a diorama illustrating the story. Learning environment: Break some students into reading groups to discuss the assignment. Allow students to read individually if preferred. Create quiet spaces where there are no distractions. Why? Group working would facilitate both high- skilled and low-skilled students. ÖZNUR/ TURKEY ÖZNUR/ TURKEY Learning, methods and techniques should be adjusted according to the speed of the individuals. Objectives and expectations should be determined accordingly. Students should take part in the activities. Class dynamics should be tried to synchronize Ángel, Spain Ángel, Spain There are no learning goals for all students, but rather the objectives and learning methods and speed are adapted to the individual. Vasiliki Psaridou/Greece Vasiliki Psaridou/Greece Working the last 12 years with first grade Elementary pupils, I personalise my teaching methods so often. I have prepared different kind of exercises for different level of pupils. I also spend more individual time for those who need extra help. Dulcinea Almeida Portugal Dulcinea Almeida Portugal If I had to prepare a learning task for with different levels of learning skills I create two groups that will prepare a presentation of the subject. For the high-skilled learners they will have to prepare a ppt presentation based in the information that they research using a book, a journal or magazine they choose, they can also use new technologies. They have to present to the class. The group low-skilled learners are asked how can they present the same subject, I will give theme a few information and any subjections; but the must choose how to present that subject in a visual and creative way to the class. Rosário Sá Pinto Rosário Rosário Sá Pinto Rosário Sá Pinto Well, First of all I need to really know my students: their difficulties, their interests, their expectations for the future and from school, their dislikes. Then I would defined two different activities: one for the students who show more difficulties and another for the students who are more at ease with the content or the subject. I would also promote the peer help, because I believe that the teen feel more comfortable with their peers. Ayla Akhan Ayla Akhan I used to form a heterogeneous group. each student has a point of success and completes each other. in addition, peer learning between students becomes easier to learn by taking place guarantee learning and mo guarantee learning and motivation to do more and better, the most skilled, as well as the less skilled. What is important is to alternate the characteristics of the groups, depending on the subjects and needs. The purpose is that both groups learn more and in a motivated and effective context. Josip, Croatia Josip, Croatia I think that I would prepare different activities for students and make them learn in pairs or groups with different time schedules. They would work together and help each other. Ivana, Croatia Ivana, Croatia I would ask my students to work on a project in groups. There would be different tasks with different levels of difficulty so the students can choose the activity which suits them best (reading, writing, drawing, presenting their work...). High-skilled learners can help low-skilled learners. Seher , Ankara Seher , Ankara The term personalised learning does not really make sense, because really all learning is personal. Personalised instruction is trying to imagine the greatest amount of ways that you can customise a curriculum to the abilities and the interests of the individual student. – Randy Bass, GeorgeTown University Because of this information we can say that every student has different styles more_vert Marta Oliveira, Portugal Marta Oliveira, Portugal I would try to establish different learning stations, so that students would rotate between them and experience different activities, skills and materials. Tutoring time can also be very helpful. In this way it is possible to understand different learning styles and abbilities as well as what methods and materials can be used to reach to each student. peer work can be really helpful peer work can be really helpful Ivica G. , Croatia Ivica G. , Croatia As long as the ss work in groups and work collaboratively, they can find a suitable role according to their learning styles for themselves. Mirela, Croatia Mirela, Croatia Since I teach iterature I noticed that not all chldren like to read novels. So, my idea for the activities would be to have high skilled learner (the one who loves to read and can read without any problems) read a whole novel and low skilled learner (the one who doesn't like to read) only summary of it. Summary would be good enough because we could discuss ideas of the novel even if students don't read entire novel and maybe if they are not forced to do something that is very hard for them they would feel less negative about reading and in time they would read whole novels too. Yasemin Tekbaş, Kahta, Turkey Yasemin Tekbaş, Kahta, Turkey I would try to use peer assistance. Laura, Italy Laura, Italy When planning I would think about a cooperative work (expecially pair work), then I usually encourage the students to help each other and to learn together. I would observe and monitor the progress of each child to figure out different types of acrivities and strategies to help both students in learning. Daniela, Malta Daniela, Malta In class you always have to cater to different types of students. It is not just a matter of having students come from different backgrounds and with different characters. Students have also different learning styles. For a teacher this might seem very difficult and unfortunately the system and the curricula sometimes force the teacher to use a one size fits all approach. In my class to reach as many students as possible I use learning stations. Students rotate from one station to another and carry out different activities. In this way, students are engaged in different activities that engage students of different skills. Such an activity also allows students themselves to recognize how they learn best. Anita, Croatia Anita, Croatia As I teach Math, I do this regularly by giving students different tasks. Cristina Elena Voicu - ROMANIA Cristina Elena Voicu - ROMANIA I think the best way to help students develop their skills is to work in group based on multiple intelligence theory. Every student can bring the best skills in the group - logical, spatial, musical etc. And to use rubric for the group not individual. Because each contributed to the solution/product with their best skills. Ezgi K. Turkey Ezgi K. Turkey Firstly I try to figure out their learning styles. After this I choose the proper materials or methods for each of them. I know , I have to teach them same topic but if I have enough time, proper space and tools it is not difficult. But it is said that like in second video the cirriculum and the system does not allow you to try different ways Maria Anversa Grasso, Italy Maria Anversa Grasso, Italy In order to empower the different types of intellingence, I will make use of the "cooperative learning" and "learning by doing". Dividing the students in mixed heterogeneous small groups , I will lead them to produce different products according to different tasks that range from practical activites in the Lab to study cases and problem solving activities. In this way the same topic will be analysed from multiple points of view. Cristina Antal, Romania Cristina Antal, Romania I believe working in pairs or groups helps a lot. Thinking to the multiple inteligences, each student may be a power for his/her mates or for himself/herself. İLKNUR GÖZERİ İLKNUR GÖZERİ I think personalized learning is essential for learning to learn.A teaching environment such as a classroom needs to be flexible to raise awareness of multiple intelligences.We need to use multiple methods or change our methods according to the topic and tasks.Our students can participate in projects they chose to proceed.They can also have pair or group workshops for joining projects.The important point here I think is to teach our students learning to learn.We aren't the source of information.We should be a guide for them to learn more about theır abilities and go through theır own interests.Interesting activities will motivate them and lead them to enjoy the lesson during theır active participation. Özlem ,Turkey Özlem ,Turkey I used a collective and collaborative approach. Each student will have a task and interest. At the end of the process, I expect them to perform a self-assessment about their performance. In their later work, I allowed them to evaluate different tasks with their previous performances and discover where their interests were concentrated. d d Dilek Erdağ Bek-Turkey Dilek Erdağ Bek-Turkey dvanced students. I pla dvanced students. I pla Filomena Bianco Filomena Bianco I imagine we have to create a powerpoint presentation of an English-speaking country. Some kids are low at spelling, grammar and writing skills but they are excellent in technology (download, upload photos, etc.). Others are very good at writing and love searching for information. The second group will get the task of searching for infomation on the web, write texts and check spelling and grammar. The first group will have to read the texts of the previous group and according to it, they will have to find proper pictures and audio files to integrate the texts. I imagine also a sort of peer tutoring Rosário Sá Pinto Rosário Sá Pinto I believe I would define different types of activities for the two groups. I would also promote peer work joining students of a higher level with those who show more difficulties. In my opinion and from my experience a tutor student can be a privileged tool to catch the attention and reach the interest of colleagues. Students are more at ease and they feel less stressed working with peers because first of all they are talking with or questioning a friend. Sérgio Barroso Sérgio Barroso Tutoring will only be a way to the most skilled “teach” the others their way of problem solving… I would do different activities, letting them choose the process. If the most skilled are more committed to complex intellectual and cognitive exploring, most likely the less skilled would be more creative on the process of researching, analysing and producing results. At least, that’s my experience with these kind of groups. They don’t have to do the same path. sonia bras sonia bras In my classe, physical education, i use the good student to help the colleague with more difficult. Both are happy. Anita, Croatia1.activity:a) Make a strip of children's romance he has readb)Orally present a fragment of a child's novel he has read2.activitya)List and Write Characteristics of Main and Secondary Characters in Child Romanceb to list the characteristics of one of the main features of the child's novel Anita, Croatia1.activity:a) Make a strip of children's romance he has readb)Orally present a fragment of a child's novel he has read2.activitya)List and Write Characteristics of Main and Secondary Characters in Child Romanceb to list the characteristics of one of the main features of the child's novel Ceyda DEMİR Trabzon/Turkey Ceyda DEMİR Trabzon/Turkey I'm a pre-school teacher. I usually do "peer teaching" when there are situations like this in my class. I see more effective learning in my low-skilled students. I'm also trying to support her by giving her personal instructions. I'm trying to teach in different ways instead of uniform training. I try to teach story, music, narrative and art in a very different way. Đurđica Krtanjek, Croatia Đurđica Krtanjek, Croatia Group work is an excellent activity for all students to take part, each according to their abilities. It is important that the teacher adequately allocates roles in such a situation and takes care that all members of the group are equally involved in the work. Răzvan Răzvan It s very Very important to choose your own method of approach to learning. Dilek Erdur Ceylan-Turkey Dilek Erdur Ceylan-Turkey The activity or the task can be completed and evaluated in many ways: h,gh skilled students can be asked to complete advanced or harder parts or practices, low skilled ones can be asked to match, color etc. Luísa Pires, Portugal Luísa Pires, Portugal For example – topic: Reading comprehension of a text High-skilled learners: answer comprehension questions, complete sentences, find synonyms Low-skilled learners: illustrate the text, order pictures according to the events in the text, organize sentences with a summary of the text Tomislav, Croatia Tomislav, Croatia In such a situation the group approach seems to be the best choice. The task development needs to be thorough so that the weaker students can contribute to the solution. But tasks also must be designed to more advanced students do not get bored. Isabel, Portimão, Portugal Isabel, Portimão, Portugal For the less qualified student, i proposed a problem-solving approach, with the student being the issue, from real situations. The activity would be done with a pair, following a script, which allows them to find answer to the problem, and having as main resource the Internet. For the most qualified student, i proposed an inquiry approach to be developed in a group. Students plan a way to respond to the problem, and should articulate contents of various disciplines. Lidija Škrlec, Croatia Lidija Škrlec, Croatia I completely agreewith the third video - we should give our students the opportunity to show and develop their intrests and preferences. Give them the freedom to evolve into a successful adults. The system really needs a drastic change. I would give both groups of kids the same task and let them work their way through it. I believe both groups would find a great solution that works for them. Rui, Portugal Rui, Portugal I like to do group and peer work and mix the students with different abbilities/intelligences. I give different tasks and questions that they need to solve. Helena - Portugal Helena - Portugal I would use a multiple intelligence approach. I would divide the students according to their learning preferences and ask them to do Project work. This way both high-skilled and low-skilled students would be able to use their learning skills accordinmg to how they preferbably enjoy learning. Group work and peer assessment is one of the good ways of coping with such situations. Group work and peer assessment is one of the good ways of coping with such situations. Maria S. Italia Maria S. Italia The third video really excited me. I thought about the expression of some of my pupils when they can't solve a problem or a math exercise. I have a strong intention to look for a system that can allow everyone to give the best of themselves, but I still don't know how to do it. n any class there are stu n any class there are students with different kinds of intelligence and rythms of learning. No student equals to another.Therefore, I would create mixed ability groups – having stronger students working with less strong ones – because through this type of strategy, I would be promoting collaborative work. Besides, students like to perform group work. And I understand why. High-skilled students can give support to the mates who have lower skills. Maybe they have a simpler approach in explaining things. On the other hand, the low-skillled ones would be more at ease in exposing their doubts, difficulties. As for the resources, they could still be designed differently and according to the students in the groups. So, everyone would still be coping with each other. This way the learning process would not be at risk. Isabel Pereira, Portugal Isabel Pereira, Portugal I believe that the Problem-Based Learning (PBL) methodology would work very well in the case of having to customize a learning topic. To each of the students I would give a guideline to the research with initial research questions and space to add their own questions. At this stage, the orientation of the teacher is fundamental. From there, where each one would have a working script built to their measure, acording to their habilities and interesses, and with their contribution, each student would select how to do the work and the resources that would be considered most effective for the accomplishment of the task. At their own pace and according to what they devised for the development of the activity, each student would be guided by the teacher at times when constraints arose. It is also important to support the management of time, resources and informations found during the research. In the end, I would share the work that each one has done. This presentation would be performed by each one and would allow the other student to add data that was researched by another student and which, eventually, was not included in their own research. By giving the studen By giving the students different tasks. High-skilled: to perform a play. Low-skilled: Giving instructions and watch them draw. Luisa Lopes, Portugal Luisa Lopes, Portugal In any class there are students with different kinds of intelligence and rythms of learning. No student equals to another.Therefore, I would create mixed ability groups – having stronger students working with less strong ones – because through this type of strategy, I would be promoting collaborative work. Besides, students like to perform group work. And I understand why. High-skilled students can give support to the mates who have lower skills. Maybe they have a simpler approach in explaining things. On the other hand, the low-skillled ones would be more at ease in exposing their doubts, difficulties. As for the resources, they could still be designed differently and according to the students in the groups. So, everyone would still be coping with each other. This way the learning process would not be at risk. Georgeta, Romania Georgeta, Romania I would use the multiple intelligence theory and ( if it's a new text for language skills) I would divide the students in groups of : readers , ( the ones who are skilled at reading), TV speakers ( the ones who can make the news about the text/ happening), the painters, the sculptors, the singers....etc. At the end of the lesson we would have a nice "round" image of the text, seen from different perspectives. Ignacio, Spain Ignacio, Spain Giving the same topic to every students, I will expect them to complete it according to their abilities. We should not expect all of them to write 200 hundred words in English, maybe 50 for the low ability ones could be enough. Nertila, Albania Nertila, Albania My idea is: Theme of the lesson: Describe the winter The task to be assigned to the student is: High-skilled: Write a 5-6 sentence text to describe the winter season. Low-skilled: Draw a winter landscape In conclusion, the first student reads the assignment, while the second student explains the drawing with his words. CEREN, TURKEY İZMİR CEREN, TURKEY İZMİR I do not find it appropriate to divide students according to level groups. This system contradicts the system we are currently learning. I would prefer giving different tasks for the same activity. I would use differentiated learning that can meet the needs of all the students. Iva, Croatia Iva, Croatia I will divide students into groups connecting students with different interests and skills and give them research task and other different activities so they can choose among them which suits the best to them (their interests and capabilities). Luísa Nogueira, Portugal Luísa Nogueira, Portugal activity 1 (high-skilled leaners: read de activity (chemistry book) and doing some questions about the subject. Then, correct the answers, I provide the correction in MS word. At the end, do a quizz in socrative. activity 2 (low-skilled learners) make a group with this learns, i explain the subject. Then, this group do the questions and correct them, do the quizz in socrative.com. Stefania, Italia Stefania, Italia Activity 1: Reading the stave. Students work with their own devices on interactive apps (NoteDeMusique). In training mode, it allows them to know immediately which notes they have read correctly and which not, and in test mode, it allows them to know how many correct notes they can read in a minute. Each student then learns according to his or her own learning rhythm, concretely verifying his or her own progress week after week. Wow I Assess their work: the students screenshot the test results and send them to me via Telegram, 2 or and times a month. The chats between me and the individual students thus become the portfolio of their progress in the field of stave reading. Activity 2: duration figures The practical learning of the duration figures proceeds in the same way with the interactive "Rhythm Teacher" app. Pupils can't tackle the next level (with the new figure combinations) until they've got "Excellent" in the previous level. When a student gets "Excellent", he takes the screenshot and sends it to me via Telegram. So all students are on the same path, and they help each other when there are doubts and questions. But each one does this path according to his or her own learning rhythm, and checks his or her own progress. Jasminka, Croatia Jasminka, Croatia I prefer working in pairs or smaller groups so high-skilled learners help low-skilled learners and the benefit is double. Once a week I have one hour for giving them instruction and they can ask whatever they want. Conceição Rodrigues, Portugal Conceição Rodrigues, Portugal Example of 2 activities: 1) Divided the students into working groups, so that each group was formed by high-skilled and low-skilled learners. It gave a problem to each group, within the subject that was being approached in the discipline, adopting the Problem-Based Learning (PBL) methodology. Students would have to research in various sources, use ICT, construct objects so they can better explain what they have learned, construct concept maps. Within the group, students would have to distribute assignments so that everyone could participate, taking into account the pace of learning and their skills (soft and hard). Thus, the less qualified students would feel that they are also important to the group's work, being motivated more towards learning, and consequently will develop more advanced competence. 2) Divided the class into groups. The groups of high-skilled learns prepared the class using the flipped classroom methodology, having to present to the class the result of their investigation. To the groups of low-skilled learners, the teacher provided support material (texts, diagrams, videos) to analyze in the classroom context, and scripts where they recorded their conclusions. After all were done, the various groups communicated to the class the results of their work. Līga, Latvia Līga, Latvia I give my pupils learning material in different levels, so they can choose: low, middle, high. I encourage them to decide depending on their ability do the task and how they feel. Jasmina/Serbia Jasmina/Serbia My students are used to do math exercises in pairs, making questions to each other and checking the answers, with explanations. It is always high-skilled and low-skilled learner in pair. Vera Lourenço - Portugal Vera Lourenço - Portugal All the students are different, learn in different ways, as mentioned in the videos, there are different styles of learning and each one learns in a certain way. We must, when prepare a lesson, to keep this in mind, to try to adjust the contents and practices so that we can envolve all the students in order they can learn in a more effective way, since whenever students experience failure, they become unmotivated, frustrated and with feelings of insecurity, apathetic and even disinterested. For the low-skilled students, it would be a matter of providing the students with strategies for accomplishing the task, promoting student success, thus dividing the activity by levels of complexity, starting with giving the easiest and advancing to the next level, giving them visual cues, a model and / or giving clues as to how to perform the activity. I could also promote group activities so that there was an interaction between peers and exchanges of experiences, during the performance of an activity. Likewise, it could ask that the most qualified students be the tutors and help them to solve the activity. I think it is important that all students succeed and feel involved in learning. For the most qualified students, they would try to do activities that were more challenging and that promoted their abilities and stimulated them to think. It would not put the aid in the accomplishment of the task, therefore this would be to promote the equity of the students also. In my classes, usually the most qualified students do more activities than the students with more difficulties, because they are faster and and they do not always do the same activity. Anamaria Ghiban, Romania Anamaria Ghiban, Romania I will divide the learners into mixed groups and assign group tasks and individual tasks, giving the occasion to low-skilled learners to learn from the high-skilled learners and to high-skilled learners to exercise their pedagogical skills. Tugce Kagizman/TURKEY Tugce Kagizman/TURKEY Imagine that you have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do? fatma/Turkey fatma/Turkey some of my students learn best Project task, some of them learn best individual. all of them have different learnng styles such as visual, auditory. group actvies are good option Renata, Croatia Renata, Croatia Some of my students learn best Through project task, and some are readers , and I saw some make mind map. I try to encourage them to learn in groups and try to teach each other. Cândida Passos, Portugal Cândida Passos, Portugal My students usually work in groups. So, they can share their ideas, their ways of thinking and all of them respect the time of each one. In the groups I mix all kind of students. Marina, Croatia Marina, Croatia Often in class I have students who can do more than others. For them I have different tasks, sometimes a small hour project. Not giving them any extra tasks children lose their motivation because they are bored. Renata, Croatia Renata, Croatia To highly qualified students I would set the task in accordance with their capabilities. For low-skilled students, I would set the task in line with their capabilities but also a little above to motivate them to be better. Both tasks would be linked so they had to work together. Murat PAZARCIK,Turkey Murat PAZARCIK,Turkey Studies requiring more detail for advanced students. I plan to learn a common peer with the more basic studies for the weak student and the cooperation of the two at the end. Mª Emília Baptista, Portugal Mª Emília Baptista, Portugal Personalized learning allows to meet the preferences and needs of each student, while the teacher learns to know his students and motivates them for learning. The diversification of methods, strategies and technologies, allows to take into account the different types of intelligence through which students learn. I like my students to feel that I believe in their abilities. I do not agree with the development of an activity for highly skilled students and other activity for underqualified students. Unless students present a mental difficulty. I would present students with the same theme. I would divide them into groups of three or four elements. I would present different subthemes with different sources of information. Each group would work on a different subtheme of their choice. The way to present the work to colleagues would also be decided by the group, according to the different suggestions presented. Another way to put all students to participate in the same theme, but with different subthemes, could be the discussion in rotation. In this case, we would have groups of four students in which each student would play different roles (the communicator; the questioner; the secretary; the timekeeper). I would mix the most qualified students with the least qualified students. I will adapt the materials to their needs. I will adapt the materials to their needs. Cláudia S. Portugal Cláudia S. Portugal In our classes, we have different kind of learners so if we want to "reach " them, we need to diversify the way we teach. We must diversify our strategies and methodologies to help them to learn and to keep their knowlegde through life. for example, for low-skilled learners we can show pictures about a specific topic (clothes, for example) and ask them to associate the pictures with the name of each clothes (words given /written on the board by the teacher). For high skilled learner we can make them write by themselves thecaption under each picture. Thinking about different types of learners and studying the topic of human rights, students can read a text about the topic and do exercises of comprehension. They can also, analyse pictures and associate them to the articles of the UDHR or to the violation of the UDHR. They can watch a movie about a Human Right defender and complete a worksheet about the movie.. They can listen to a song related to the topic and filling in the gaps. These activities aim at providing a good experience of learning to the students, approaching some of their skills and "exciting" their learning process. Suncezgb, Croatia Suncezgb, Croatia I would prepare different materials and use collaborative techiques (for example think, pair and share). Sandrina Martins, Portugal Sandrina Martins, Portugal After verifying the different forms of learning, I planned different paths for the teaching of contents. I had a student who did not like being in school at all, but he liked to listen and create music. One day I challenged him to rap about concepts related to volcanism. While others presented more formal work - written research, posters, power point presentations - this student sang to the class while a classmate did beatboxing! It was fun for everyone and the student was able to show the best of himself! Hümeyra/TURKEY Hümeyra/TURKEY I will make a different student groups. High and low skilled students about their abilities. Than I will give them topics, exercises or different activities that engage students of different styles. At the end of work I will bring them together to talk each other. Peer based learning is a good choise. Milijana, Serbia Milijana, Serbia In the case of different student groups, about their abilities, regardless of the number of activities, they created specific learning scenarios. Olívia, Portugal Olívia, Portugal I think we all have to address the problems of mixed-ability classes. I try to find different strategies of introducing and practising the topics, using different resources and strategies, so I can reach all students with their own different ways of learning. For example, I will give them two or three level activities, according to their own abilities and sometimes I also put them in groups to solve the questions. I use peer learning and active methodologies. Elizabeth, Malta Elizabeth, Malta As an LSE, I make any adaptations that my student may have in subjects were they have difficulties. In past years, I have had students who do not follow the class curriculum at all, and will require to have an Individualized programme drawn up for him/her for the thorough scholastic year. However, I also notice that teachers do cater for those students who are not following like the rest of the class, and have their class work adapted or given less work as opposed to the rest of the class, and the same is done for homework. Conchi C., Spain Conchi C., Spain I will propose them to make goups of two or three children in order to have heterogeneous groups. Then, they will start doing the activities and I will observ how do they work. If any group doesn´t march at all, we can change children. Eleni, Greece Eleni, Greece I have learning material that addresses 3 levels: low, middle, high. I ask all my students to deal with the low level exercise and then to choose on their own among the middle and the high level exercise. I encourage them to decide depending on how they assess themselves and how they feel. Catarina Isabel Brito Catarina Isabel Brito In a way, today it is easier to personalise a learning task because some book support gives us an example of the same activity for the two kinds of learners ( high -skilled and low - skilled learners). However, it is very difficult to do that within a class of 30 students! How can a teacher give individual attention to all of them? In my opinion, in these situations the best thing to do is to form groups with different learning levels. Even if they have different tasks within the same topic, the strongest students may help the weakest ones Maria Brauchle, Bulgaria Maria Brauchle, Bulgaria I would split the students in groups and use IBL. The groups would be mixed with the two kinds of learners. Serenella Silenzi Macerata Italy Serenella Silenzi Macerata Italy I would involve them into a pair work/peer learning activity (i.e. problem solving) with a different role. They could share different types of material (tailored to their different forms of intelligence) and responsibilities in order to find a problem solution and construct a common product. Celeste Simões, Portugal Celeste Simões, Portugal Well, first of all, I would need to know what type of learning task this was. Without knowing it it’s difficult to think of adapting the activities. So, I guess the question is a bit vague… Secondly, I don’t really understand what you mean by “high-skilled” and “low-skilled” learners. If we believe that all students are different, have different learning styles and interests, then what does it mean to categorize students in this way? Aren’t they all skilled? The skills they master are the only thing that can change and differentiate them. So, I don’t feel very comfortable using these terms Still, trying to answer the question: I would try to adapt the activity to their intelligent type – having them move around the room, if they are kinaesthetic learners, for example, or listen to a song and fill in gaps, if they have a musical intelligence. These are just some basic examples, really, as there are numerous possibilities depending on the learning task you are assigning. Irena Peček, Croatia Irena Peček, Croatia WRITING TASK - high-skilled learners: a detailed essay on the given topic - low-skilled learners: a guided writing composition on the familiar topic SPEAKING TASK - high-skilled learners: discussions, debates - low-skilled learners: more preparation and rehearsal time with a sheet with simple guidelines merve kapcı/Turkey merve kapcı/Turkey Firstly, I try to understand which intenlligence do they have . I do some quiz for them . High-skilled student probably have many skills. But low- skilled student can have some difficulties when he express himself .So I support and encourage student. Marialena, Greece Marialena, Greece 1) I would pose questions that provoke kids to realate new learning stuff to their lifes. 2) I would observe my kids to find out their very personal unique way of expressing themselves. I would then design learning activities that require students to act in mlultiple ways to complete them. In every given chance, I would support and praise their efforts. I will give them different materials and different methods and I will bring them together for collaborative work. (peer to peer learning) I will give them different materials and different methods and I will bring them together for collaborative work. (peer to peer learning) Emilia A./Romania Emilia A./Romania I need to take into account their style of learning, what type of learner is the students.Students' interests are also important factor when designing a task/activity. For high-skilled students I would give a personalized composition -writing a story on a certain topic and to low-skilled students -to write some sentences using some prompts/visuals. Aiste, Lithuania Aiste, Lithuania I will form groups with diferent learning skills. In that way students with high learning skills will improve their knowledges helping other students with lower motivation. Maria Antónia Brandão PT Maria Antónia Brandão PT Heterogeneous grouping is a method of placing students of different skill and ability in classrooms together. Heterogeneous classrooms present different challenges for teachers. The teacher has to try to be sure everyone in a heterogeneous classrooms is being challenged and learning. Heterogeneous classrooms may help students who have social anxiety or learning disabilities to learn much-needed social skills . Elisabete Pires Elisabete Pires I believe that active methodologies are the best way to personalize learning tasks. I start with a survey about the theme of our lesson that the students have to see or read. For example, the students have to see a video about a grammar topic and understand the past tense. After that, I have activities for the students who understood and he has to apply the grammar in the specific text that he wrote. The other students, who couldn't understand, I ask another student to explain him the topic grammar or I try to explain him using an other way/form. Elif Buyukuysal /Turkey Elif Buyukuysal /Turkey I would give high-skilled student a more detailed research consisting of more knowledge, and as an assesment -writing a paragraph about it. And for the low-skilled learners I try to figure out the activity and clear explanations consisting of not detailed information but making it with games. Marta, Spain Marta, Spain I am language and literature teacher. I believe that audiobooks are an excellent oportunity for kids who doesn't like read in a "traditional" way. In fact, oral transmission is the "traditional" way for stories. Unity bring us strength Unity bring us strength Even if we have students with different levels of understanding - at least apparently - I believe that by proposing an activity for them to develop together, we can try to get to know them better, in order to challenge them to solve a problem together, each using their better skills, aesthetic, numerical, etc.) Farah, Lebanon Farah, Lebanon I think I will give the same activity for both kinds of learners, but I will add some guiding questions for low-skilled learners. Also, I will design my activities in such a way they are tailored to visual, auditory and kinesthetic learners. HI,I amsofi D ,Greece. HI,I amsofi D ,Greece. Ithink that we can teach anythink by using simple words and making groups of learnersthat is the key for more motivated learning. Sylwia, Poland Sylwia, Poland In class each child has different background, has different learning styles. I'll give them different activities that engage students of different styles. I'll also encourage them to work in groups Hale Şenbaş, Turkey Hale Şenbaş, Turkey I would adapt the activities to different learning styles. One of them would be more linear and analytical, the other more creative. I could also make them feel free to choose among activities but allowing peerwork and groupwork would help them deal with the activity which they thought was beyond their depth. Edurne Andrés Crespo, Spain Edurne Andrés Crespo, Spain Firstly, I would study if the learning experience would be better forming homogeneous (all the members of the group are high-skilled or low-skilled) or heterogeneous (mixing high-skilled and low-skilled learners) groups. What would be the best in order to reach our learning objectives? If groups were homoneneous, the different groups would face the task from different levels and we would have to adapt it to the different levels and abilities. If groups were heterogeneous, high-skilled learners could help low-skilled learners and they would have the opportunity to share their knowledge and experiences. Besides, in this case, high-skilled learners would put themselves in low-skilled learners´place and viceversa. It would be an enriching experience, too. Maria Zélia Nunes - PORTUGAL Maria Zélia Nunes - PORTUGAL An important aspect is the decision regarding the formation of learning groups (cooperative activities). I consider as criteria: the "level" of skills and learning needs. Is the best option to constitute homogeneous or heterogeneous groups? It depends on the learning goals. In one case, the learning situations of the two groups are different in complexity, considering the learning objectives; in a second case, the situation may be similar but the students' goals will be different. The feedback information will also be differentiated.Learning situations should be as challenging as possible (not so difficult ... nor too easy ...), being able to guarantee learning and motivation to do more and better, the most skilled, as well as the less skilled. What is important is to alternate the characteristics of the groups, depending on the subjects and needs. The purpose is that both groups learn more and in a motivated and effective context. Josip, Croatia Josip, Croatia I think that I would prepare different activities for students and make them learn in pairs or groups with different time schedules. They would work together and help each other. Ivana, Croatia Ivana, Croatia I would ask my students to work on a project in groups. There would be different tasks with different levels of difficulty so the students can choose the activity which suits them best (reading, writing, drawing, presenting their work...). High-skilled learners can help low-skilled learners. Seher , Ankara Seher , Ankara The term personalised learning does not really make sense, because really all learning is personal. Personalised instruction is trying to imagine the greatest amount of ways that you can customise a curriculum to the abilities and the interests of the individual student. – Randy Bass, GeorgeTown University Because of this information we can say that every student has different styles Marta Oliveira, Portugal Marta Oliveira, Portugal I would try to establish different learning stations, so that students would rotate between them and experience different activities, skills and materials. Tutoring time can also be very helpful. In this way it is possible to understand different learning styles and abbilities as well as what methods and materials can be used to reach to each student. peer work can be really helpful peer work can be really helpful Ivica G. , Croatia Ivica G. , Croatia As long as the ss work in groups and work collaboratively, they can find a suitable role according to their learning styles for themselves. Mirela, Croatia Mirela, Croatia Since I teach iterature I noticed that not all chldren like to read novels. So, my idea for the activities would be to have high skilled learner (the one who loves to read and can read without any problems) read a whole novel and low skilled learner (the one who doesn't like to read) only summary of it. Summary would be good enough because we could discuss ideas of the novel even if students don't read entire novel and maybe if they are not forced to do something that is very hard for them they would feel less negative about reading and in time they would read whole novels too. Yasemin Tekbaş, Kahta, Turkey Yasemin Tekbaş, Kahta, Turkey I would try to use peer assistance. Laura, Italy Laura, Italy When planning I would think about a cooperative work (expecially pair work), then I usually encourage the students to help each other and to learn together. I would observe and monitor the progress of each child to figure out different types of acrivities and strategies to help both students in learning. Daniela, Malta Daniela, Malta In class you always have to cater to different types of students. It is not just a matter of having students come from different backgrounds and with different characters. Students have also different learning styles. For a teacher this might seem very difficult and unfortunately the system and the curricula sometimes force the teacher to use a one size fits all approach. In my class to reach as many students as possible I use learning stations. Students rotate from one station to another and carry out different activities. In this way, students are engaged in different activities that engage students of different skills. Such an activity also allows students themselves to recognize how they learn best. Anita, Croatia Anita, Croatia As I teach Math, I do this regularly by giving students different tasks. Cristina Elena Voicu - ROMANIA Cristina Elena Voicu - ROMANIA I think the best way to help students develop their skills is to work in group based on multiple intelligence theory. Every student can bring the best skills in the group - logical, spatial, musical etc. And to use rubric for the group not individual. Because each contributed to the solution/product with their best skills. Ezgi K. Turkey Ezgi K. Turkey Firstly I try to figure out their learning styles. After this I choose the proper materials or methods for each of them. I know , I have to teach them same topic but if I have enough time, proper space and tools it is not difficult. But it is said that like in second video the cirriculum and the system does not allow you to try different ways Maria Anversa Grasso, Italy Maria Anversa Grasso, Italy In order to empower the different types of intellingence, I will make use of the "cooperative learning" and "learning by doing". Dividing the students in mixed heterogeneous small groups , I will lead them to produce different products according to different tasks that range from practical activites in the Lab to study cases and problem solving activities. In this way the same topic will be analysed from multiple points of view. Cristina Antal, Romania Cristina Antal, Romania I believe working in pairs or groups helps a lot. Thinking to the multiple inteligences, each student may be a power for his/her mates or for himself/herself. İLKNUR GÖZERİ İLKNUR GÖZERİ I think personalized learning is essential for learning to learn.A teaching environment such as a classroom needs to be flexible to raise awareness of multiple intelligences.We need to use multiple methods or change our methods according to the topic and tasks.Our students can participate in projects they chose to proceed.They can also have pair or group workshops for joining projects.The important point here I think is to teach our students learning to learn.We aren't the source of information.We should be a guide for them to learn more about theır abilities and go through theır own interests.Interesting activities will motivate them and lead them to enjoy the lesson during theır active participation. Özlem ,Turkey Özlem ,Turkey I used a collective and collaborative approach. Each student will have a task and interest. At the end of the process, I expect them to perform a self-assessment about their performance. In their later work, I allowed them to evaluate different tasks with their previous performances and discover where their interests were concentrated. d d Dilek Erdağ Bek-Turkey Dilek Erdağ Bek-Turkey For example; if I prepare a listening activity, low skilled learner can be expected to fill in the blanks with the given phrases or words. But high skilled learners will be expected to fill in the blanks with the words they heard or answer the questions according to the tape script. In some of the activities they can work in pairs or groups. For example they can find a heading to the tape script together. hey can create a poster about the topic. High skilled learners can find slogans, low skilled learners can design the poster. While discussing on the topic yes/no questions can be asked to low skilled learners and wh- questions to high skilled learners. f I had to personalise a f I had to personalise a learning task with two activities for high-skilled and low-skilled learners, I would try to find challenging tasks for the former, for example, helping lower-skilled colleagues evolve, or a task that would make them feel they wer Maria Cristina Rocha, Por Maria Cristina Rocha, Portugal At my school, my classe has mixed goups of students with high and low skilled kids. They learn and teach simultaneously. Sometimes they are masters, other times they are disciples, in a sort of speach. We never know everything, and I am alwasy saying that I can always learn from them and always be mistaken for a while. This kind of approch helps my students not to be afraid of being wrong and as for help also. I usually prefer to have mixed high and low skills kids, because they can help each other and explain in a different way. Sometimes I need to make different tasks and they a high-skilled student can work alone or peers in autonomy, by themselves, while I can give some support to low-skills students. Rute Vieira, Portugal Rute Vieira, Portugal While planning the lesson, I would considerate the students´ knowledge. I would create activities or give students tasks according to their needs, learning goals, and personal interests. I would also create activities to promote group work, where collaborative work and sharing knowledge, were the most important aims. Sandra Mendes-Portugal Sandra Mendes-Portugal First and foremost I believe that having students sharing their interests is a good start, and as we've been studying, we can get to know them better and choose the best strategies to teach, which will lead to better learning experiences. I'd ask students questions about their interests or even present them with a quiz about it and afterwards I'd prepare a list of activities for them to choose, that way they'd be more free and in charge of their learning tasks. High-skilled learners could be in charge of presenting chosen topics to the class the way they'd like, low-skilled learners could be in charge to develop more practical and creative tasks. Mixing them in groups would also be interesting in order to promote collaborative work Nihan Nihan As long as the ss work in groups and work collaboratively, they can find a suitable role according to their learning styles for themselves. selma meral- selma meral- learning activities in accordance with one's abilities makes them more successful. In particular, the practice and selection of cooperative learning method allows them to be successful. Andrea. Portugal Andrea. Portugal Ana Ana The main action of teaching is to know your students and their abilities. Then,accordingly,adjust and personalise the learning process as much as possible. João Nunes, Portugal João Nunes, Portugal If I had to personalise a learning task with two activities for high-skilled and low-skilled learners, I would try to find challenging tasks for the former, for example, helping lower-skilled colleagues evolve, or a task that would make them feel they were collaborating with those around them. As for low-skilled students, I would try to understand their interests and give them a task related to those interests so they would feel more motivated to do the task and more engaged with their learning process. I believe that if students feel they are participating and, in a certain way, chosing their learning path, they will be more successful, either at school or in "real life". Feri Yaman Feri Yaman Aydın/Turkey I believe in the importance of learning and learning through cooperation. Separate different cultures from preschool and education accordingly. Determining the way the child learns is half of the knowledge of the teacher and the biological learning. Angelamaria Galderisi, Italy Angelamaria Galderisi, Italy If I had to personalise a learning task for high-skilled and low-skilled learners, I would ask the former to engage in a flipped classroom performance and the latter to do some reinforcement exercises. Harun CEYLAN/TURKEY Harun CEYLAN/TURKEY If I give an example from my own lesson, it is a fact that every student does not have the ability to make painting. Susana Peixoto, Portugal The biggest challenge for a foreign language teacher is to plan motivating lessons for a multi-level class. If we focus our attention on advanced level students we will inevitably lose the interest of beginner level students. On the other hand if we teach the basics the advanced student isn’ t learning anything new, will get bored and we will not allow them to progress. Students have different learning styles and interests as well and combine them is a tough task for any teacher. A concern with teaching the multi-level class is holding everyone’s interest and meeting everyone’s needs, no matter their level. A good strategy to personalize a learning task is to create different activities according to the students’ level, for instance if I show them a film or video I can ask a high-skilled learner to summarize the story or write an opinion text about it and to the low-skilled learners I will ask them to fill in a cloze text with some given words in order to summarize the story and then answer a true/ false exercise. I also like to promote group work where students students of different levels can help each other in order to accomplish the given tasks. This way students can develop collaborative work and the weakest ones will get a sense of achievement. Susana Peixoto, Portugal The biggest challenge for a foreign language teacher is to plan motivating lessons for a multi-level class. If we focus our attention on advanced level students we will inevitably lose the interest of beginner level students. On the other hand if we teach the basics the advanced student isn’ t learning anything new, will get bored and we will not allow them to progress. Students have different learning styles and interests as well and combine them is a tough task for any teacher. A concern with teaching the multi-level class is holding everyone’s interest and meeting everyone’s needs, no matter their level. A good strategy to personalize a learning task is to create different activities according to the students’ level, for instance if I show them a film or video I can ask a high-skilled learner to summarize the story or write an opinion text about it and to the low-skilled learners I will ask them to fill in a cloze text with some given words in order to summarize the story and then answer a true/ false exercise. I also like to promote group work where students students of different levels can help each other in order to accomplish the given tasks. This way students can develop collaborative work and the weakest ones will get a sense of achievement. SERAP SARI(TURKEY SERAP SARI(TURKEY I would prepare papers with different parts which would address to both kind of learners. Diana Pádua, Portugal Diana Pádua, Portugal After a diagnosis of what the two different types of students know about the specific topic, I would use different types of activities and different strategies. However, we should bear in mind what it means to be a high-skilled and a low- skilled learner. Actually, a student can be high-skilled in a specific area and low-skilled in others. I normally use mixed ability worksheets. As for the weaker Ss, I use lots of matching exercises, fill-in the gaps, types of exercises which don’t require much written production. If I want them to write a text on a specific topic I give them a guided task with examples, and chunks of language they can use. I try to scaffold the activity with easier instructions in the beginning. To check Ss’ understanding of a concept, problem or process, I would describe or illustrate it in multiple ways, using pictures, videos and slideshows or having a high-skilled student illustrate and explain the concept on the board. Of course, the needs of the high-skilled Ss mustn’t be forgotten and they should feel challenged. For those I would use more complex and demanding tasks, I would ask them to write more freely and give their own opinion on the topic. I also think collaborative work is very useful to deal with these differences in class. Mixing students with different skills, levels and needs is a good strategy. Having the high-skilled Ss help the weaker ones is a good strategy which will help both types of students improve their skills. I would say that, no matter what kind of activity you choose, the aim should always be to help all students be successful. Maria, Portugal Maria, Portugal When planning I would articulate what students already understand with the learning goals. That is, I’d have to give different activities or ask the students to do different tasks appropriately paced, and appropriately varied and challenging according their skills and needs and experiences. Probably while some would have to cover a smaller amount of curriculum content others could explore it in greater depth and detail . I’d implement also some collaborative and cooperative activities as well as pair and group work activities. María de Arriba (Spain) María de Arriba (Spain) On the blackboard they write what they want to learn more, then we organize the contents and they prepare a presentation, a book, film, song... they love related to its favourite theme and they show to the class. Hakan TATLI Hakan TATLI Talas Kayseri I'd set the common interest of the two. I would choose a cooperative project that would fit these roles. Like reading books or planting flowers. Maybe someone explains, the other is good at drawing. Maybe listening to music or playing a computer is a common point. Clara Vitorino Clara Vitorino I would use the flipped work as a strategy. I would ask the more qualified student to research on the topic and make a small presentation to class. Then I would give some exercises to class and would ask the more qualified student to sit besides the less qualified to help him when he needed – depending on their age I would be near them or would give them more space to talk alone. Teaching between equals is the best way in my opinion. Maria Pinto, Portugal Maria Pinto, Portugal The question is relevant and should be part of the teacher's day-to-day life: no student equals another. That's why the solution lies in working with small groups where cooperation helps you learn more and better and faster, because we all learn from everyone. It will also help to have a set of different resources (in activity files / scripts), in which the learning process can be done at the learning pace of each one, being able to have the help of the teacher or colleagues. 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Cinzia Fontanive, Italy Cinzia Fontanive, Italy I usually have students work on the same topic in mix abilities classes using cooperative pairs or little groups in which I mix abilities in order to have high-skilled and low-skilled students working together and helping each other. it is usually successful. To help weak students I usually use technology to anticipate topics by sending them videos or mindmaps on the virtual class we have. Antonija, Croatia Antonija, Croatia I would organize group or pair work dividing the students and activities according to their abilities. The tasks would be created in a way that both kinds of learners can solve them. Ana Santos, Portugal Ana Santos, Portugal I think that collaborative work can be the key to solve this problem. The high skilled learner can improve his profiency by helping the other student and will be able to refute and correct any mistakes made by the low skilled learner. At the same time the low skilled learner will understand better the concepts because the language is more similar. Aleksandra, Croatia Aleksandra, Croatia I will prepare task for work in the pair. The high-skilled learner will try to solve the problem and low-skilled learner will do what his colleague explain to him what must be done. Magdalena Brzezinska, Poland Magdalena Brzezinska, Poland This is a very good question, actually. I need to do it all the time. I teach 16 students on 16 different levels, and I never know which ones are going to show up in class. I always have a selection of materials from which to choose. I always ask students which ones they'd like to complete. Sometimes I make high-skilled learners and high-skilled learners work together and "complement" each other. Döndü,Turkey Döndü,Turkey If the ability to have something to do with the low field, I would try to improve it. ability to develop oneself more magine that you have to p magine that you have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do? Sabine, Belgium Sabine, Belgium They would all receive a theoritical subject to read and try to understand alone, then would form groups of two (one who says he/she can explain, one who says he/she can't) and work on the lesson so that they both understand it. Than they would receive exercises, from easy to difficult, make them alone and than gather again to hear to the other's solutions. Đurđica, Croatia Đurđica, Croatia I would prepare two different activities for students. They would learn in two groups with different speeds and different tasks. At the end of learning they would present their results. Štefica, Croatia Štefica, Croatia I'm a teacher of technical culture and ICT. In computer science, especially when programming tasks are involved, highly- skilled learners solve harder tasks because these tasks are challenging, and low-skilled learners solve are easier tasks because they are successful in doing so. Panagiota Malamou, Greece Panagiota Malamou, Greece I will use collaborative learning. I will find an attractive theme which is going to contain activities for the both students. Mara Machado_Portugal Mara Machado_Portugal In the classroom it is very important to respect the rhythms of each one but it is equally important to foster collaborative work. In the execution of different activities it is at all pertinent that the groups are heterogeneous. In the concrete example of an activity, in the experimental determination of the speed of sound in the air, for the most qualified students only made available the materials / equipment necessary to determine the value of the speed of sound in the air, under the conditions that existed in the laboratory. In the case of the group of students less qualified beyond the availability of the equipment would provide them with an experimental protocol, which included the step-by-step tasks to perform to obtain the speed in the sound in the air under the actual conditions of the laboratory. Eugénia Abreu - Portugal Eugénia Abreu - Portugal The personalized learning is based on different tasks for every student. All students are different and therefore have different needs. The practice of personalized teaching or learning will be more successful when it is directed towards the tasks/activities the student do and according to the pace at which the progress within a topic unit. However we shouldn’t forget that with this type of teaching brings more work for us as teachers and leaves us with less time to dedicate to every single student. We ought to take into account the organization of the classes into various groups so that we don’t exaggerate with the amount of work. Concerning the question in this specific task, in both cases, either with high level students and lower level students, we have to take into account the pace at which each are able to work, their characteristics and their personal interests. I would put the standardized activities aside and assessment would be done continually, by using observation grids so that we could register the progress of each student. I would also implement, in both cases of students, project work within different subjects. These types of projects help students to understand more complex concepts and promote the development of other skills like creativity, leadership, solving problems and the “know how” of working in groups. These activities should be developed in different dimensions and areas: at school, physically, socially, emotionally and culturally. They could be developed by handling with different technologies and therefore these two groups of students would be able to control their time, their environment and their pace of learning. As you can see, I would never implement different strategies for each, I would rather differ the way of applying, of developing and of course the assessment, too. Marta Martins, Portugal Marta Martins, Portugal It would start by constructing the task, starting from a previous survey of their potentialities / difficulties, interests and learning styles. As a mathematics teacher, in the case of highly qualified students, i would choose to create an activity that would allow them, in an autonomous way, to progress in learning a certain content. For example, by using tablets, students would have to perform a set of tasks, which could be done by viewing a video about the content to be studied, followed by a set of interactive exercises, organized by increasing level of difficulty, using the principle of gamification, through which students could, in real time, assess their progress and the teacher, in the end, get the results of their performance. The activity could culminate in a task of investigative character, related to the subject under study and developed according to the interest of the students. With regard to the low-skilled students, i would seek to give them more individualized support, tasks more directed to their difficulties, using materials that they could manipulate and construct. The use of the tablet, would also be a possibility, but with exercises appropriate to the difficulties identified. In this way, the two types of students, each in its own rhythm, can go further. Tina, Croatia Tina, Croatia One activity would be working on a digital tool. A high - skilled student would make a lesson through a tool nearpod and more difficult types of tasks - open type answers, comparisons, quizzes. Low- skilled learners will work in "learning apps" tool, doing the same thing through simple tasks - joining couples, easier questions. The second activity would be a pair presentation. Student with great abilities would be able to make a presentation, and a low - skilled student would look for picture examples, video examples, and listening examples. Rebeca, Spain Rebeca, Spain I would encourage the strong points of every child in order to work together, to take advantage of them using cooperative learning. Ana Pereira, Portugal Ana Pereira, Portugal I would start by knowing better the characteristics, the interests and the skills of the students, since only then would I be able to adapt the activities to their profile. Thus, I could provide different resources (written text, video…) and ask different activities. I could ask a student for a written activity while to the other student would request an oral presentation. I could give more time for the task to the less skilled student. I could also encourage peer work, collaboration, so that both benefited from the perspective of the other and in this way, enriched the knowledge gained on the subject. NIves Bogdan, Croatia NIves Bogdan, Croatia It could be activities in group or working in pairs. It will definitely be cooperative activity Sunčica, Croatia Sunčica, Croatia I would choose a collaboration project where the two of them could decide on the roles they want to take in the project. Maybe one likes reading and browsing on the Internet, and another one writing. Maybe one is good at explaining, and another one at drawing. I am a biology and chemistry teacher, so there are plenty of subjects to do it this way. Dorota, Turkey Dorota, Turkey Depends on the task, but in general I would differentiate the task/instruction so the same task would be done in two different ways, easier (for low-skilled learners) and more complex (for high-skilled learners). I would also use the group work, so the students could help or teach each other. Maria P., Greece Maria P., Greece I am an IT teacher and very often I have to deal with two (or more) kind of learners. What I do? I personalize teaching methods very often. I give space to activities with different stages of autonomy. All students work in the same “subject” with different levels of difficulty or using different materials. For example, when I teach how to make a presentation, my students have to create a presentation about something or someone who like or admire (a city, a football player, a singer, an actor…). From the most high-skilled students I expect a presentation with images, text, colours, animation but from others I am satisfied with a more simple presentation with images and text. Very often I spend time with my students who need individual attention. Simona Mona / Romania Simona Mona / Romania I would make mixed teams of high-skilled and low-skilled learners and ask them to express one another's views and views on issues; will be in the position to learn from each other and to seek out solutions that are not known by anyone of them. Okan Okan It can be a cooperative activity in order for them to share. a quiz or a game using ka a quiz or a game using kahoot, Socrative or Arlete Leitão, Portugal Arlete Leitão, Portugal As teachers, we all know that some students can be very good at some subjects but struggle to be able to learn others. For instance, some have a great aptitude to learning exact sciences and numbers, others to learn languages, others excel at playing a sport or at dancing or at playing a musical instrument, etc. This happens because they have different types of experiences, interests and intelligence. Personalized learning is the best way to reach each student. When I teach English as a foreign language and as not all students have a linguistic intelligence, I try to use different kinds of texts, images, videos and audio texts. So, when dealing with, for instance, the Past Simple of irregular verbs, why not let kids choose the best way to learn it? A student who is really interested in music (and has a musical intelligence), to choose a song in English he/she likes, in which the verbs are in the past and then choose how to present it to the class? And, what about the ones who have a creative intelligence? They can invent a story and tell it to the class. Or why can´t others create a quiz or a game using Kahoot, socrative or Google docs? Besides, the help of technology can allow us to spend less time teaching and more time engaging our students. Aysel YILDIZ, Turkey Aysel YILDIZ, Turkey I would like them to develop their strengths and weaknesses that enable them to discover each other's strengths. In this way, I would ensure that they were respectful and confident to each other without losing their self-esteem. Because it teaches one to learn peer learning, the other is motivated in two dimensions because it teaches and I would reward if necessary. Nurcan Değerli / Turkey Nurcan Değerli / Turkey I would prepare different activities for both students but I would make them work in the same group. For example , if one of them is good at drawing he/she draws , if the other is good at speaking he/she tells what they did. TUĞBA DUYURUCU TUĞBA DUYURUCU TURKEY I do a group activity on a topic that will attract both of them.. matters is how we approac matters is how we approach to them. The way we plan the same subject according to the way they learn will Maria Giuseppina Giammetti Maria Giuseppina Giammetti ITALY I work in cooperative learning or through a peer education giving the same task and encuraging research by the work in group..certainly the evaluation will be on parameters that consider the skill of each individual student. Gulum, TURKEY Gulum, TURKEY I would let them study in the same group, with differnt tasks. Abdullah K Abdullah K Abdullah Korkmaz, Abdullah Korkmaz, Abdullah Korkmaz Abdullah Korkmaz I don't think being high-skilled or low-skilled matters. The thing that matters is how we approach to them. The way we plan the same subject according to the way they learn will make the double success. Gülümser Şentürk Akkoyun- Turkey Gülümser Şentürk Akkoyun- Turkey if I had to teach the same achievement, I would prefer teaching in an individualized way. Based on the individual characteristics of the two students, I would try to teach about the game, the working activity (for the development of friendship), abundant observation, video, presentation, discussion, decision making, and to what extent the product will work and use. even if they cannot learn at the same speed they can develop ideas. Drazenka Kuzman Drazenka Kuzman I would designe different activities trough group work so that high-skill learners support and help low-skill learners. Yasem,n , Turkey Yasem,n , Turkey First of all; I would divide the tasks into learning stations according to their interests. Second, I would prepare pairs which has high and low skilled learners. Then I would tell the students to work in pairs in each station. Finally, They would learn the tasks easily and collaboratively. Rachel Rachel I would focus on what excites them and what they have interest in. This way, they will learn the same topic at their own pace. Maria Natália Couto, Covilhã, Portugal Maria Natália Couto, Covilhã, Portugal Though I don’t feel very comfortable referring to students as high-skilled or low-skilled learners, I acknowledge that there are different styles for learners and some are more at ease with thoroughly and guided instructions whereas others respond a lot better to other stimuli. This is the clay humankind is made. The variety in learning styles makes the groups richer and more challenging. Having said that, and what I do pretty often is sitting students to work in groups where each learner has a special role and responsibility grounded on his/her intelligence type and level of proficiency as I teach EFL. The kind of activities I usually use is a webquest, in which students must collaborate and help one another to achieve a final goal. As a teacher I would (and usually do) monitor the progress of the work carried out by each group providing the necessary support whenever required or need. I would probably (and often do) ask them to prepare a roleplay or something alike to present to the class. This kind of activities usually engages the majority of students. With the huge classes I have (30/31 students) it becomes virtually almost impossible to get ALL of them on the task or the subject. This is actually my experience. Dumitru Moldova. Dumitru Moldova. It is possibel do realise such tasks only through team-teaching. Ana Perak, Croatia Ana Perak, Croatia I need to know how my students learn and what thay want to do. I teach Geography, for example, we can explore our place in a way we go outside and learn or by using ICT. Some students like to go outside and make photos, some prefer using interenet and make presentation.High-skilled students can work without my help, but I need to help low-skilled learners. Inma, Spain Inma, Spain Ioup. have an heterogenous group. They are very different from each other. Some are really skilled,fast finishers who demand lots of extra activities. Others are in the back row and lost. The third group is very low-skilled who need a support from a teacher who comes into the classroom once a week.The rest of the days I deal with all of them. In the maths lesson I ask them to work in collaborative groups where they can help each other no matter the ability they have in the subject. I adapt the concept I want them to learn to their capacties. The high skilled-ones teach the low-skilled ones as if they were real teachers. The result is that students get motivated and are really engaged in the tasks. Cristina Santos Cristina Santos Instead of having two different tasks for different students, I will have two tasks for all. I would start with the easiest activity and put the students working collaboratively because I think everyone have some skills to share and contribute to achieve the goals of the task. After I will use some games or web tools for the hardest task, so the low-skilled learners can be motivate and, with some help of the high-skilled learners, they could start to understand and, above all, they want to understand. So they will be motivate to taking part in the learning process. Ana, Spain One of the keys to get personalized learning is just to listen to the students before programming activities. Ana, Spain One of the keys to get personalized learning is just to listen to the students before programming activities. Mar7kan Mar7kan Naide Baştuğ,BURSA TURKEY Naide Baştuğ,BURSA TURKEY No matter what the subject is, every child has something to do.organize topics according to their interests and abilities.it doesn't have to succeed. but having an idea is important. Nina, Croatia Nina, Croatia In order to achieve the set learning goals, we can adjust the difficulty of each student's task individually. That is especially achievable in the subject that I teach (Informatics), because we can take a lot of different paths and get to the same end goal, by using different examples and tools. In the end we will have achieved the set goal, though on a different level of completion, both adequate to the level of skill that each of the students has. Imagine that you have to Imagine that you have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do? ana freire Portugal ana freire Portugal I will put a simpler activity to low-skilled students. Manuela, Romania Manuela, Romania I have to communicate more with the students, otherwise I would not know what they want Anabela Aguiar, Portugal Anabela Aguiar, Portugal I think I would do what I normally do in my classes: have them work collaboratively to solve the challenges together. I think it’s amazing the kind of motivation that collaboration among students in different stages of learning may bring both to high skilled and low skilled students: the first reaches a deeper understanding by helping the latter, while the low skilled student normally welcomes the help of his peers. Jasenka Kuljak, Croatia Jasenka Kuljak, Croatia They would work together because I believe that each of them has the skills and knowledge that one can share with the other. gonca esendemir gonca esendemir for high skilled leaners ı would prepare an activity that promotes students' problem solving skills, and for the low skilled learners I would prepare an activity that asks for identification from a given case study. FilipaGFM, Portugal FilipaGFM, Portugal I would probably try to engage both students and their different tasks; in that way, they would help each other concluding the activity. Let's imagine preparing a video about teenagers' problems: the high-skilled student would prepare/write the script, while the low-skilled would take over the filming. Elisabetta, Italy Elisabetta, Italy I'd try to prepare activities in which both groups can contribute to the success of the activity itself, using games or maybe digital apps that can help a cooperative work. Gabi, Czech Republic Gabi, Czech Republic I’d try to connect these two kinds of learners. Collaborative learning is very useful and I’d use collaborative learning activities to encourage students to learn together and help each other. Ester Degennaro,Italy Ester Degennaro,Italy I would use cooperative learning centred on group activities, which is effective both in promoting school learning, empowering life skills and can stimulate different bits of intelligence and different styles of learning. It is, therefore, an adequate response to create an inclusive environment, as it is based on the principle that each member of the group, with his or her own peculiar and special characteristics, can contribute to the learning of all and each one can become a resource for others. Lídia Mota, Portugal Lídia Mota, Portugal It´s hard to personalise learning when you have 200 students, tree different levels and lots of themes to work with few times. But i will try, I imagine my students of 8th grade must learn the concepts related to the distribution of people in the world. The two activities where similar, for example, the information of four countries, the area and the total of the population, and they needed to calculate the density of each country, in the low skilled learners i put an example of how they do that and an exercise of filling spaces. Manuela, Romania Manuela, Romania I definitely plan two activities, one for those with special abilities and one for others. Each of the two activities should be appropriate to the qualities of the students they are addressing. Filiz Bilici/TURKEY Filiz Bilici/TURKEY I planned two different learning events. I would prepare my lesson plan in this way and try to be effective. Alex_PT Alex_PT I would definitely use technology, for example, differentiated blogging tasks. The integration of different media in blogging makes it easier to engage and reach all pupils, all learning styles or the differences in individuals’ learning; class(room) blogging can also be differentiated to meet the pupils’ needs, since the assignment possibilities are endless. Bearing this in mind and since I’m teaching now social and environmental issues, namely food waste, I would do the following: In a very straight-forward way, for the low-skilled students I would simply ask them to reflect on their learning so that they would be able to write a personal / reflective blogpost or in case it would be easier, to create a podcast and upload it to the blog; for the high-skilled I would challenge them for a follow-up activity, such as conducting an experiment at home (focus on the amount of food waste and what happens to it) and post their findings and conclusions to the blog (eventually also including tips / measures to prevent home and general food waste). Another possibility would be to ask those students to build graphs / infographics or record a video discussing their data. In this case, by using a class blog, as a language teacher, I’m giving every learner the opportunity to explore a subject / topic in a way that is individually adapted to each one’s skills and needs; in other words, blogs invite participation and have the potential to democratise a classroom since all learners are given the chance of equal participation. Kate, Croatia Kate, Croatia I would try to connect those two kinds of learners. If for example, there are students who like speaking to others and be in the centre of attention, I would let them use that ability to talk to those who prefer listening and writing and consider those types of learning best. Lucia, Italy Lucia, Italy Group work is great to engage different kinds of pupils. Pupils who might not be so brilliant at academic work can be a revelation to their peers, maybe because they are very generous or sensitive or have a knack for technology that some academically clever students do not have. When group work is impossible, I try and provide a variety of stimuli - written, aural, visual... to meet their individual needs. Erkan ERDEN, Simav/TURKEY Erkan ERDEN, Simav/TURKEY It is difficult to find MoNE classes at homogeneous levels of intelligence. However, by discovering the interests and interests of the students in a good teaching class, they can decide what to take. This is not too difficult. It is only necessary to know each student's level of interest, interest and value. If we learn what the student can get, we don't have a problem to blow up every student. Some students like to run instead of flying. Let each student make a bird with two wings and not break their wings. Teresa Cândido Teresa Cândido It depends on what I’m teaching, but when I want students to learn about something it’s always a good idea to join the best students on the subjects with the weakest. That way they can both give their contribution and I believe they can both learn something. Collaborative learning is great! Margarida - Portugal Margarida - Portugal Thinking in these groups separately and also in a very general way, I consider that for the group of highly qualified students, I would prepare a relatively complex activity that aimed at creating something (an object, a project, solving a problem), in the development of the activity, the contents would appear as needs. The goal would be to allow students to use their creativity and choose their way by connecting content from various areas, using the resources they understood, knowing (us teachers) that the students would run into the knowledge we wanted them to learn. For the low-qualified students I also consider the project a good idea, obviously it would have to be a fairly simple project. Presenting a challenge that may be connected to the students' daily lives and that may involve different resources makes the contact with the topic that we want to develop much more motivating. It would have to be a more focused activity that eventually needed to review previously taught content and allow the student the time he needed. If we have a class with these two types of students, we could consider, in specific situations or activities, put the most qualified students to guide low-skilled students. We would, in this situation, promote the development of other skills in students and it is also interesting to see that sometimes students find ways to explain what they have learned, very different from ours. Alex, Germany Alex, Germany So-called low-skilled learners (in the terms of schooling) might be grateful for more scaffolding and guidance whereas high-skilled ones could creatively use more liberties in achieving the task assigned to them. In regards to the multiple intellgences, maybe the low-skilled is only low skilled concerning the intelligences focused on in school systems. So aproaching the task from other directions might be very helpful for them. Roberta, Italy Roberta, Italy I usually work to present the same concept in a different way: sonic, kinesthetic, figurative, graphic catching what children offer me as well Tena, Croatia Tena, Croatia I would like them to sit together so that high-skilled can help the low-skilled learner. Jana, Slovenia Jana, Slovenia I share the theme a learning task in several ways - through photos, concrete material, listening to videos, watching video ... Ksenija, Slovenia Ksenija, Slovenia By using tablets and Internet and app Draw my story: presenting natural phenomena and learning new vocabulary. Cristina Dias, Portugal Cristina Dias, Portugal Having a class of high-skilled and low-skilled learners I would mingle them in groups, lets imagine to build a chair (as I teach crafts), for instance. The tasks would be divided among them, eventually, the high-skilled would make the project with the ideas of all of the group, and the low-skilled learners would direct the construction of the chair, because, most of them have a better spacial intelligence. Because, in my opinion, learning together and exchanging different knowledges is one of the best ways for students to learn and to get all more socially accepted. Voinea Axinte Costica, Romania Voinea Axinte Costica, Romania We had different students in class with different types of intelligence. I've tried to personalize tasks according to their type or intelligence Oğuz YAVUZ, TURKEY Oğuz YAVUZ, TURKEY At the beginning we should keep in mind that each situation and each student requires a specific attention and approach. Then, for high skilled students I generally prefer to challange them with more complex or difficult tasks. However, the low-skilled ones need some low level challange, too. Colloborative approach may even work in this case. Giuseppe, Italy Giuseppe, Italy I normally use collaborative learning activities in these cases. I create three or more groups with different levels inside in. Sudents collaborate to learn together and they help each other in theyr own group by peer learning. This way to work stimulates good practices and team working. Fernando Fdez Fernando Fdez Last time I make groups mixing high and low skills but lower skill students did not participate a lot so next time I will try individual task to improve participation of individuals Emiliana Rufo, Italy Emiliana Rufo, Italy I will use collaborative learning activities to encourage students to learn together, to help each other by peer learning, too. Hatice YAZIMCI ÇALIŞKAN ,TURKEY Hatice YAZIMCI ÇALIŞKAN ,TURKEY I divide the class into groups, and I put students into each group at all levels. So I support peer solidarity.I use material according to student level. ÖZDEN ARAR MERSİN TÜRKİYE ÖZDEN ARAR MERSİN TÜRKİYE I divide the class into groups, and I put students into each group at all levels. So I support peer solidarity. I am preparing material in 3 different mathematics classes. The student can participate in the course by using the material which is difficult. In science, I study the subject at the low-level level. I would like high-level students to prepare a high-level research presentation. Mine, Turkey Mine, Turkey I try to share topics for their abilitis Sema/TURKEY Sema/TURKEY I would use different tasks according to high and low skilled students considering the aim of the lesson. It is also good to encourage them work as a pair or group. Carla M, Portugal Carla M, Portugal To teach a new grammar structure, I elicit the translation of the grammar structure at the end of each presentation. I also complete the first two sentences in a grammar exercise with the high-skilled learners, so the low-skilled learners know exactly what they have to do and so feel more confident. Reading task – I brainstorm vocabulary before getting students to open their books. I see how many words they can guess that will come up in the text and I pre-teach some difficult words from the text before students read it so low-skilled learners understand it better. It’s important to create a desire to read, so I encourage students to predict the content by asking questions in English, I let the low-skilled learners answer in their own language. I also ask students to look at the pictures and headings, and elicit any information that they already know about the topic. In the end of the lesson, high-skilled learners make up their own vocabulary activities, e.g., word searches to exchange with a partner. Burcu Burcu I would rather encourge the high-skilled one to create activities about subject for the low-skilled one. I deeple believe in peer learning. Andrea, Portugal Andrea, Portugal According to what is said in the videos, nobody is a high-skilled or low-skilled learner. Everyone as its focus or main skill: reading, writing, collaborative work and others. I would allow the two students to choose the way they feel comfortable to solve the activity. The goal is that both can learn by using their perception, emotions and interests and be able to make connections with other subjects or themes. Activity: Hear a story and retell it by: drawing, writing, using puppets, music or games. It's a pair work. The students choose one idea each. The result must be the fusion of the two ideas. Anunciação, Portugal Anunciação, Portugal In my daily practice, heterogeneity is a constant. Each student has a particular view of the world, different interests and ambitions, and different types of intelligence. It is not always easy to reach each one and motivate for meaningful learning. I always try to start with practical examples from day to day life and from there to the more complex subjects. Sometimes I ask high-skilled students to prepare and present a certain content / subject to the class, choosing materials and methodologies. In my classes I very often promote peer or group work to solve multi level exercises, so that low-skilled learners can carry out the activities at their own pace and giving their opinion on solving problems Miguel Correia, Portugal Miguel Correia, Portugal It depends of the goal of the task. In my math lessons, for some tasks, i start with easy examples or exercises and go to more complex ones, and let the students to work collaborativelly, for other tasks i make pairs by the level with almost equal exercises or just one more difficult for some of the pairs. That´s a way i found to undestand their difficulties, how they think, research or study. ROBERTO MARTÍN, SPAIN ROBERTO MARTÍN, SPAIN I would create, by using a webpage called lyrics training, two different exercises, but in the same way, an exercise to fill the blanks with lost words from a song: 1.- high skilled learners will have a high leavel song, with many lost words 2.- low skilled ones will do the same but having a few blanks, and more over than that, easy ones. So, all the students will have the same exercise but in two ways, asuming that it's the same activity for all of them, what will create the sensation that they are not so different. Dimitria, Bulgaria Dimitria, Bulgaria In both ways I would give the students tasks according to their interests. For example, if high-skilled students are keen readers and they like reading literature in English, I would connect, for instance, a grammar task with their favourite book in English. I would ask them to find examples in a chapter or extract of that book for a particular sentence structure or else. On the other hand, for the low-skilled lerners I would show videos, play games or listen to a recording allowing them more easily to practice and remember what they are supposed to learn. Mustafa ERKOÇ-TURKEY Mustafa ERKOÇ-TURKEY Flipped classroom is a good idea. Flipped classroom is a good idea. Carolina, Italy 💡 Carolina, Italy 💡 Learning task: learning the pythagorean theorem 1. Activity for high-skilled learners: using a whiteboard and show a special relationship between the sides of a right triangle and see how it's used to solve for a missing length on a right triangle. 2. Activity for low-skilled learners: Wheel with liquid demonstrates the Pythagorean theorem. Feyza, Ankara Turkey Feyza, Ankara Turkey To give more responsibility to high-quality students in the classroom environment, to cooperate with low-skilled students and to teach peer education can eliminate the problems created by heterogeneity in the classroom environment. Reflect Reflect Reflect Reflect Gül SAKARYA Gül SAKARYA Edirne-TURKEY Firstly, I am against separating the student because of high or low learning. In my opinion, the environment in which the student comes from, the nutrition, the important thing that they learn about daily life before starting school is important. High-quality learning: looking at the student's readiness to determine what he / she wants to learn, what he / she learns and what he / she has gained. Low-skilled learning: First of all, I will develop a learning environment based on the skills and academic status of the student who cannot win at the calendar age and develop their weaknesses. sylvie sylvie The teacher´s work is every year harder and harder. We have in our class many students and each one is different and we must adapt the teaching to their characteristics to improve their academic success. I think that either the peer group or team group would help, especially if heterogeneity in the group exists it will overcome the barriers of some students with collaborative work. Also asking to a high-skilled student to be the teacher for a time might be a good idea for him and for the rest of the class Mary, Italy Mary, Italy I would prepare two different activities and later I would ask to explain what every student did and learnt. Later we can discuss with the classroom about the two different ways of learning. Rodica, Romania Rodica, Romania I would promote collaborative learning and different kind of tasks. Flipped classroom is also a good idea. Giorgia, Romania Giorgia, Romania I always had different students in classroom with different type of inteligence. I tried to personalize the tasks according with their type or inteligence and to establish lower criteria of difficulty of their tasks. Gjergji, Albania Gjergji, Albania I would develop different group activities according to their interests, needs and abilities. I will design and implement individual plans based on their needs. Also comprehensive activities for students to learn and from each other. Seher Güzel, Istanbul, Turkey Seher Güzel, Istanbul, Turkey I would encourage both of them , and I would try to find each one's ability. I would assess their efort on a specific subject. mine selvi mine selvi I'd give the high-skilled student a subject whatever s/he likes to do and search and present it in the class with the participation of others and help the lower-skilled student read a text without an end and write down his/her ending to the text and roleplay it in the class Mirela Barcău Mirela Barcău In such a situation, I think I would prepare workbooks with differentiated workloads. Yune, Basque Country Yune, Basque Country I would suggest different kind of activities (some of them to relate concepts, other with images, other ones to develop, …) and the students will have to work in groups of 3 to help and learn from each other. Faruk Yıldız, Turkey Faruk Yıldız, Turkey I gave them learning activities in a way that was easy to difficult to work with. I wish they could do as much as they could. As highly skilled learners complete all the tasks, as low-skilled learners will complete less, I would like to help others who complete the study after a certain time. Ksenija, Croatia Ksenija, Croatia Depending on the topic - individual working materials, working in pairs or groups, combination of text and images, creating omething - drawing, designing... It's everydays activity... Nils / Germany Nils / Germany I would use different tasks or would give the low-skilled learner some help. In English lessons for example the high skilled learner would have to write a text without any help and the low-skilled would get some ideas or even some beginnings of sentences. (high-skilled and low-ski (high-skilled and low-skilled learners). What would you do? Avatar of European Schoolnet Academy European Schoolnet Academy + 232 ● 1m Lucia Italy Lucia Italy N Lucia Italy Lucia Italy Nowadays it is very difficult to motivate children's attention because they have a variety of interesting offers outside of school starting Sara, Spain Sara, Spain We usually have heterogeneous classes, so we have to deal with this every day. I tend to have open activities that every one can complete to some extent, some will give a more elaborate answer, others will Yıldız Yıldız I would encourage them to do some creative tasks to fin out the degree of their skills.ı would let them do their works optionally. Ana, Portugal Ana, Portugal In my daily practice I have to deal with many different students with different "intelligences" , different skills and different interest. Sometimes I give them different tasks, other times I try to join them in mixed hability groupsor I simply let them suggest how they want to carry on that task . Silvia, Spain Silvia, Spain I encourage cooperative learning, pairing students so that they can help each other with the activities Claudya, Romania Claudya, Romania Peer work, team work. Antonietta, Italy Antonietta, Italy I DON’T NEED TO IMAGINE BECAUSE IT’S A DAILY ROUTINE: IN A LEARNING TASK I ALWAYS TRY TO ASK MY STUDENTS TAILORED PERFORMANCE IN ORDER TO CREATE COLLABORATION AND MOTIVATION. It often works but sometimes it doesn’t, so I have to redistribute activities. Elsa Ramos, Portugal Elsa Ramos, Portugal In my class I usually use peer work, one more facility to learn and one with more difficulty to understand. I use the best student as a tutor. Sometimes I use different activities for different students, but I try to go to their interested. For this, I use digital media, mobile phone and some web games. Hara, Cyprus Hara, Cyprus The activities will be planned according to each groups learning preferences. Some students may need audiovisual material while others may prefer text. Some may prefer to work collaboratively while others individually. Manuela Silva, Portugal Manuela Silva, Portugal Nowadays classrooms are learning environments where students must be perceived as unique human beings waiting for supporting conditions where they can fully develop their skills, abilities and enrich their knowledge of the world. In my daily teaching practice, I have to adapt activities to meet students interests or learning styles. It is very challenging to find instructional approaches that answer the needs of learners with a variety of aptitudes and learning styles preferences (the first video highlights this aspect quite clearly – students have different cognitive learning styles). As I teach English as a second language, I always try to vary my approach to the tasks. Recently I’ve been reading and analysing a text about studying abroad and discussing with them how this experience is enriching for students. I always try to bring to class texts that students can listen to (read by English speakers) so that aural learners can process the information in their preferred way but we also comment on the pictures that accompany the text so that visual learners can also participate and present their ideas. I try to ensure activities that are varied to accommodate learners with different cognitive learning styles. Besides adapting the comprehension questions for high and low skilled learners (which is relatively easy to do), the final product of our sequence of learning tasks may be different for each group of students. High achievers who have a more analytical and communicative learning style can do research work and roleplay a situation where two friends are planning to go on an exchange programme. In the same class, lower achievers can work based on the ideas in the text and prepare a list of advantages and disadvantages of going on an exchange programme; more creative students can elaborate a poster to persuade other students to have such an experience. I believe that by diversifying the final product we can engage students and make lessons more appealing. Melek GÖKSU /Turkey Melek GÖKSU /Turkey I can use more sophisticated disciplined teaching steps for my student with higher education level. but I have to explain the steps to my low-level student one by one and proceed slowly. Aida LS Aida LS I guess I'd change some questions so everybody reaches the minimum but those who can, get the most of everythhing Isabel, Portugal Isabel, Portugal In our days, most of us use different methologies in the classroom. But we also know that is difficult, the rules of school and the parent´s somethimes don’t let the teachers execute diferente activities. In this particullary case, i will make groups of students with different skills to equilibrate the activities solving . Žaklina Kvesić Croatia Žaklina Kvesić Croatia i think there is no needto imagine such a situation as it happens in nearly all of the teacher classroom everyday .I would arrange different groups according to their level. Dimitra Zorba,Gree Dimitra Zorba,Gree As a P.E. teacher i always create mexed groups of high skilled and low skilled students.So they can support each other.But sometimes i must personalized the activities and create groups with the same learning skills .I prepare different types of tasks. Stanley,Nigeria Stanley,Nigeria I would structure the task according to their learning abilities.The more skilled will have more complex and challenging task while the other group will get simplified assignment possibly with guidance. İSHAK KUR İSHAK KUR First, I explore their learning areas and intelligence types. I learn family status and physical capacity. I try to prepare learning environments suitable for their interests and abilities by putting them into learning projects. Despoina Amarantidou, Greece Despoina Amarantidou, Greece I will involve both collaboration and team work so that students feel safe. Feruze from Turkey Feruze from Turkey I create mixed grups and make the high skilled students to help the low skilled ones. YASİN TABANLI YASİN TABANLI KIRIKKALE-TÜRKİYE I use a lot of visual material to reach all students in the history class. take into account the interests and needs of the students. Lalitha India Lalitha India I would group them in a heterogenous group of high skilled and low skilled students. Students are more open to peers for learning and expressing their difficulties.(specially the teenagers ). Then have graded task , starting from the simplest to the toughest. Though the low skilled learner may not get in one go, his friends will devise a method to simplify to his reach. Carlos, Portugal Carlos, Portugal As a Math teacher this is my diary scenario. Every single class i have to adjust and personlize ativities. I usualy use pairs colaborative work ; speech to each other how they do; multi level exercises; tecnologies; vídeos; work with real materials; diary evaluation (progress and products) and a portfolio of seleted tasks. Simona, the Czech Republic Simona, the Czech Republic The high-skilled learner could be asked to help the low-skilled learner to understand a rule, explain things, correct mistakes. The high-skilled learner would have to find out how to explain things logically and understand links between things. The low-skilled one would ask questions that could motivate the high-skilled learner. Roberto Italy Roberto Italy I like peer group with one high skill and one low skilled. The best student can tutor the other and both can grow in different ways. On the other hand I face a lack of enough students with the skills of a tutor. An activity for high skilled could be to create an infographic. For a low skilled I would suggest to highlight relevant concepts in a document Ana Croatia Ana Croatia I have been trying to involve my students in various activities that one day will be useful skills - presentation skills, how to write a complaint, how to do research online finding proper pages and sites not only for entertainment purposes, i often demand in some tasks to email me their homework and to practise attaching documents for example. I struggle with collaborative learning watching in a group of 4-5 that only 2 are doing the hard work... combine tasks so tha combine tasks so that they could help each other and collaborate together HAKAN DOĞAN-Sivas_TURKEY HAKAN DOĞAN-Sivas_TURKEY I would try to organize some different homework to high levels and low levels by using some technological devices that they were interested. Neslihan, Turkey Neslihan, Turkey I can try to blend their skills. They can support each other. They can perform both personalized learning and collaborative learning. Fatma Banu Özbek/Tur Fatma Banu Özbek/Tur First of all,I couldn't make up a certain categorization for high and low skilled learners but I'll try to give an answer. I think one way is to provide different options for learners to choose from within the task. Also, as mentioned in one of the videos, I would expect different outcomes from different learners, expecting them to reach the same goal would be for vain Teach yourself and tell me what you find Teach yourself and tell me what you find Imagine a narrative unit: the reading and understanding of the actions of the characters. We have two groups of students: one with high reading and comprehension literacy and the other with low literacy. For the first group privilege the autonomous activities: reading, identification of the characters by physical portrait and by psychological or psychosocial portrait; recording of relevant narrative actions, interactions between characters, final meaning of each intervention. You can present the results in text, in theater or in a graphic slide. For the second group I propose: oral narrativity on the part of the teacher, the so-called retelling of the story, with challenge to the students to complete, fill gaps, both on the marks of identity of the characters and on the actions narrated, with a visual, in the picture, of the interactions between the characters. I suggest oral or schematic presentations of free choice José Machado First of all, at the First of all, at the very beginning of the year, I would apply different types of activities and get the info about each student's learning types. After that I would do group works and gather the students who have the same learning skills. On the other hand, in some activities I would mix those kids and let them figure out the best way they can. Fahrettin AKTAŞ, Turkey Fahrettin AKTAŞ, Turkey I think the best way is to offer a learning environment. Jagoda, Croatia Jagoda, Croatia There is no news that children are learning on different ways. The challenge is to find the way to facilitate them to reach their goals using their own ways ad powers. Ecem, İzmir Ecem, İzmir According to my own perspective, I will give the task to my students and set them free to do it in their own way. Because when I personalise it, then it'll be my task and my own personalised learning. If I categorised my students before the task, like which way they learn best and if I know which type of learners they are, then it will be that way. Halil SÜNBÜL TURKEY/OSMANİYE Halil SÜNBÜL TURKEY/OSMANİYE In two different students, I would make a difference. Teresa Lacerda, Portugal Teresa Lacerda, Portugal I didn't like the categorazition the students in "high-skilled and low-skilled learners". The third video show us a different perspective. Students and adults have different kinds of intelligence. So, one teacher must work with this in your own classroom. In my classroom I always have the tables arranged in a group and the students that are part of each group are quite heterogeneous. Thus, in the same group are students who have more difficult to learn, others more disinterested and others with more ease and interest in the subjects that integrate the curriculum of the discipline. At this moment I am teaching the theme "Extinction and conservation of species" and the work of the students is to be carried out as follows: - In each group, each student has a leading role, time keeper, materials organizer, responsible for the presentation, evaluator - that was chosen by the students according to their competencies; - The theme will be explored by members of the group as agreed between them and using resources that they find most interesting. For example, Internet searches of videos, articles, environmental advocacy organizations or through questions put to people who can give them information they deem relevant, including the teacher; - Students have to define tasks well and hold each element responsible for their execution; - In appropriate intervals, students have to gather the materials they have, discuss ideas to decide whether to continue along the same path, or make changes; - The final work is placed in the class portfolio, a Padlet, and is presented to all colleagues; - Finishing groups will have to comment and evaluate each other's work in Padlet. My role is to be constantly circulating through the groups to put questions and support what is needed. This is one of the ways I have found to be able to involve all students in learning the subjects of the discipline. Obviously, with this group organization I am fortunate enough to have the students tutor each other, helping themselves in the process of learning. Anita, Croatia Anita, Croatia 1.activity: -Visokokokirani disciple: Make a power point presentation about seed germination and plant growth -nisk-qualified student: Orally present how he sowed bean seeds and followed germination and growth 2.aktivnost: - Vocationally qualified disciple: graphically shows the growth rate of leaves and stems with growing conditions (air temperature, water .....) - a disadvantaged student: Practical work in the schoolyard is the task of sowing two seeds in the same living conditions (one dry and the old and the other healthy) in a notebook the lines of the days he noticed Raquel Santiago, Portugal Raquel Santiago, Portugal First of all, I usually sit a high skilled learner with a low-skilled learner on each table. I speak to them and explain that one can help the other. Specially in a foreign language class, this can work out well because students who know more vocabulary, for example, can help the others who are, sometimes, too shy to ask basic vocabulary. Secondly, I would probably give them a webquest, for example and ask them to work collaboratively or have them work on a project together so one would help the other, with my assistance or close attention if necessary. Lastly, I would like to refer that the second video about lost and confused students really resonates with me. We all know that sometimes we have students who are just not interested, maybe because they are not learning the way they prefer or the tasks are not directed to their type of intelligence. These students are happy to just let others do the work and they don't really participate and, thus, they aren't learning anything. In this situation, I would probably give the high skilled student a webquest or another type of task he could do independently; and try to give the low skilled student a task about the same topic, but I would try to work with him more individually. Obviously, this is difficult to do with large classes and I'm still struggling with some students and trying to understand them. So, the third video really touched me too. Ana Correia, Guarda, Portugal Ana Correia, Guarda, Portugal Students with different intelligences or with different learning abilities are the daily basis of any teachers’ work. In a primary English class, I would define different types of objectives, different kind of tasks, different timing and different assessment procedures, if possible different input sources according to the students, the class or the school characteristics. I would have exercises (oral or written) with different levels of difficulty or adapted to the kids’ interests/abilities, give clues according to needs, give room to activities with different stages of autonomy and build from that on. Spoken interaction differentiation is quicker to organize for me as we can build it almost as we go and there is a stronger sense of class and of common purpose. But preparing such personalised activities when there is a written format (even if they have an oral purpose) is overwhelming, not only to produce, but also to manage in class without losing track of the group. It is even more so if we are not dealing with a single class, a single school or even a single level in the same room (which is my context). The way I’m doing it right now doesn’t match the second video’s idea that personalized learning is about making things easier and “getting quality time” with students or “spend(ing) more time… engaging them”… Rosalba, Rome Rosalba, Rome Next week, after the end of the first term, we' ll organize a one-week period of recovery and empowering activities. This morning I told my high skilled students that in turn they will be engaged to be teachers to their lower skilled schoolmates: first of all they will present a lesson on the already studied topics to the class, presenting, in particular, the Mind maps and all the google presentations they have shared on google classroom; next they will work in groups implementing peer to peerr support. All the class accepted my proposal enthusiastically. Alma, Bosnia and Herzegovina Alma, Bosnia and Herzegovina I would ask them what is the best way according to their opinion to do or learn specific assignment and I will prepare those activities on that way. Same activities from other perspectives. Eduardo López. Spain Eduardo López. Spain With primary students you sometimes need to use miming, gestures o keywords to help them remember. With students having more problems to understand the lessons, you have to combine all kind of strategies, make the necessary adjustments, labelling is very good to boost memory, this way, you reinforce writing while fostering speaking. Raquel Martins Raquel Martins Content can be taught in different ways and using different materials. The main objective is that the strategies used take into account the students' individual needs and promote their success. I divided the class into groups, for example, giving the most qualified students tools to guide them in discovering, on a given topic, to construct simple questions to put the group of low-skilled students. This group of students, the poorly qualified, would freely research the subject, in the Library, on the web or even questioning adults about the subject. This group would present to the most qualified students what they discovered with the research they did, with an exchange of information between the groups. The group of qualified students would go through interactive games created for this purpose, using the Kahoot for example, question the students on the topic. Fun and interactive, everyone learned. Rute Vieira, Portugal Rute Vieira, Portugal Firstly it would set what the ultimate goal to achieve for both students. Based on this, it would propose differentiated tasks for each of the students. In the student with more difficulties it would be important to have recourse to material (in the case of mathematics, for example) and using day-to-day situations. For the student with great ease it would be important to give him the freedom to learn more if he wanted to go further. In this type of situations, I also use group work among students since the way to reach colleagues, the way they speak, the motivation ... are different from when I am developing a theme. Gamze, Turkey Gamze, Turkey In math lessons mostly I try to start with easy examples and go on more complex ones. Moreover let the students collaborate is an effective way. Sometimes I let high-skilled students to work with low-skilled students as groups. Mira, Croatia Mira, Croatia I believe that all teachers daily have such a situation. My way is to help students in group work by giving them tasks of varying weight, in individual work I also tailor assignments, give additional instructions, learners with writing and reading difficulties, help with instructions and adjust the weight of tasks. Paulo Almeida, Portugal & Belgium Paulo Almeida, Portugal & Belgium I would probably give them the same task. However, I would put them to work collaboratively, where the high skilled student would help the low skilled student in solving the task. In this way, not only the high skilled student would develop his / her competences in helping the other, but also the low skilled student could develop his / her competences, being accompanied by a tutor who speaks the same language and who can feel closer, in terms of relation and age level. I could do the same type of practice, but with different tasks. Zekiye KAFALİ, Turkey Zekiye KAFALİ, Turkey I think there is no need to imagine such a situation, as it happens in nearly all of the teachers' classrooms everyday. The best way, in my opinion, is to get them to communicate and collaborate. Thanks to peer work or group work and different activities, high-skilled learners can help low-skilled learners. Zvonko, Serbia Zvonko, Serbia I would give more difficult task for high-skilled learner and easier task for low-skilled learner. Seyhan yilmaz Seyhan yilmaz All students who have different intelligence have the same education because of our system.We hve to strugle to have any idea about stdent's intelligence they should be educated according to their speed of learning and interests Nurcan Korkmaz Karataş-Turkey Nurcan Korkmaz Karataş-Turkey My My students are learning better with the game Banu Güven, Konya/Türkiye Banu Güven, Konya/Türkiye First of all try to learn what kind of intelligence they have, then try to makke a task which contains knowledge according to their ıntelligence type Ana Teresa Gonçalves Ana Teresa Gonçalves I would give them diferent tasks. They should be adapted to their capacities. first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them Elena SpainThe s Elena Spain The students are different levels I would teach differents activities María, Segovia María, Segovia My school has a very wide range of diverse students: different cultural backgrounds, different economic levels, diverse ethnic groups, etc. In my first grade class I find kids already reading and others still struggling with recognising letters. That's why I like to present open-level activities, so the whole class can work on the same topic but at different levels, according to their capacities. Sanja, Croatia Sanja, Croatia I will designe different activitis trough group work so that high-skill learners help and support low-skill learners. Dan Sovan-Romania Dan Sovan-Romania Generally, our classrooms are extremely heterogeneous and numerous in terms of the number of students. Moreover, as a result of an inclusive education policy, we also have work with students with ESC. It is extremely difficult for an early teacher to find a way to optimize the teaching-learning process, but the didactic experience tells the word. First of all, a preliminary diagnosis of pupils' competencies should be made and, depending on the results, we will adjust the process and workloads on low, medium and advanced levels. Of course, for low-level people, remedial or recovery classes can be made, and other students can be trained to perform by participating in various competitions, school Olympiads. em differentiated work ta em differentiated work tasks Alina, Romania Alina, Romania Of course, give them differentiated work tasks Ali CEM Ali CEM It will be appropriate to assign tasks to all kinds of students according to their skills. Maria, Larissa Greece Maria, Larissa Greece I will make mixed groups with high and low skilled learners in each group. Irina,Latvia Irina,Latvia I would make these two learners work over. They can both split tasks as they wish. They can work together to help and support each other. Edita,Croatia Edita,Croatia I would create groups with fewer students and give them tasks of different level. Each student would have the chance to choose a task that he could solve. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Rosa M Reina (Spain) Rosa M Reina (Spain) Probably i will desing different activities in the same test. I will adapt to their abilities. Different intelligences, different teaching. Melita, Croatia Melita, Croatia It's an everyday situation. The classes are heterogeneous. I would do tasks of different levels, with different skills, where such a heterogeneous group would have to come up with a solution. They should also use the skills of the weakest one. Sara Sara I will use stratified and differentiated activities promoting collaboration among students. José Teixeira, PT José Teixeira, PT I must admit that I don't like to categorise my students in “high-skilled” and “low-skilled”, just because all of them have different skills, so the best strategy to personalise a learning task, in my opinion, is to encourage cooperative learning. Students should work in small groups and inside the group they have different tasks according to their skills. All of them should collaborate to accomplish the task. Rukiye/TURKEY Rukiye/TURKEY I would arrange different groups according to their level José María, Spain José María, Spain I understand that I shoul prepare activities that motivate first and foremost and then propose activities in which they feel more comfortable attending to their personal skills. Always with a common goal and with the help of a collaborative work. Madalena, Ponte de Lima, Portugal Madalena, Ponte de Lima, Portugal As an English teacher, grammar is usually an issue for students who are less analytical or are more prone to engage in activities in which they use their rather visual intelligence. In that sense, if I were to teach a specific grammar item, I'd start by showing the students a video (maybe a cartoon or a part from a TV series or film) in which the structure was being used; then after aknowledging the structure, the students would be able to choose between either practising that structure using a previously selected interactive online ESL site or draw their own cartoon on paper, creating a story with characters that would have to use the grammar structure in their lines. Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Güney /TURKEY Güney /TURKEY each student's interests are different so we should use different methods and techniques,flexible content and student reflection. Klaudija/Croatia Klaudija/Croatia Every student has the right to learning, only needs to adapt. We can work through group work so that better students help and encourage students with lesser abilities. Another way is to adapt working methods to students with reduced spouses. Carla Carla Every single day I have to adjust and find new solutions, what worked just the day before may not work the following day. Anyway, I'll give a simple example for a writing task in a mixed abilities class: some students receive a writing task with a bullet list with main ideas to develop (the scaffold) and always an extra bullet to suggest with his/her own idea; some other students will receive the task to write a story which begins with a given initial sentence, wider writing task Each child's developmental characteristics are different, differences should be considered. Each child's developmental characteristics are different, differences should be considered. Gonca Gonca I would teach different types of activities for understand how pupils learn easy. Fabiola Fabiola I think that the activities to personalise learning are: 1) the group work where the best guys can help others overcome their difficulty 2) individual paths where teacher helps the pupil to achieve the goals based on his skills Gülhan KIZILKAYA UÇUCU Gülhan KIZILKAYA UÇUCU I have to understand the level of students first. I can focus on what you can learn better and learn Marianthi Arvanitidou- Greece Marianthi Arvanitidou- Greece Teaching is very difficult because you have to faced with different types of students A high-skilled stude A high-skilled student can be offered more creative tasks, with many unknowns, but they can also compose problems that reflect some industrial processes or everyday life. Unskilled students happily solve the tasks in which they apply skill and less use memory and logic. Patrizia, Italy Patrizia, Italy Every day I am in contact with at least two types of students: really good but not motivated students, who sometimes call themselves bored, motivated students but with poor attitudes that reach satisfactory results with great effort. With such structured classes, depending on the subjects to be presented to the students, I use different strategies: 1) Group work: the group is mixed, that is, formed by particularly gifted pupils who work alongside students with difficulties to whom they propose activities to be presented through a report, presentations 2) Particularly gifted pupils monitor and support the activities of the weakest and help them overcome difficulties 3) Use of technologies that favor the creativity of the best but at the same time facilitate the learning of students with difficulty Elena Quiles Elena Quiles I think that in that particular case, I would group students in different teams mixing high-skilled students with low-skilled ones so that the former can help the latter. In addition, I would prepare an activity adapted to high-skilled learners and another one to low-skilled learners according to their abilities Salva. Spain Salva. Spain I would adapt a part of the activity for each of them. However, I would design another part of the activity so that they could work together taking into account the differences in each one of them. I believe that collaborative works help my students respect and value the differences between them as a positive aspect in social relationships. Elisa, Italy Elisa, Italy Different students with different strong and weak points: we have to face this problem every day and it is not so easy to find always a solution to get a good balance in the individual involvement. So for me it is enough to succeed in finding the right solution at least from time to time. For example I engage students in group work and I try to help each of them to do their best, for ex those who are very good at art will be asked to look for graphic solutions, those who can write very well will be responsible for the writing of the whole group's ideas etc. A later stage is for them to teach their mates what they can do better. I always present them a schedule with different phases they have to cover and this helps to Patrícia Campos, Portugal Patrícia Campos, Portugal For these two kinds of learners I could vary: - the way the tasks were presented, for example one could receive the instructions in a more formal way, for example a text and the others would receive a video or a audio recording, were teacher could use a more simple vocabulary; - the difficulty of the tasks; - the time given to complete each task; - the number of tasks; - the type of tasks; - the focus on evaluation (results vs. process). Hakan Can Hakan Can I join Lilia's idea. I would do such a practice. I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Lília, Portugal Lília, Portugal In order to truly personalize the learning environment for students, I first need to have a comprehensive understanding of my students. This means knowing their academic strengths and weakness as part of a complete learner profile that gives a holistic view of each student. As a teacher, I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Furthermore, I would suggest and provide a variety of activities, through viewing videos, listening to podcasts, view presentations, read articles or texts, participate in discussion boards online, etc. Throughout all the process, assessment is extremely important in assuring student success. The assessment process should be embedded within each lesson and used as a tool for immediate and consistent feedback. Students need some form of direction and timely as well as constructive feedback. Lejla Hujdur, B&H Lejla Hujdur, B&H I would create cooperatives groups with differrent types of tasks so every student can express themself in the best way. I would also use peer to peer learning. Leticia Gil from Spain Leticia Gil from Spain I would try to create cooperative groups in order to learn in a motivated way. Each child is different and needs particular attention so, as teachers, we should personalize our way of teaching taking into account their interests and abilities of learners. Claudia Italy 🐏 Claudia Italy 🐏 In my classes there are students with different skills and abilities. Every child is unique and unrepeatable. I try to enhance the different characteristics. I propose group work and games. Sometimes I use peer tutoring. i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs António, Portugal António, Portugal In all my/our classes it is as inevitable as life itself that there are different skill levels. In autonomous group activities I tend to create different roles and tasks. In some cases with the highest skilled ones tutoring/supervising the other students. Nilüfer Güreşçi Nilüfer Güreşçi I'd start by getting to know the interests and abilities of the learner. I prepare an education and training plan and activities that I can use in my interests. I ensure that a student with a high level of learning maintains his level of questions and activities to keep his curiosity and motivation going on. Rosa Barros, Portugal Rosa Barros, Portugal It is not necessary for me to imagine I have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners) because I do it on a daily basis. As a starting point, I must emphasise that I do not like to “label” my students as each one of them has different skills and abilities and it is by sharing and taking advantage of differences that our classroom becomes a healthy learning environment. In my classes, students help each other all the time, either in groups or in pairs, but in a peer-coaching/tutoring strategy, and at the end of each tasks, students share what they have done/learnt. Throughout the schoolyear, I try to plan diversified activities that involve all range of intelligences, interests and knowledge (being it the result of formal, non-formal or informal learning) so that each student can put the most of him into the class and engage in a collaborative lifelong learning process. But we are referring to a more formal learning activity, take for instance, a listening-comprehension task, I would plan a T/F exercise for the “low-skilled” learner and maybe a gap-filling or a completion exercise to the high-skilled one. João Teixeira, Portugal João Teixeira, Portugal I would give each student or group of students a different role and different tasks according to their levels, skills, abilities and interests. Each student/group will perform the task on his/their own way for the setting time or, depending on the aim of the task, for the time he/they need(s). All these activities would be supervised by the teacher or, preferably, by other students. Anita, Croatia Anita, Croatia The truth is that we are faced with the need to personalize learning every day. The intellectual abilities of our pupils vary and I find myself preparing one lesson in different ways so those with dyslexia or dysgraphia can follow my teaching. Sílvia Teixeira, Portugal Sílvia Teixeira, Portugal As experts, we do not need to imagine this kind of situation, because it happens every day inside our classroom, not necessarily based in high-skilled and low-skilled learners, but having in mind different students, with different interests, different intelligences, different needs… The best way to personalise learning is through “autonomous learning time” (Tempo de Estudo Autónomo – TEA). It is a situation where students learn to formulate goal, plan their learning process, identify resources of learning, select materials which are suitable for their ability and interest, choose and implement appropriate strategies to learn, evaluate their learning process and manage their time to learn, even outside the classroom. Esada Čirić-Delić Esada Čirić-Delić This is a reality in my country. We have mixed-ability classes with multiple intelligences and I like to include various activities to suite all those intelligences. Sometimes I change materials to suit, sometimes pair work is best and sometimes group work brings the results. Aslo Aslo Aslı Aslı I would divide the class into groups and give each student a different role according to their levels and interests. Then, I would assign them differnt tasks according to the pace of the lesson Teresa M., Spain Teresa M., Spain I'd have to adapt the activities: same format but different tasks for different learners for them to fulfil their capabilities. Leyla, Turkey Leyla, Turkey Making mixed groups with different intelligence and asking them to create a product by which each individual can take out his/her strength among others. Preparing and delivering personalized teaching/learning material and leading each student to a reachable goal would make them feel proficient. Heidi, Germany Heidi, Germany The best way to personalize a task in my opinion is preparing a project with a question. In a project every student works with its personal ability, at its own pace, in groups or alone. Erhan Erhan Yes, every students have different kind of intelligence. They can use them more efficently but teacher have to use not only his/her teaching method but also in a school . So every unit must bring different areas of interest (intelligence) in english. Teachers pay attention to this and organise their teaching method for their students. Eduarda Sousa, Portugal Eduarda Sousa, Portugal This is not an imaginary situation. It's truly part of teachers " daily struggle. So generally I divide the class in mixed level group so that the fast learners can help low level learners. My teen students just love this as it's easier for them to understand their peers' "lecture. I also try to give my high level students a bit of a challenge by working on their own and solving problems using for instance thei mobiles while I help the other ones. Bosiljko, Croatia Bosiljko, Croatia I will create groups with max 4 pupils in, and give them tasks with different level of complexity. probably I will explore their possibilities before... Each student will perform Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zehra Tuğçe Özgel, Turkey Zehra Tuğçe Özgel, Turkey I determine their needs, speaking both by doing survey. I prepare lesson plans for their needs along with the curriculum. Vida , Lithuania Vida , Lithuania For the purpose of studying the topic, the students are divided into groups and tasks of different complexity. Anca, Romania Anca, Romania I would divide the class into groups, same topic, different tasks. Temel Gövce Turkey Temel Gövce Turkey First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. All students work in the same Subject using different materials. If there were two activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (A High skilled learner with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pair to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity. I would implement group work strategy and try to apply myteaching steps for students'different skills I would implement group work strategy and try to apply myteaching steps for students'different skills D., Croatia D., Croatia This is an every day situation. Classes are heterogeneous. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Demet - Turkey Demet - Turkey Mixed groups can be created. Serge from Belgium Serge from Belgium Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zrinka, croatia Zrinka, croatia Divide them into groups or pairs and give them projects according to theirs skills. Something similar but different level activities. Brankica, Croatia Brankica, Croatia I would put them in a group to work on a topic together, and I would assign them various, personalized tasks and adjusted to their skills. They would have to cooperate and help each other, and I would also give them pair-work homework. Audronė, Lithuania Audronė, Lithuania I'd preteach a low-skilled learner, later they could work together and benefit from each other. Cláudia de Sousa, PORTUGAL, D Cláudia de Sousa, PORTUGAL, D This is what actually happens on a daily basis. Classes are heterogeneous and our work demands reflecting over this question regularly. In my opinion these two students obviously need two different approaches. The highly-skilled student is, normally, a more motivated student in a learning context because learning isn’t a difficult task, whereas the low-skilled student may be a less engaged one because he/she finds it difficult to keep up with what is being taught. This last student might feel lost, confused, may need more attention for many and diverse reasons. However, without knowing both students well, we can’t jump to conclusions this easily and we should definitely not decide over strategies without bearing in mind why they are being defined as high-skilled and low-skilled. In other words, is the high-skilled student so just because of his high grades? Does that mean he is highly motivated? And concerning the low-skilled student, are his grades low because he/she struggles with assessment and tests? Does that mean he/she is less motivated? According to what happens at school, teachers are expected to be more concerned with low-skilled students, because we would like them to get better grades. We tend to spend more time thinking about how we can help these in becoming successful as if high grades were synonym of success in life. Nevertheless, I defend that in both cases the key to help these students is motivating them towards different non-formal learning activities because in both cases each will have to undergo different processes at different their own pace. Learning is long-term process and this is what students are to be reminded regularly! Antonino, Portugal Antonino, Portugal In my opinion, personalizing learning does not necessarily imply assigning a task to each student. Herculean task for sure. However, you can assign different tasks to two different groups to work on the same topic. Strategy to implement: Group work in the design mode. The groups would be with a small number of students in order to enhance the collaborative and participative work; In the formation of the groups it would take into account the different intelligences / capacities forming heterogeneous groups; The project modality allows to maximize the capacities of each one because, with the constant orientation of the teacher, it is possible to demonstrate skills of the less qualified students, namely in the operationalization and more practical parts; This modality obliges the students to diversify their abilities and not always the most qualified academically they are in parts that leave its scope, like for example to organize a structure to present the final work. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Cecília, Portuga Cecília, Portuga I organized the class into work groups by proficiency levels, characteristics or similar interests, in order to create an excellent learning environment. It would do the same activity but would adjust the level of activity requirement to the actual ability of the students to allow them to succeed. Susana Carneiro, Portugal Susana Carneiro, Portugal I could use collaborative groups in PBL or a "menu" of tasks for the students to choose with the same goal (for example: research paper about sustainable projects around the world or ation plan to do at home and make the daily life more sustainable). Low-skilled? It depends on the skills you`re looking for :) Olivera, Montenegro Olivera, Montenegro Gathering children according to interests, needs and skills. Adapting activities that include reading and writing, for one group; and for the other group in the lecture I also insert digital media. Aleka, Greece. Aleka, Greece. It depends on various factors such as the age of the students, the kind and purpose of the activity, how well I've known them... Jorge Estrela, Portugal Jorge Estrela, Portugal Start teaching from the level at which the students are. This is why it is fundamental to diagnose knowledge, assessing the level of student performance, interests and learning profiles. When planning activities, take into account the profile of each student, so that everyone has an opportunity to learn, for those who present more difficulties and those who are already on the road to school success. There are some aspects to be differentiated in the planning and dynamization of activities: consider the students' learning style (visual, auditory, schematic); repeat the information, explain in other words; explain the topic in small groups; use activities that work the same theme for all students and adapt the level of difficulty; provide concrete material for the students with more difficulties; adapt the time of activities; diversifying the forms of production (text production, oral presentation, drawing, painting ); use facilities outside the classroom, such as the school library. Jasna, Croatia Jasna, Croatia I would divide the class into groups and make my students work on a similar but different level activities or a would connect high -skilled learner with low-skilled learner. High – skilled learner can help low-skilled learner. Hacı Ömer Erarslan Bursa-Turkey Hacı Ömer Erarslan Bursa-Turkey I would divide the class into groups and make children work on similar but different level activities. Feruze from Turkey Feruze from Turkey I make mixed small groups and give projects them and make the high skilled students help the low skilled one. CAMINO, ESPAÑA CAMINO, ESPAÑA Nobody will know the difference between both levels of learning between the students. Nobody will know the differences between the contents of the activities. I would be the only one to know about it. Students would work together, helping each other to understand contents of the exercises. I could help low-skilled and high-skilled learners in different ways at the same time. Sandra Oliveira, Portugal Sandra Oliveira, Portugal I woul divided students into small groups of 3 to 4 elements:groups of highly qualified and low-skilled students. I would provid them with a list of research topics, so that they chose the more interested one. then I would explain them the essential learning and objectives and contents of the activity. Students will research the theme and then present their work to the class. For the groups of low-skilled students I would provided them diferent level activities and guide them, if they want. It would give them more individualized support. In the end, thye also present the research results. All students would transpose their research into the learning journal. Jorge Conde Jorge Conde I would make the collaborate with each other in different tasks, allowing them to help each other. I usually give assignments and when students end their task they can go to other groups and support their colleagues. Sandra Gomes, Portugal Sandra Gomes, Portugal I could either ask the high-skilled learner to help the low-skilled one or choose to adapt the activities according to their skills/level. For instance, I could hand out a worksheet on a vocabulary topic we had studied in class and grade the tasks. Imagine it is a word search on technology. I could give it to the low-skilled student with the words he/she was supposed to find, whereas I wouldn't give this hint to the high-skilled one. Or I could just pair them and allow them to find the words together! If it's a reading comprehension exercise where students have to complete a sentence according to the ideas in the text, I can give the low-skilled learner options to help him/her complete it. Doinita B., Romania Doinita B., Romania I would use the "teacher method": high-skilled learners to teach low-skilled learners, and at the end I would provide feedback to both kinds of learners. Renata, Zadar Renata, Zadar In some lessons I always connect high-skilled learner with low-skilled learner. The task is that high-skilled learner found a way to teach other student thru discussion, drowning, explanation with their own words. After that, very often, low-skilled learners know better than after my explanation. Ana Paula, Portugal Ana Paula, Portugal Çölban-Turkey Çölban-Turkey I personalize teaching methods very often. I try to prepare activities according to my students' development processes, intelligence types and needs. I spend time with my students who need individual attention. Daniela, Italy Daniela, Italy I would divide the class into groups and make children work on similar but different level activities. Soraya, Portugal Soraya, Portugal I would probably try to adjust the activity to their personal interests. I would let them choose the way to get to the purpose of the activity. I would also let them choose how to present the results. sebahat yalçın,İzmir Turkey sebahat yalçın,İzmir Turkey I prepare the activities of the the learning task according to the learners' abilities,their preparedness about the task ,their intersets and also theirtype of intelligence. Sarah Mallia, Malta Sarah Mallia, Malta I would give a shorter task to the low-skilled learners and include some challenging tasks for the high skilled learners. I would use visuals , auditory and technology so that I 'll try to reach all sorts of many students at the same time. HEVAL DURAK MUĞLA TURKEY HEVAL DURAK MUĞLA TURKEY I personalise my teaching methods so often.I have prepared different kind of exercises for different level of pupils.I spend more individual time for those who need extra help. Lurdes - Portugal Lurdes - Portugal Let’s say that the task is “Asking for and giving directions”. For the high-skilled learners, the activity would be writing down all the instructions to get from point A (it could be our school) to point B (a hospital, for instance). For the low-skilled students, the task would be, using Google maps, drawing the way from A to B, according to the instructions given by their colleagues. Elsa Martins - Portugal Elsa Martins - Portugal After presenting the topic and showing flashcards to all the students at the same time I would ask some questions about the pictures. Firstly I would ask high-skilled and then ask the low-skilled ones so that they can listen to their classmates answers. For low-skilled learners I might whisper the words if they can't remember them or give them some answer clues. For other activities it could be in small groups with both high-skilled and low-skilled learners, collaborating throught the activity. If it is an individual task/ activity low-skilled students could have different stategies like matching exercises instead of open questions, fill in the gaps (with given words), true false questions. I usually to this for students with special needs. Sandra V. Sandra V. I would put those two learners to work in pair. They can split assignments as they want or they can work together, helping each other. Ş.G.Gundem/İzmir Ş.G.Gundem/İzmir I can set up working groups with children at different levels. They learn to work together. I can give you homework based on the children's level. Lina, CRO Lina, CRO Group work is a great way to help children with difficulties but also to motivate children with high skills. It can be a theme where children with difficulties can draw something or read basic text in book, and high skilled students can explore something more on internet. Berkant Berkant Some of my students are learning from the examples ,some of their classmates' group work.And some of learning a part of one to one work Nițescu Emilia-Elisabeta, Romania Nițescu Emilia-Elisabeta, Romania To begin with, I start with differentiated activities. For those with difficulties, I will have different tasks than those advanced. I will try to work on teams by using each other's skills. All of this will be accomplished without the pupils observing the difference between given tasks. Nilay Dokur, Turkey Nilay Dokur, Turkey I think the first step for the different learning levels of students for the same activity would be defining and categorising the student's intelligence types before the activity. For instance a brainstorming activity about the subject matter. Then I would prepare learning corners to let them perform their abilities. Paulo Alves - Portugal Paulo Alves - Portugal Group project based learning with both - high and low-skilled learners (lsl). They have to draw a plan and execute it with several tasks. The aim is the high-skilled learners help the low-skilled learners making them (lsl) aware of the "how-to" process. In future tasks, with those skills, they (lsl) can improve applying knowledge and get feedback from high-skilled learners and also from the teacher. I think that it should I think that it should Adriana, Romania Adriana, Romania It is important to work with both types of students and to let them feel they are equally important for the teacher and for the learning process of the entire group. I think I would, at a certain point, let the advanced ones "teach" the others in their particular manner and then ask for feedback. Marina, Zadar, Croatia Marina, Zadar, Croatia It would take them to nature and there would be activities for both of them. I would give them different activities - watching, calculating, climbing and it would be interesting for all. 9 9 Sanja, Croatia Sanja, Croatia I would give them a group project with different activities, for example calculate something, use technology, make a presentation so each student can pick which part of the task suits him best I I Göksel Ogalan , Manisa/Turke Göksel Ogalan , Manisa/Turke First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. If the high skilled student shows really great potential, I would start with more complex structures as I would do with the lower skilled one. If I would see that they can compete with the tasks , I would guide them by learning new and more complex structures and assure that they learn how to handle with the problems on their own way. Providing them opportunity to discover their own potential and being aware of own intelligence type. FátimaM, Portugal FátimaM, Portugal I would think of a very interesting, challenging, fun question and let my high-skilled and low-skilled students get to the answer through whichever way they prefer. Fatih TOPÇU/Türkiye Fatih TOPÇU/Türkiye For example, in the theme of mother's love, I would give a student the task of composition and the other a task of telling painting. Slađana Kristek Slađana Kristek I think it depends on the task. I would like that the student that is high skilled helps them that is low skilled. The low skilled sholud make set of questions and the other sholud explain the task. Lacramioara Cazangiu,Romania Lacramioara Cazangiu,Romania If students have a different level of training, I will prepare a lesson in which I will work differently. The same theme should be understood by all but by different ways of understanding. HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY First of all it can be accepted that personalise learning or instruction is very difficult to implement for teachers in large classes. Analyzing the class to find out who they are, what is their interest is important step when giving the task to high skilled and low skilled learners. Then I try to encourage my students to work in pairs. I give all of them the same project work and decide and collaborate with each other how to prepare and represent it. nurcihan,istanbul/Turkey nurcihan,istanbul/Turkey as an english teacherI usually try to personalise the learning task in my classes.for example at he end of a unit I gives tasks to low skilled learners writing about that unit topic or asking and aswering questions with their partner about topic but I want high skilled learners to prepare a sketch about new topic and act it out I would survey the s I would survey the students to identify styles first then vary the activities according to their interests - different activities but same But same learning objectives Ella, Croatia Ella, Croatia I would make a learning scenario with project based learning and flipped classroom. So both of the learners can in non-formal way, at own pace, do the activities Serap OZDEMIR ORUC Serap OZDEMIR ORUC I would give the same task to them. And I would let them to present their work by their own way: by drawing-painting, by using technology-making slideshows, by searching on the net or library and writing the results with hand or on computer, by presenting with a drama , by just talking about the topic/giving examples about it. Adina Geczi, Romania Adina Geczi, Romania Being different, they will be lost in the process if I won't be able to help them. So, for the same subjects I will create different learning activities. Using a rich set of methods I will find a way to make every student to understand what they have to learn. After that I will know how to elaborate the tests using different types of skills. Maija Maija I would start with a game or other activity that is interesting for both levels to get involved Latife Çeri,Turkey Latife Çeri,Turkey At first,İt is difficult for us because our educatıon system has to make our pupils similirazed.But we can change our by collobrative or group activity lessons and also we could adapt techonolgy to most of our lessons.This makes our lessons enjoyable... Nicolette - Malta Nicolette - Malta I would start by giving my students a task to work on in groups. I would spend some time observing them working together to get a clearer picture of the different types of learners. I would adapt the activity according to the abilities of the students using different types of questions which can help them grasp the learning task. Mehtap Öz Mehtap Öz Their differences make them unique.I would give the same topic and make them free.The results are not important,The most important is their own effort Mustafa Özdemir/Turkey Mustafa Özdemir/Turkey For both students, I would set up activities with technology that wouldn't be different from each other. Barbara Matysek, Poland Barbara Matysek, Poland I would try to prepare different activities for high -skilled students and different for low-skilled students. It is important to know your students well, to know their abilities. Low -skilled students would get easier exercises to make them feel successful and high-skilled more difficult to let them practice and learn more. A group work would also be a good idea because students can work together, decide what they can do , divide the work between each other according to their abilities and produce the final outcome. Željana, Croatia Željana, Croatia I "m testing my Students which tipe of inteligence they are and then I try to show them the best ways of learning and the methods Mmmo Mmmo Mmm Mmm Monique Malta Monique Malta I would first gather evidence on what my learners know visa vis the topic being discussed. The next step is to prepare engaging material within the learners abilities. Mia Mia I would make a same task but with different activities, different kind of question, different methods etc. For example, today i have worked rythm with one class and there were 3 students with special needs. I gave them easier task and they answered correct. That was great because they were so happy and I was happy, too. Dilay Dilay I would differentiate the activity types according to learners' intelligences and levels. To do this, I should know my students very well. h-skilled and low-skilled h-skilled and low-skilled learners). What would you do? Adela Gabriela Adela Gabriela I am testing my students to know what kind of learner they are. Using Gardner Theory about Multiple Intelligences... Marina Molla, Greece Marina Molla, Greece Gardner' s "Theory of Multiple Intelligence" suggested that we all have different kinds of "intelligences". As teachers we have to try and find our students' abilities and talents and adjust their learning tasks to these: Visual-Spatial Intelligence Linguistic-Verbal Intelligence Logical-Mathematical Intelligence Bodily-Kinesthetic Intelligence Musical Intelligence Interpersonal Intelligence Intrapersonal Intelligence Naturalistic Intelligence Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Sanja, Croatia Sanja, Croatia I'll try to make task about what they're interested in. Before doing it, I'll talk to students and try to find out what are their intereses. Karela Georgia Karela Georgia At the beginning I will try to understand how they want to work. I will prepare activities for both kinds of learners. Cristina Cristina First of all I have to actually 'read' the class so as to find out at what stage they are and also who is who: high or low skilled (assuming they are all in the same class) Then, maybe instead of two different activities, as time is not much, I would opt for 2 different ways of presenting the same activity. As referred in the second video, once in the classroom we have to sense the kind of student we have before us, which is not easy, specially with big classes. I would start by using my regular approach and 'feel' how the class reacts to it. Then I would definitely use a web tool to either a) make the activity more visual b) foster the students interaction c) Provide some movement to the class (literally have them move around) The students would then have the chance to try out their different ways to LEARN. Annibale, Italy Annibale, Italy First I analize the type of audience, after I start to find different tools and I prepare 2 activity with different tools. I test it, I maje some change and after I will have the two activities Sibel Akyılmaz Ateş,Turkey Sibel Akyılmaz Ateş,Turkey I would prepare different types of tasks, lots of exercise assignments and lots of independent. Sevda ER-Turkey Sevda ER-Turkey All students work in the same subject using different materials. a more demanding then i would started with the simple one for all and then i would created pairs to callaboarate for that . Angelo, Rivoli, Italy Angelo, Rivoli, Italy It depends on the learning task. If it consists, for example, in memorizing obligatory contents, then it is necessary to seek together the modality that most facilitates each student, perhaps with the help of ICT. If, on the other hand, the task consists of a project without rigid constraints, then it can be tailored to suit the preferences of each student. Laurrie, Ro Laurrie, Ro I would give them a group task (e.g. project), that might involve both kinds of ss - I would appoint a leader who would lead the group and assign roles: weaker ss might be good at drawing, others might have other good sides. Thus, they all get to collaborate and do sth together. Adeviye Alcıl Turkey Adeviye Alcıl Turkey Observing individual differences is very important.I try to make my students more difficult to understand issues.If we plan the teaching with different visual and audio tools we consider individual differences. Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey I prefer to practice learning and field trips by doing it for the highly qualified low skilled student. I can apply a personalized learning method with question answer method according to the interest of children. Fatma AVCI, Turkey Fatma AVCI, Turkey each of my students have different learning pathways. They have different interests and perceptions. I take this into account Fernando Mota, Portugal! Fernando Mota, Portugal! Above all, we will always have to respect the needs of each student and their differences. In view of this, I think that different learning plans should be drawn up, depending on the case, that is to say, for a highly qualified student, a plan for the development of their skills should be drawn up, whereas for a low-qualified student a recuperation plan. In one case as in the other, with the existence and application of this type of plans, we can better follow the development and the progress of these students. Therefore, a certain topic will be taught differently, taking into account the differentiated characteristics of the students. For the highly qualified students, in addition to the explanation of the concepts, you will be presented with information sheets to deepen them, with exercises of a higher degree of exigency. For the students with little qualification beyond the explanation of the concepts, you will be presented with information sheets explaining them, with exercises of lesser degree of exigency. Adília, Portugal Adília, Portugal In many schools teachers have to work with very large classes, with 30 students, which makes it very difficult to personalise learning or instructions. I like to encourage my students to work in pairs, but it sometimes takes a lot of time, specially if they all choose to present their work. The aim of the learning task would be to describe different types of family. I would encourage them to work in pairs, so that high-skilled and low-skilled students collaboratively could reach their goal. They would have the opportunity to help each other. Then I would give them the chance to submit their work using the format that best suited each of them ; which means that instead of only submitting a short written description, one of them could in fact submit the written essay, but the other could choose a drawing that he would afterwards present to the rest of the class. At the end I would encourage peer-to-peer assessment using pre-discussed criteria. Derya Ümüş CEM, TURKEY Derya Ümüş CEM, TURKEY I give the two different tasks to both students according to their fields of interest and skill. Massimiliano, Italy Massimiliano, Italy For a struggling student iI agree assigned a question card with multiple answers. Aurora, Slovenia Aurora, Slovenia I think that to give each one a different task is the easest way, but I would like to make them work together and to make them realize that together the result is better, greatter and that they feel better. Emma Giurlani Italy Emma Giurlani Italy I totally agree with what Athanasia says . I often make the same as she says with my classes.I try to change often the peers and I ask my students to collaborate to solve more complex activities and tasks.As Maria Helena says we also have the same problem in Italy.We have very big classes and sometime it is not very easy to personalise the activities. But I found a great help with eTwinning projects .The activities are tailored to give each project partner the opportunity to collaborate and to "grow" with the others. As Athanasia says I ask the group to choose their "speaker" among the weakest ones in order to help them becoming more self confident . This way they can improve their skills and abilities both by deepening their knowledge with the help of their group mates and reinforcing their competences Marina Molla, Greece Marina Molla, Greece Athanasia, Greece Athanasia, Greece All students work in the same "subject" using different materials. If there were 2 activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (1 advanced with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pai to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity (meaning that the capable student wouls not just do the job but would be interested in explaining and helping his/her partner, too so that he/she is capable to present the pair's work to the rest in the class) Maria Helena, Portugal Maria Helena, Portugal Context: In Portugal, in secondary schools, one of the problems we have to face daily are classes with many students (26-30 students) that make “personalized instructions” as Randy Bass said quite difficult. So I tried to find some activities that could be implemented without much fuss. Aims: - Improve listening and oral skills - Enlarge vocabulary related to the environment Main activity: 1. Listening to two people speaking about environmental problems and completing a cloze text. 2. Identifying the problems. 3. Suggesting solutions for the problems presented. 4. Presenting the solutions to class. Resources and Materials: Handout with exercises Low-skilled learners: Exercise 1: A cloze text in which all the missing words are given, but they are presented jumbled in a box above the text. Exercise 2: Pictures of the environmental problems with name tags are shown and they have to choose the ones they have heard in the listening text. Exercise 3: Several solutions are presented and they choose the ones they think are appropriate or add others they can think of. (They may use online dictionaries to check for unknown words in this exercise.) Exercise 4: They choose a problem and possible solutions and present it to class. (In this oral presentation they can organize it as they see fit and be creative. These students may also take some notes to look at - similar to a TV program host. However, they musn´t read them out to the class.) High-skilled learners: Exercise 1: A cloze text which they have to complete with what they hear in the listening text. Exercise 2: Completing a table with all problems mentioned in the listening text. Exercise 3: Gathering solutions they think are appropriate for the problems. Exercise 4: They choose a problem and possible solutions and presented it to class. (In this oral presentation they can organize it as they see fit and be creative.) Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Sofia Tsigara, Greece Sofia Tsigara, Greece In kindergarten school , I use different types of activities. For example, drawing and constactions. Sara, Portugal Sara, Portugal A development activity would be the demographic, economic and social research of an African country. For a struggling student, he assigned a question card with multiple answers. Clara, Italy Clara, Italy I do this everyday. I try to prepare different kind of input for the same content. Images, videos, audiofiles, schemes, mindmaps so that my action can meet tha different ways of learning. Then I ask to do graduated activities. Everybody start from the simplest. At the end, the most capable does a pair activity to help the weakest student to go up a level. At the very end, an activity of higher level to let the most capable students express themselves how they want. Iva,Croatia Iva,Croatia I will prepere different types of activites and methods for them. Also we must adapt learning to each of them. Iva,roatia Iva,roatia Selda Türkarslan, TURKEY Selda Türkarslan, TURKEY I would differentiate the activity by using some scaffolding structure, giving some help or example for low-skilled learner. Konstantinos-Greece Konstantinos-Greece We must adapt learning according to the level of pupils and their interests. high-medium-low goals. Nieves, Madrid Nieves, Madrid I would differentiate the activity to meet the needs of these two kinds of students. It could be differentiation based on ability or in students’ personal interests, allowing them to create something based on their different kind of intelligences. Grazia P., Italy Grazia P., Italy If the activity can be assigned in such a way that the two students work collaboratively, I think I would design a type of work in which both can test themselves, each with their own peculiarities and taking responsibility for carrying out their part. In fact, collaborative work allows to assign different roles. For example, one might be suitable for the student with the lowest level in writing, but at a higher level in the creative and design side of the activity. On the other hand, the best student in writing could perform the part of research and writing of the text. Let's say that it depends on the activity. I believe that no one is a genius in everything and even the less good students have propensities towards activities that can perform better than the so-called good in the class. Andrada, Romania Andrada, Romania I think that a teacher can use different types of activities suitable for many kinds of students and intelligences Paola T., Palestrina(Italy) Paola T., Palestrina(Italy) I'm Art History Teacher in the Secondary School. I’m teaching through ICT(padlet, tes teach, thinglink...) Digital learning resources support information processing by helping students to develop mental representations through the mix of media elements presented to them. mihaela, Romania mihaela, Romania The Conscientious Student would ask him to further document a notion that he was interested in during the lesson and to present to colleagues some interesting aspects related to that notion. The student who learns more slowly would ask for the lesson already taught by synthesizing it in some key concepts. Ana, Portugal Ana, Portugal I think I could plan a learning task composed by two activities. Each one of the activities would be focused in different ways of learning, so that they could reach the needs and interests of each one of the students. In the end I would ask students to present their results to each other and to join in both activities, once they would be a complement of each other. This way the students could understand that different ways of learning can help one another to create a more complete learning task. Carmen, Leon Carmen, Leon In general terms, I organize all my activities (I teach languages) in two different levels;if for example,we are learning a particular verbal tense,I have a set of exercises prepared for those who may need more time to learn it. Sometimes I don't need to use these extra exercises because they are able to understand it easily but should the need arise,I always have them within reach. Most times,what I really need are extra activities for those who go a bit ahead of the rest; these students are too quick and ,if I don't want to "lose" them, I have to offer them more difficult alternative tasks. Catherine, Ireland Catherine, Ireland As a history teacher, I often get students to write essays on historical figures. I generally have two activities prepared for students. For the more able students I provide them with a rubric to follow when writing their essay. For students who struggle with this task, I provide a fill in the blanks exercise, to ensure that they are still participating and engaging with the material. Before completing these activities, I would have pre-taught the required information through a variety of tasks including class discussions, videos and role-pay activities. Violeta Cumak, Lithuania Violeta Cumak, Lithuania In case want the student to reach for more or not to feel a loser, I would offer to them different type of activities and tasks. Of course in the very beginning need to recognize what type of intelligence the person is. Lidija Antolić, Croatia Lidija Antolić, Croatia I would make one activity easier and one activity more difficult to solve. After solving the tasks. There would be pair work. The high-skilled children help the low-skilled children. One activity would be group work. So children can develop their communication skills. Kata, Split-Croatia Kata, Split-Croatia I would give different kind of activities: listening activity, reading activity, calculating activity etc. The high-skilled children could help the low-skilled children with tasks. The tasks cuold be easy, medium and hard so everyone can do something. They can work at groups and at the end present their solutions of the tasks in front of the class. Ankica,Croatia Ankica,Croatia I would prepare different types of tasks, lots of exercise assignments and lots of independent work Re Re I believe I believe Sílvia, Portugal Sílvia, Portugal I believe that a good strategy will be to anticipate learning for students with more difficulty and to elaborate complementary tasks for those who feel that what they learn in the classroom is not enough and that they want to challenge themselves. On the other hand, either the teacher or the students can go to different learning environments where they feel more comfortable, for example, a library, using the computer / tablet / mobile phone, trying to relate the content in a day-to-day situation, seeing a film about it, seeking the help of another classmate or teacher for further support ... Isabel Carioca Isabel Carioca Portugal The two activities should be done in group work (each group has high-skilled and low-skilled learners) and each group choose how (time, support materials, place…) to make the activities. Massimiliano, Italy Massimiliano, Italy I would like to prepare exercises based on the characteristics of the students, favoring their positive aspects. Lucía, Spain Lucía, Spain I would try to do the first part of the class with all the levels and then I would separate them into the two different snows. They would be working in a group and I would attend to both groups equally. ort. ort. Pureza Pureza I would prepare different kind of activities and exercises. Lídia, Portugal Lídia, Portugal In a formal learning context, more exactly in the classroom I, as a teacher/facilitator, would have to bear in mind the fact that independently from their learning profiles, both the so-called high-skilled and low-skilled learners must reach the same goals in terms of formal learning at the end of the activity. I could, for example, try to plan the activity by means of a task-based methodology, within which both high- and low skilled learners would follow a set of tasks according to their interests, abilities and skills. Amongst the former, autonomy would be encouraged along with hints for further investigation, and follow-up suggestions; the latter would receive more detailled instructions and would be provided with glossaries; audio and/or visual help, among other possible supports. I, as a teacher, would plan to spend more time assisting this group (and make up for it by putting students in charge in the other group). Project-based teaching methods also prove themselves effective and make it easier for learners to contribute according to their learning style. Concerning this method, I have often implemented the Learning Station method in my classroom amongst DaF learners with quite good results. Dimitra, Greece Dimitra, Greece I would try to find a task and separate my classroom into teams in which there will be both high-skilled and low-skilled learners and the first part of the task will be for the low-skilled learners and the second part of the task will be for the high-skilled learners. The tasks will be bresented in the classroom by every team. By that way, the high-skilled learners could help the low-skilled learners as well as the low-skilled learners will not feel marginalised and incapable of completing a high expetance task. Charo /Spain Charo /Spain I would do a task with different levels of learning. Firstly, an easy level; before a medium level and finally a high level. So, each pupil would do until she/he could it. Demet YILDIRIM, Turkey Demet YILDIRIM, Turkey I would use the "Station technique" which I often use during my class. I would prepare different stations and group students for example; "drawing a picture station", "writing a song station" "creating a game station" etc. I would want them to work on their tasks with their group outside the school with the help of tecnhology (optional). Carla, Portugal Carla, Portugal Different types of tasks, with different types of goals and expectations that appeal to different types of knowledge, learning and intelligence. Tasks should have different degrees of complexity. Maria, Italy Maria, Italy I have prepared different kind of exercises for different levels of learning. Mirela, Croatia Mirela, Croatia I would try to include several type of tasks, so every student can choose their own task. If they wont, after finishing one task they can try task that is level up. Ayşin/Turkey Ayşin/Turkey this is really hard work.because I'm a math teacher and the level difference between the students in the class makes my job very difficult. I would try to make I would try to make the activities include not just cognitive aspect, but the other ones as well, such as spacial, kynaestetic, sensory etc. Cornelia Melcu Cornelia Melcu Task: Understand the written message. According with the type of learners Read and write learners write the story report. Visual learners create a graphic organizer of the story. Auditory learners give an oral report. Kinesthetic learners build a diorama illustrating the story. Learning environment: Break some students into reading groups to discuss the assignment. Allow students to read individually if preferred. Create quiet spaces where there are no distractions. Why? Group working would facilitate both high- skilled and low-skilled students. ÖZNUR/ TURKEY ÖZNUR/ TURKEY Learning, methods and techniques should be adjusted according to the speed of the individuals. Objectives and expectations should be determined accordingly. Students should take part in the activities. Class dynamics should be tried to synchronize Ángel, Spain Ángel, Spain There are no learning goals for all students, but rather the objectives and learning methods and speed are adapted to the individual. Vasiliki Psaridou/Greece Vasiliki Psaridou/Greece Working the last 12 years with first grade Elementary pupils, I personalise my teaching methods so often. I have prepared different kind of exercises for different level of pupils. I also spend more individual time for those who need extra help. Lucia Italy Lucia Italy Nowadays it is very difficult to motivate children's attention because they have a variety of interesting offers outside of school starting From sports clubs, multiple videogames....And so it is very difficult to find topics that can be shared, Perhaps it is good to come back to propose ancient things that for children They look really fabulous Sara, Spain Sara, Spain We usually have heterogeneous classes, so we have to deal with this every day. I tend to have open activities that everyone can complete to some extent, some will give a more elaborate answer, others will complete the activity giving in a simpler way. Sometimes it's also a good idea to have group work or pairs. Yıldız Yıldız I would encourage them to do some creative tasks to fin out the degree of their skills.ı would give them tasks with different alternatives , some easy some difficult. So that I can encourage them for a better result each day Ana, Portugal Ana, Portugal In my daily practice I have to deal with many different students with different "intelligences" , different skills and different interest. Sometimes I give them different tasks, other times I try to join them in mixed hability groupsor I simply let them suggest how they want to carry on that task . Another aspect which I find essential is that I recognise which student needs that "extra" support, a bit more attention or just a "well done". Silvia, Spain Silvia, Spain I encourage cooperative learning, pairing students so that they can help each other with the activities Claudya, Romania Claudya, Romania Peer work, team work. Antonietta, Italy Antonietta, Italy I DON’T NEED TO IMAGINE BECAUSE IT’S A DAILY ROUTINE: IN A LEARNING TASK I ALWAYS TRY TO ASK MY STUDENTS TAILORED PERFORMANCE IN ORDER TO CREATE COLLABORATION AND MOTIVATION. It often works but sometimes it doesn’t, so I have to redistribute activities. Elsa Ramos, Portugal Elsa Ramos, Portugal In my class I usually use peer work, one more facility to learn and one with more difficulty to understand. I use the best student as a tutor. Sometimes I use different activities for different students, but I try to go to their interested. For this, I use digital media, mobile phone and some web games. Hara, Cyprus Hara, Cyprus The activities will be planned according to each groups learning preferences. Some students may need audiovisual material while others may prefer text. Some may prefer to work collaboratively while others individually. Manuela Silva, Portugal Manuela Silva, Portugal Nowadays classrooms are learning environments where students must be perceived as unique human beings waiting for supporting conditions where they can fully develop their skills, abilities and enrich their knowledge of the world. In my daily teaching practice, I have to adapt activities to meet students interests or learning styles. It is very challenging to find instructional approaches that answer the needs of learners with a variety of aptitudes and learning styles preferences (the first video highlights this aspect quite clearly – students have different cognitive learning styles). As I teach English as a second language, I always try to vary my approach to the tasks. Recently I’ve been reading and analysing a text about studying abroad and discussing with them how this experience is enriching for students. I always try to bring to class texts that students can listen to (read by English speakers) so that aural learners can process the information in their preferred way but we also comment on the pictures that accompany the text so that visual learners can also participate and present their ideas. I try to ensure activities that are varied to accommodate learners with different cognitive learning styles. Besides adapting the comprehension questions for high and low skilled learners (which is relatively easy to do), the final product of our sequence of learning tasks may be different for each group of students. High achievers who have a more analytical and communicative learning style can do research work and roleplay a situation where two friends are planning to go on an exchange programme. In the same class, lower achievers can work based on the ideas in the text and prepare a list of advantages and disadvantages of going on an exchange programme; more creative students can elaborate a poster to persuade other students to have such an experience. I believe that by diversifying the final product we can engage students and make lessons more appealing. Melek GÖKSU /Turkey Melek GÖKSU /Turkey I can use more sophisticated disciplined teaching steps for my student with higher education level. but I have to explain the steps to my low-level student one by one and proceed slowly. Aida LS Aida LS I guess I'd change some questions so everybody reaches the minimum but those who can, get the most of everythhing Isabel, Portugal Isabel, Portugal In our days, most of us use different methologies in the classroom. But we also know that is difficult, the rules of school and the parent´s somethimes don’t let the teachers execute diferente activities. In this particullary case, i will make groups of students with different skills to equilibrate the activities solving . Žaklina Kvesić Croatia Žaklina Kvesić Croatia i think there is no needto imagine such a situation as it happens in nearly all of the teacher classroom everyday .I would arrange different groups according to their level. Dimitra Zorba,Gree Dimitra Zorba,Gree As a P.E. teacher i always create mexed groups of high skilled and low skilled students.So they can support each other.But sometimes i must personalized the activities and create groups with the same learning skills .I prepare different types of tasks. Stanley,Nigeria Stanley,Nigeria I would structure the task according to their learning abilities.The more skilled will have more complex and challenging task while the other group will get simplified assignment possibly with guidance. İSHAK KUR İSHAK KUR First, I explore their learning areas and intelligence types. I learn family status and physical capacity. I try to prepare learning environments suitable for their interests and abilities by putting them into learning projects. Despoina Amarantidou, Greece Despoina Amarantidou, Greece I will involve both collaboration and team work so that students feel safe. Feruze from Turkey Feruze from Turkey I create mixed grups and make the high skilled students to help the low skilled ones. YASİN TABANLI YASİN TABANLI KIRIKKALE-TÜRKİYE I use a lot of visual material to reach all students in the history class. take into account the interests and needs of the students. Lalitha India Lalitha India I would group them in a heterogenous group of high skilled and low skilled students. Students are more open to peers for learning and expressing their difficulties.(specially the teenagers ). Then have graded task , starting from the simplest to the toughest. Though the low skilled learner may not get in one go, his friends will devise a method to simplify to his reach. Carlos, Portugal Carlos, Portugal As a Math teacher this is my diary scenario. Every single class i have to adjust and personlize ativities. I usualy use pairs colaborative work ; speech to each other how they do; multi level exercises; tecnologies; vídeos; work with real materials; diary evaluation (progress and products) and a portfolio of seleted tasks. Simona, the Czech Republic Simona, the Czech Republic The high-skilled learner could be asked to help the low-skilled learner to understand a rule, explain things, correct mistakes. The high-skilled learner would have to find out how to explain things logically and understand links between things. The low-skilled one would ask questions that could motivate the high-skilled learner. Roberto Italy Roberto Italy I like peer group with one high skill and one low skilled. The best student can tutor the other and both can grow in different ways. On the other hand I face a lack of enough students with the skills of a tutor. An activity for high skilled could be to create an infographic. For a low skilled I would suggest to highlight relevant concepts in a document Ana Croatia Ana Croatia I have been trying to involve my students in various activities that one day will be useful skills - presentation skills, how to write a complaint, how to do research online finding proper pages and sites not only for entertainment purposes, i often demand in some tasks to email me their homework and to practise attaching documents for example. I struggle with collaborative learning watching in a group of 4-5 that only 2 are doing the hard work... combine tasks so tha combine tasks so that they could help each other and collaborate together HAKAN DOĞAN-Sivas_TURKEY HAKAN DOĞAN-Sivas_TURKEY I would try to organize some different homework to high levels and low levels by using some technological devices that they were interested. Neslihan, Turkey Neslihan, Turkey I can try to blend their skills. They can support each other. They can perform both personalized learning and collaborative learning. Fatma Banu Özbek/Tur Fatma Banu Özbek/Tur First of all,I couldn't make up a certain categorization for high and low skilled learners but I'll try to give an answer. I think one way is to provide different options for learners to choose from within the task. Also, as mentioned in one of the videos, I would expect different outcomes from different learners, expecting them to reach the same goal would be for vain Teach yourself and tell me what you find Teach yourself and tell me what you find Imagine a narrative unit: the reading and understanding of the actions of the characters. We have two groups of students: one with high reading and comprehension literacy and the other with low literacy. For the first group privilege the autonomous activities: reading, identification of the characters by physical portrait and by psychological or psychosocial portrait; recording of relevant narrative actions, interactions between characters, final meaning of each intervention. You can present the results in text, in theater or in a graphic slide. For the second group I propose: oral narrativity on the part of the teacher, the so-called retelling of the story, with challenge to the students to complete, fill gaps, both on the marks of identity of the characters and on the actions narrated, with a visual, in the picture, of the interactions between the characters. I suggest oral or schematic presentations of free choice José Machado First of all, at the First of all, at the very beginning of the year, I would apply different types of activities and get the info about each student's learning types. After that I would do group works and gather the students who have the same learning skills. On the other hand, in some activities I would mix those kids and let them figure out the best way they can. Fahrettin AKTAŞ, Turkey Fahrettin AKTAŞ, Turkey I think the best way is to offer a learning environment. Jagoda, Croatia Jagoda, Croatia There is no news that children are learning on different ways. The challenge is to find the way to facilitate them to reach their goals using their own ways ad powers. Ecem, İzmir Ecem, İzmir According to my own perspective, I will give the task to my students and set them free to do it in their own way. Because when I personalise it, then it'll be my task and my own personalised learning. If I categorised my students before the task, like which way they learn best and if I know which type of learners they are, then it will be that way. Halil SÜNBÜL TURKEY/OSMANİYE Halil SÜNBÜL TURKEY/OSMANİYE In two different students, I would make a difference. Teresa Lacerda, Portugal Teresa Lacerda, Portugal I didn't like the categorazition the students in "high-skilled and low-skilled learners". The third video show us a different perspective. Students and adults have different kinds of intelligence. So, one teacher must work with this in your own classroom. In my classroom I always have the tables arranged in a group and the students that are part of each group are quite heterogeneous. Thus, in the same group are students who have more difficult to learn, others more disinterested and others with more ease and interest in the subjects that integrate the curriculum of the discipline. At this moment I am teaching the theme "Extinction and conservation of species" and the work of the students is to be carried out as follows: - In each group, each student has a leading role, time keeper, materials organizer, responsible for the presentation, evaluator - that was chosen by the students according to their competencies; - The theme will be explored by members of the group as agreed between them and using resources that they find most interesting. For example, Internet searches of videos, articles, environmental advocacy organizations or through questions put to people who can give them information they deem relevant, including the teacher; - Students have to define tasks well and hold each element responsible for their execution; - In appropriate intervals, students have to gather the materials they have, discuss ideas to decide whether to continue along the same path, or make changes; - The final work is placed in the class portfolio, a Padlet, and is presented to all colleagues; - Finishing groups will have to comment and evaluate each other's work in Padlet. My role is to be constantly circulating through the groups to put questions and support what is needed. This is one of the ways I have found to be able to involve all students in learning the subjects of the discipline. Obviously, with this group organization I am fortunate enough to have the students tutor each other, helping themselves in the process of learning. Anita, Croatia Anita, Croatia 1.activity: -Visokokokirani disciple: Make a power point presentation about seed germination and plant growth -nisk-qualified student: Orally present how he sowed bean seeds and followed germination and growth 2.aktivnost: - Vocationally qualified disciple: graphically shows the growth rate of leaves and stems with growing conditions (air temperature, water .....) - a disadvantaged student: Practical work in the schoolyard is the task of sowing two seeds in the same living conditions (one dry and the old and the other healthy) in a notebook the lines of the days he noticed Raquel Santiago, Portugal Raquel Santiago, Portugal First of all, I usually sit a high skilled learner with a low-skilled learner on each table. I speak to them and explain that one can help the other. Specially in a foreign language class, this can work out well because students who know more vocabulary, for example, can help the others who are, sometimes, too shy to ask basic vocabulary. Secondly, I would probably give them a webquest, for example and ask them to work collaboratively or have them work on a project together so one would help the other, with my assistance or close attention if necessary. Lastly, I would like to refer that the second video about lost and confused students really resonates with me. We all know that sometimes we have students who are just not interested, maybe because they are not learning the way they prefer or the tasks are not directed to their type of intelligence. These students are happy to just let others do the work and they don't really participate and, thus, they aren't learning anything. In this situation, I would probably give the high skilled student a webquest or another type of task he could do independently; and try to give the low skilled student a task about the same topic, but I would try to work with him more individually. Obviously, this is difficult to do with large classes and I'm still struggling with some students and trying to understand them. So, the third video really touched me too. Ana Correia, Guarda, Portugal Ana Correia, Guarda, Portugal Students with different intelligences or with different learning abilities are the daily basis of any teachers’ work. In a primary English class, I would define different types of objectives, different kind of tasks, different timing and different assessment procedures, if possible different input sources according to the students, the class or the school characteristics. I would have exercises (oral or written) with different levels of difficulty or adapted to the kids’ interests/abilities, give clues according to needs, give room to activities with different stages of autonomy and build from that on. Spoken interaction differentiation is quicker to organize for me as we can build it almost as we go and there is a stronger sense of class and of common purpose. But preparing such personalised activities when there is a written format (even if they have an oral purpose) is overwhelming, not only to produce, but also to manage in class without losing track of the group. It is even more so if we are not dealing with a single class, a single school or even a single level in the same room (which is my context). The way I’m doing it right now doesn’t match the second video’s idea that personalized learning is about making things easier and “getting quality time” with students or “spend(ing) more time… engaging them”… Rosalba, Rome Rosalba, Rome Next week, after the end of the first term, we' ll organize a one-week period of recovery and empowering activities. This morning I told my high skilled students that in turn they will be engaged to be teachers to their lower skilled schoolmates: first of all they will present a lesson on the already studied topics to the class, presenting, in particular, the Mind maps and all the google presentations they have shared on google classroom; next they will work in groups implementing peer to peerr support. All the class accepted my proposal enthusiastically. Alma, Bosnia and Herzegovina Alma, Bosnia and Herzegovina I would ask them what is the best way according to their opinion to do or learn specific assignment and I will prepare those activities on that way. Same activities from other perspectives. Eduardo López. Spain Eduardo López. Spain With primary students you sometimes need to use miming, gestures o keywords to help them remember. With students having more problems to understand the lessons, you have to combine all kind of strategies, make the necessary adjustments, labelling is very good to boost memory, this way, you reinforce writing while fostering speaking. Raquel Martins Raquel Martins Content can be taught in different ways and using different materials. The main objective is that the strategies used take into account the students' individual needs and promote their success. I divided the class into groups, for example, giving the most qualified students tools to guide them in discovering, on a given topic, to construct simple questions to put the group of low-skilled students. This group of students, the poorly qualified, would freely research the subject, in the Library, on the web or even questioning adults about the subject. This group would present to the most qualified students what they discovered with the research they did, with an exchange of information between the groups. The group of qualified students would go through interactive games created for this purpose, using the Kahoot for example, question the students on the topic. Fun and interactive, everyone learned. Rute Vieira, Portugal Rute Vieira, Portugal Firstly it would set what the ultimate goal to achieve for both students. Based on this, it would propose differentiated tasks for each of the students. In the student with more difficulties it would be important to have recourse to material (in the case of mathematics, for example) and using day-to-day situations. For the student with great ease it would be important to give him the freedom to learn more if he wanted to go further. In this type of situations, I also use group work among students since the way to reach colleagues, the way they speak, the motivation ... are different from when I am developing a theme. Gamze, Turkey Gamze, Turkey In math lessons mostly I try to start with easy examples and go on more complex ones. Moreover let the students collaborate is an effective way. Sometimes I let high-skilled students to work with low-skilled students as groups. Mira, Croatia Mira, Croatia I believe that all teachers daily have such a situation. My way is to help students in group work by giving them tasks of varying weight, in individual work I also tailor assignments, give additional instructions, learners with writing and reading difficulties, help with instructions and adjust the weight of tasks. Paulo Almeida, Portugal & Belgium Paulo Almeida, Portugal & Belgium I would probably give them the same task. However, I would put them to work collaboratively, where the high skilled student would help the low skilled student in solving the task. In this way, not only the high skilled student would develop his / her competences in helping the other, but also the low skilled student could develop his / her competences, being accompanied by a tutor who speaks the same language and who can feel closer, in terms of relation and age level. I could do the same type of practice, but with different tasks. Zekiye KAFALİ, Turkey Zekiye KAFALİ, Turkey I think there is no need to imagine such a situation, as it happens in nearly all of the teachers' classrooms everyday. The best way, in my opinion, is to get them to communicate and collaborate. Thanks to peer work or group work and different activities, high-skilled learners can help low-skilled learners. Zvonko, Serbia Zvonko, Serbia I would give more difficult task for high-skilled learner and easier task for low-skilled learner. Seyhan yilmaz Seyhan yilmaz All students who have different intelligence have the same education because of our system.We hve to strugle to have any idea about stdent's intelligence they should be educated according to their speed of learning and interests Nurcan Korkmaz Karataş-Turkey Nurcan Korkmaz Karataş-Turkey My My students are learning better with the game Banu Güven, Konya/Türkiye Banu Güven, Konya/Türkiye First of all try to learn what kind of intelligence they have, then try to makke a task which contains knowledge according to their ıntelligence type Ana Teresa Gonçalves Ana Teresa Gonçalves I would give them diferent tasks. They should be adapted to their capacities. first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them Elena SpainThe s Elena Spain The students are different levels I would teach differents activities María, Segovia María, Segovia My school has a very wide range of diverse students: different cultural backgrounds, different economic levels, diverse ethnic groups, etc. In my first grade class I find kids already reading and others still struggling with recognising letters. That's why I like to present open-level activities, so the whole class can work on the same topic but at different levels, according to their capacities. Sanja, Croatia Sanja, Croatia I will designe different activitis trough group work so that high-skill learners help and support low-skill learners. Dan Sovan-Romania Dan Sovan-Romania Generally, our classrooms are extremely heterogeneous and numerous in terms of the number of students. Moreover, as a result of an inclusive education policy, we also have work with students with ESC. It is extremely difficult for an early teacher to find a way to optimize the teaching-learning process, but the didactic experience tells the word. First of all, a preliminary diagnosis of pupils' competencies should be made and, depending on the results, we will adjust the process and workloads on low, medium and advanced levels. Of course, for low-level people, remedial or recovery classes can be made, and other students can be trained to perform by participating in various competitions, school Olympiads. em differentiated work ta em differentiated work tasks Alina, Romania Alina, Romania Of course, give them differentiated work tasks Ali CEM Ali CEM It will be appropriate to assign tasks to all kinds of students according to their skills. Maria, Larissa Greece Maria, Larissa Greece I will make mixed groups with high and low skilled learners in each group. Irina,Latvia Irina,Latvia I would make these two learners work over. They can both split tasks as they wish. They can work together to help and support each other. Edita,Croatia Edita,Croatia I would create groups with fewer students and give them tasks of different level. Each student would have the chance to choose a task that he could solve. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Rosa M Reina (Spain) Rosa M Reina (Spain) Probably i will desing different activities in the same test. I will adapt to their abilities. Different intelligences, different teaching. Melita, Croatia Melita, Croatia It's an everyday situation. The classes are heterogeneous. I would do tasks of different levels, with different skills, where such a heterogeneous group would have to come up with a solution. They should also use the skills of the weakest one. Sara Sara I will use stratified and differentiated activities promoting collaboration among students. José Teixeira, PT José Teixeira, PT I must admit that I don't like to categorise my students in “high-skilled” and “low-skilled”, just because all of them have different skills, so the best strategy to personalise a learning task, in my opinion, is to encourage cooperative learning. Students should work in small groups and inside the group they have different tasks according to their skills. All of them should collaborate to accomplish the task. Rukiye/TURKEY Rukiye/TURKEY I would arrange different groups according to their level José María, Spain José María, Spain I understand that I shoul prepare activities that motivate first and foremost and then propose activities in which they feel more comfortable attending to their personal skills. Always with a common goal and with the help of a collaborative work. Madalena, Ponte de Lima, Portugal Madalena, Ponte de Lima, Portugal As an English teacher, grammar is usually an issue for students who are less analytical or are more prone to engage in activities in which they use their rather visual intelligence. In that sense, if I were to teach a specific grammar item, I'd start by showing the students a video (maybe a cartoon or a part from a TV series or film) in which the structure was being used; then after aknowledging the structure, the students would be able to choose between either practising that structure using a previously selected interactive online ESL site or draw their own cartoon on paper, creating a story with characters that would have to use the grammar structure in their lines. Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Güney /TURKEY Güney /TURKEY each student's interests are different so we should use different methods and techniques,flexible content and student reflection. Klaudija/Croatia Klaudija/Croatia Every student has the right to learning, only needs to adapt. We can work through group work so that better students help and encourage students with lesser abilities. Another way is to adapt working methods to students with reduced spouses. Carla Carla Every single day I have to adjust and find new solutions, what worked just the day before may not work the following day. Anyway, I'll give a simple example for a writing task in a mixed abilities class: some students receive a writing task with a bullet list with main ideas to develop (the scaffold) and always an extra bullet to suggest with his/her own idea; some other students will receive the task to write a story which begins with a given initial sentence, wider writing task Each child's developmental characteristics are different, differences should be considered. Each child's developmental characteristics are different, differences should be considered. Gonca Gonca I would teach different types of activities for understand how pupils learn easy. Fabiola Fabiola I think that the activities to personalise learning are: 1) the group work where the best guys can help others overcome their difficulty 2) individual paths where teacher helps the pupil to achieve the goals based on his skills Gülhan KIZILKAYA UÇUCU Gülhan KIZILKAYA UÇUCU I have to understand the level of students first. I can focus on what you can learn better and learn Marianthi Arvanitidou- Greece Marianthi Arvanitidou- Greece Teaching is very difficult because you have to faced with different types of students A high-skilled stude A high-skilled student can be offered more creative tasks, with many unknowns, but they can also compose problems that reflect some industrial processes or everyday life. Unskilled students happily solve the tasks in which they apply skill and less use memory and logic. Patrizia, Italy Patrizia, Italy Every day I am in contact with at least two types of students: really good but not motivated students, who sometimes call themselves bored, motivated students but with poor attitudes that reach satisfactory results with great effort. With such structured classes, depending on the subjects to be presented to the students, I use different strategies: 1) Group work: the group is mixed, that is, formed by particularly gifted pupils who work alongside students with difficulties to whom they propose activities to be presented through a report, presentations 2) Particularly gifted pupils monitor and support the activities of the weakest and help them overcome difficulties 3) Use of technologies that favor the creativity of the best but at the same time facilitate the learning of students with difficulty Elena Quiles Elena Quiles I think that in that particular case, I would group students in different teams mixing high-skilled students with low-skilled ones so that the former can help the latter. In addition, I would prepare an activity adapted to high-skilled learners and another one to low-skilled learners according to their abilities Salva. Spain Salva. Spain I would adapt a part of the activity for each of them. However, I would design another part of the activity so that they could work together taking into account the differences in each one of them. I believe that collaborative works help my students respect and value the differences between them as a positive aspect in social relationships. Elisa, Italy Elisa, Italy Different students with different strong and weak points: we have to face this problem every day and it is not so easy to find always a solution to get a good balance in the individual involvement. So for me it is enough to succeed in finding the right solution at least from time to time. For example I engage students in group work and I try to help each of them to do their best, for ex those who are very good at art will be asked to look for graphic solutions, those who can write very well will be responsible for the writing of the whole group's ideas etc. A later stage is for them to teach their mates what they can do better. I always present them a schedule with different phases they have to cover and this helps to Patrícia Campos, Portugal Patrícia Campos, Portugal For these two kinds of learners I could vary: - the way the tasks were presented, for example one could receive the instructions in a more formal way, for example a text and the others would receive a video or a audio recording, were teacher could use a more simple vocabulary; - the difficulty of the tasks; - the time given to complete each task; - the number of tasks; - the type of tasks; - the focus on evaluation (results vs. process). Hakan Can Hakan Can I join Lilia's idea. I would do such a practice. I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Lília, Portugal Lília, Portugal In order to truly personalize the learning environment for students, I first need to have a comprehensive understanding of my students. This means knowing their academic strengths and weakness as part of a complete learner profile that gives a holistic view of each student. As a teacher, I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Furthermore, I would suggest and provide a variety of activities, through viewing videos, listening to podcasts, view presentations, read articles or texts, participate in discussion boards online, etc. Throughout all the process, assessment is extremely important in assuring student success. The assessment process should be embedded within each lesson and used as a tool for immediate and consistent feedback. Students need some form of direction and timely as well as constructive feedback. Lejla Hujdur, B&H Lejla Hujdur, B&H I would create cooperatives groups with differrent types of tasks so every student can express themself in the best way. I would also use peer to peer learning. Leticia Gil from Spain Leticia Gil from Spain I would try to create cooperative groups in order to learn in a motivated way. Each child is different and needs particular attention so, as teachers, we should personalize our way of teaching taking into account their interests and abilities of learners. Claudia Italy 🐏 Claudia Italy 🐏 In my classes there are students with different skills and abilities. Every child is unique and unrepeatable. I try to enhance the different characteristics. I propose group work and games. Sometimes I use peer tutoring. i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs António, Portugal António, Portugal In all my/our classes it is as inevitable as life itself that there are different skill levels. In autonomous group activities I tend to create different roles and tasks. In some cases with the highest skilled ones tutoring/supervising the other students. Nilüfer Güreşçi Nilüfer Güreşçi I'd start by getting to know the interests and abilities of the learner. I prepare an education and training plan and activities that I can use in my interests. I ensure that a student with a high level of learning maintains his level of questions and activities to keep his curiosity and motivation going on. Rosa Barros, Portugal Rosa Barros, Portugal It is not necessary for me to imagine I have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners) because I do it on a daily basis. As a starting point, I must emphasise that I do not like to “label” my students as each one of them has different skills and abilities and it is by sharing and taking advantage of differences that our classroom becomes a healthy learning environment. In my classes, students help each other all the time, either in groups or in pairs, but in a peer-coaching/tutoring strategy, and at the end of each tasks, students share what they have done/learnt. Throughout the schoolyear, I try to plan diversified activities that involve all range of intelligences, interests and knowledge (being it the result of formal, non-formal or informal learning) so that each student can put the most of him into the class and engage in a collaborative lifelong learning process. But we are referring to a more formal learning activity, take for instance, a listening-comprehension task, I would plan a T/F exercise for the “low-skilled” learner and maybe a gap-filling or a completion exercise to the high-skilled one. João Teixeira, Portugal João Teixeira, Portugal I would give each student or group of students a different role and different tasks according to their levels, skills, abilities and interests. Each student/group will perform the task on his/their own way for the setting time or, depending on the aim of the task, for the time he/they need(s). All these activities would be supervised by the teacher or, preferably, by other students. Anita, Croatia Anita, Croatia The truth is that we are faced with the need to personalize learning every day. The intellectual abilities of our pupils vary and I find myself preparing one lesson in different ways so those with dyslexia or dysgraphia can follow my teaching. Sílvia Teixeira, Portugal Sílvia Teixeira, Portugal As experts, we do not need to imagine this kind of situation, because it happens every day inside our classroom, not necessarily based in high-skilled and low-skilled learners, but having in mind different students, with different interests, different intelligences, different needs… The best way to personalise learning is through “autonomous learning time” (Tempo de Estudo Autónomo – TEA). It is a situation where students learn to formulate goal, plan their learning process, identify resources of learning, select materials which are suitable for their ability and interest, choose and implement appropriate strategies to learn, evaluate their learning process and manage their time to learn, even outside the classroom. Esada Čirić-Delić Esada Čirić-Delić This is a reality in my country. We have mixed-ability classes with multiple intelligences and I like to include various activities to suite all those intelligences. Sometimes I change materials to suit, sometimes pair work is best and sometimes group work brings the results. Aslo Aslo Aslı Aslı I would divide the class into groups and give each student a different role according to their levels and interests. Then, I would assign them differnt tasks according to the pace of the lesson Teresa M., Spain Teresa M., Spain I'd have to adapt the activities: same format but different tasks for different learners for them to fulfil their capabilities. Leyla, Turkey Leyla, Turkey Making mixed groups with different intelligence and asking them to create a product by which each individual can take out his/her strength among others. Preparing and delivering personalized teaching/learning material and leading each student to a reachable goal would make them feel proficient. Heidi, Germany Heidi, Germany The best way to personalize a task in my opinion is preparing a project with a question. In a project every student works with its personal ability, at its own pace, in groups or alone. Erhan Erhan Yes, every students have different kind of intelligence. They can use them more efficently but teacher have to use not only his/her teaching method but also in a school . So every unit must bring different areas of interest (intelligence) in english. Teachers pay attention to this and organise their teaching method for their students. Eduarda Sousa, Portugal Eduarda Sousa, Portugal This is not an imaginary situation. It's truly part of teachers " daily struggle. So generally I divide the class in mixed level group so that the fast learners can help low level learners. My teen students just love this as it's easier for them to understand their peers' "lecture. I also try to give my high level students a bit of a challenge by working on their own and solving problems using for instance thei mobiles while I help the other ones. Bosiljko, Croatia Bosiljko, Croatia I will create groups with max 4 pupils in, and give them tasks with different level of complexity. probably I will explore their possibilities before... Each student will perform Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zehra Tuğçe Özgel, Turkey Zehra Tuğçe Özgel, Turkey I determine their needs, speaking both by doing survey. I prepare lesson plans for their needs along with the curriculum. Vida , Lithuania Vida , Lithuania For the purpose of studying the topic, the students are divided into groups and tasks of different complexity. Anca, Romania Anca, Romania I would divide the class into groups, same topic, different tasks. Temel Gövce Turkey Temel Gövce Turkey First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. All students work in the same Subject using different materials. If there were two activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (A High skilled learner with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pair to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity. I would implement group work strategy and try to apply myteaching steps for students'different skills I would implement group work strategy and try to apply myteaching steps for students'different skills D., Croatia D., Croatia This is an every day situation. Classes are heterogeneous. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Demet - Turkey Demet - Turkey Mixed groups can be created. Serge from Belgium Serge from Belgium Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zrinka, croatia Zrinka, croatia Divide them into groups or pairs and give them projects according to theirs skills. Something similar but different level activities. Brankica, Croatia Brankica, Croatia I would put them in a group to work on a topic together, and I would assign them various, personalized tasks and adjusted to their skills. They would have to cooperate and help each other, and I would also give them pair-work homework. Audronė, Lithuania Audronė, Lithuania I'd preteach a low-skilled learner, later they could work together and benefit from each other. Cláudia de Sousa, PORTUGAL, D Cláudia de Sousa, PORTUGAL, D This is what actually happens on a daily basis. Classes are heterogeneous and our work demands reflecting over this question regularly. In my opinion these two students obviously need two different approaches. The highly-skilled student is, normally, a more motivated student in a learning context because learning isn’t a difficult task, whereas the low-skilled student may be a less engaged one because he/she finds it difficult to keep up with what is being taught. This last student might feel lost, confused, may need more attention for many and diverse reasons. However, without knowing both students well, we can’t jump to conclusions this easily and we should definitely not decide over strategies without bearing in mind why they are being defined as high-skilled and low-skilled. In other words, is the high-skilled student so just because of his high grades? Does that mean he is highly motivated? And concerning the low-skilled student, are his grades low because he/she struggles with assessment and tests? Does that mean he/she is less motivated? According to what happens at school, teachers are expected to be more concerned with low-skilled students, because we would like them to get better grades. We tend to spend more time thinking about how we can help these in becoming successful as if high grades were synonym of success in life. Nevertheless, I defend that in both cases the key to help these students is motivating them towards different non-formal learning activities because in both cases each will have to undergo different processes at different their own pace. Learning is long-term process and this is what students are to be reminded regularly! Antonino, Portugal Antonino, Portugal In my opinion, personalizing learning does not necessarily imply assigning a task to each student. Herculean task for sure. However, you can assign different tasks to two different groups to work on the same topic. Strategy to implement: Group work in the design mode. The groups would be with a small number of students in order to enhance the collaborative and participative work; In the formation of the groups it would take into account the different intelligences / capacities forming heterogeneous groups; The project modality allows to maximize the capacities of each one because, with the constant orientation of the teacher, it is possible to demonstrate skills of the less qualified students, namely in the operationalization and more practical parts; This modality obliges the students to diversify their abilities and not always the most qualified academically they are in parts that leave its scope, like for example to organize a structure to present the final work. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Cecília, Portuga Cecília, Portuga I organized the class into work groups by proficiency levels, characteristics or similar interests, in order to create an excellent learning environment. It would do the same activity but would adjust the level of activity requirement to the actual ability of the students to allow them to succeed. Susana Carneiro, Portugal Susana Carneiro, Portugal I could use collaborative groups in PBL or a "menu" of tasks for the students to choose with the same goal (for example: research paper about sustainable projects around the world or ation plan to do at home and make the daily life more sustainable). Low-skilled? It depends on the skills you`re looking for :) Olivera, Montenegro Olivera, Montenegro Gathering children according to interests, needs and skills. Adapting activities that include reading and writing, for one group; and for the other group in the lecture I also insert digital media. Aleka, Greece. Aleka, Greece. It depends on various factors such as the age of the students, the kind and purpose of the activity, how well I've known them... Jorge Estrela, Portugal Jorge Estrela, Portugal Start teaching from the level at which the students are. This is why it is fundamental to diagnose knowledge, assessing the level of student performance, interests and learning profiles. When planning activities, take into account the profile of each student, so that everyone has an opportunity to learn, for those who present more difficulties and those who are already on the road to school success. There are some aspects to be differentiated in the planning and dynamization of activities: consider the students' learning style (visual, auditory, schematic); repeat the information, explain in other words; explain the topic in small groups; use activities that work the same theme for all students and adapt the level of difficulty; provide concrete material for the students with more difficulties; adapt the time of activities; diversifying the forms of production (text production, oral presentation, drawing, painting ); use facilities outside the classroom, such as the school library. Jasna, Croatia Jasna, Croatia I would divide the class into groups and make my students work on a similar but different level activities or a would connect high -skilled learner with low-skilled learner. High – skilled learner can help low-skilled learner. Hacı Ömer Erarslan Bursa-Turkey Hacı Ömer Erarslan Bursa-Turkey I would divide the class into groups and make children work on similar but different level activities. Feruze from Turkey Feruze from Turkey I make mixed small groups and give projects them and make the high skilled students help the low skilled one. CAMINO, ESPAÑA CAMINO, ESPAÑA Nobody will know the difference between both levels of learning between the students. Nobody will know the differences between the contents of the activities. I would be the only one to know about it. Students would work together, helping each other to understand contents of the exercises. I could help low-skilled and high-skilled learners in different ways at the same time. Sandra Oliveira, Portugal Sandra Oliveira, Portugal I woul divided students into small groups of 3 to 4 elements:groups of highly qualified and low-skilled students. I would provid them with a list of research topics, so that they chose the more interested one. then I would explain them the essential learning and objectives and contents of the activity. Students will research the theme and then present their work to the class. For the groups of low-skilled students I would provided them diferent level activities and guide them, if they want. It would give them more individualized support. In the end, thye also present the research results. All students would transpose their research into the learning journal. Jorge Conde Jorge Conde I would make the collaborate with each other in different tasks, allowing them to help each other. I usually give assignments and when students end their task they can go to other groups and support their colleagues. Sandra Gomes, Portugal Sandra Gomes, Portugal I could either ask the high-skilled learner to help the low-skilled one or choose to adapt the activities according to their skills/level. For instance, I could hand out a worksheet on a vocabulary topic we had studied in class and grade the tasks. Imagine it is a word search on technology. I could give it to the low-skilled student with the words he/she was supposed to find, whereas I wouldn't give this hint to the high-skilled one. Or I could just pair them and allow them to find the words together! If it's a reading comprehension exercise where students have to complete a sentence according to the ideas in the text, I can give the low-skilled learner options to help him/her complete it. Doinita B., Romania Doinita B., Romania I would use the "teacher method": high-skilled learners to teach low-skilled learners, and at the end I would provide feedback to both kinds of learners. Renata, Zadar Renata, Zadar In some lessons I always connect high-skilled learner with low-skilled learner. The task is that high-skilled learner found a way to teach other student thru discussion, drowning, explanation with their own words. After that, very often, low-skilled learners know better than after my explanation. Ana Paula, Portugal Ana Paula, Portugal Çölban-Turkey Çölban-Turkey I personalize teaching methods very often. I try to prepare activities according to my students' development processes, intelligence types and needs. I spend time with my students who need individual attention. Daniela, Italy Daniela, Italy I would divide the class into groups and make children work on similar but different level activities. Soraya, Portugal Soraya, Portugal I would probably try to adjust the activity to their personal interests. I would let them choose the way to get to the purpose of the activity. I would also let them choose how to present the results. sebahat yalçın,İzmir Turkey sebahat yalçın,İzmir Turkey I prepare the activities of the the learning task according to the learners' abilities,their preparedness about the task ,their intersets and also theirtype of intelligence. Sarah Mallia, Malta Sarah Mallia, Malta I would give a shorter task to the low-skilled learners and include some challenging tasks for the high skilled learners. I would use visuals , auditory and technology so that I 'll try to reach all sorts of many students at the same time. HEVAL DURAK MUĞLA TURKEY HEVAL DURAK MUĞLA TURKEY I personalise my teaching methods so often.I have prepared different kind of exercises for different level of pupils.I spend more individual time for those who need extra help. Lurdes - Portugal Lurdes - Portugal Let’s say that the task is “Asking for and giving directions”. For the high-skilled learners, the activity would be writing down all the instructions to get from point A (it could be our school) to point B (a hospital, for instance). For the low-skilled students, the task would be, using Google maps, drawing the way from A to B, according to the instructions given by their colleagues. Elsa Martins - Portugal Elsa Martins - Portugal After presenting the topic and showing flashcards to all the students at the same time I would ask some questions about the pictures. Firstly I would ask high-skilled and then ask the low-skilled ones so that they can listen to their classmates answers. For low-skilled learners I might whisper the words if they can't remember them or give them some answer clues. For other activities it could be in small groups with both high-skilled and low-skilled learners, collaborating throught the activity. If it is an individual task/ activity low-skilled students could have different stategies like matching exercises instead of open questions, fill in the gaps (with given words), true false questions. I usually to this for students with special needs. Sandra V. Sandra V. I would put those two learners to work in pair. They can split assignments as they want or they can work together, helping each other. Ş.G.Gundem/İzmir Ş.G.Gundem/İzmir I can set up working groups with children at different levels. They learn to work together. I can give you homework based on the children's level. Lina, CRO Lina, CRO Group work is a great way to help children with difficulties but also to motivate children with high skills. It can be a theme where children with difficulties can draw something or read basic text in book, and high skilled students can explore something more on internet. Berkant Berkant Some of my students are learning from the examples ,some of their classmates' group work.And some of learning a part of one to one work Nițescu Emilia-Elisabeta, Romania Nițescu Emilia-Elisabeta, Romania To begin with, I start with differentiated activities. For those with difficulties, I will have different tasks than those advanced. I will try to work on teams by using each other's skills. All of this will be accomplished without the pupils observing the difference between given tasks. Nilay Dokur, Turkey Nilay Dokur, Turkey I think the first step for the different learning levels of students for the same activity would be defining and categorising the student's intelligence types before the activity. For instance a brainstorming activity about the subject matter. Then I would prepare learning corners to let them perform their abilities. Paulo Alves - Portugal Paulo Alves - Portugal Group project based learning with both - high and low-skilled learners (lsl). They have to draw a plan and execute it with several tasks. The aim is the high-skilled learners help the low-skilled learners making them (lsl) aware of the "how-to" process. In future tasks, with those skills, they (lsl) can improve applying knowledge and get feedback from high-skilled learners and also from the teacher. I think that it should I think that it should Adriana, Romania Adriana, Romania It is important to work with both types of students and to let them feel they are equally important for the teacher and for the learning process of the entire group. I think I would, at a certain point, let the advanced ones "teach" the others in their particular manner and then ask for feedback. Marina, Zadar, Croatia Marina, Zadar, Croatia It would take them to nature and there would be activities for both of them. I would give them different activities - watching, calculating, climbing and it would be interesting for all. 9 9 Sanja, Croatia Sanja, Croatia I would give them a group project with different activities, for example calculate something, use technology, make a presentation so each student can pick which part of the task suits him best I I Göksel Ogalan , Manisa/Turke Göksel Ogalan , Manisa/Turke First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. If the high skilled student shows really great potential, I would start with more complex structures as I would do with the lower skilled one. If I would see that they can compete with the tasks , I would guide them by learning new and more complex structures and assure that they learn how to handle with the problems on their own way. Providing them opportunity to discover their own potential and being aware of own intelligence type. FátimaM, Portugal FátimaM, Portugal I would think of a very interesting, challenging, fun question and let my high-skilled and low-skilled students get to the answer through whichever way they prefer. Fatih TOPÇU/Türkiye Fatih TOPÇU/Türkiye For example, in the theme of mother's love, I would give a student the task of composition and the other a task of telling painting. Slađana Kristek Slađana Kristek I think it depends on the task. I would like that the student that is high skilled helps them that is low skilled. The low skilled sholud make set of questions and the other sholud explain the task. Lacramioara Cazangiu,Romania Lacramioara Cazangiu,Romania If students have a different level of training, I will prepare a lesson in which I will work differently. The same theme should be understood by all but by different ways of understanding. HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY First of all it can be accepted that personalise learning or instruction is very difficult to implement for teachers in large classes. Analyzing the class to find out who they are, what is their interest is important step when giving the task to high skilled and low skilled learners. Then I try to encourage my students to work in pairs. I give all of them the same project work and decide and collaborate with each other how to prepare and represent it. nurcihan,istanbul/Turkey nurcihan,istanbul/Turkey as an english teacherI usually try to personalise the learning task in my classes.for example at he end of a unit I gives tasks to low skilled learners writing about that unit topic or asking and aswering questions with their partner about topic but I want high skilled learners to prepare a sketch about new topic and act it out I would survey the s I would survey the students to identify styles first then vary the activities according to their interests - different activities but same But same learning objectives Ella, Croatia Ella, Croatia I would make a learning scenario with project based learning and flipped classroom. So both of the learners can in non-formal way, at own pace, do the activities Serap OZDEMIR ORUC Serap OZDEMIR ORUC I would give the same task to them. And I would let them to present their work by their own way: by drawing-painting, by using technology-making slideshows, by searching on the net or library and writing the results with hand or on computer, by presenting with a drama , by just talking about the topic/giving examples about it. Adina Geczi, Romania Adina Geczi, Romania Being different, they will be lost in the process if I won't be able to help them. So, for the same subjects I will create different learning activities. Using a rich set of methods I will find a way to make every student to understand what they have to learn. After that I will know how to elaborate the tests using different types of skills. Maija Maija I would start with a game or other activity that is interesting for both levels to get involved Latife Çeri,Turkey Latife Çeri,Turkey At first,İt is difficult for us because our educatıon system has to make our pupils similirazed.But we can change our by collobrative or group activity lessons and also we could adapt techonolgy to most of our lessons.This makes our lessons enjoyable... Nicolette - Malta Nicolette - Malta I would start by giving my students a task to work on in groups. I would spend some time observing them working together to get a clearer picture of the different types of learners. I would adapt the activity according to the abilities of the students using different types of questions which can help them grasp the learning task. Mehtap Öz Mehtap Öz Their differences make them unique.I would give the same topic and make them free.The results are not important,The most important is their own effort Mustafa Özdemir/Turkey Mustafa Özdemir/Turkey For both students, I would set up activities with technology that wouldn't be different from each other. Barbara Matysek, Poland Barbara Matysek, Poland I would try to prepare different activities for high -skilled students and different for low-skilled students. It is important to know your students well, to know their abilities. Low -skilled students would get easier exercises to make them feel successful and high-skilled more difficult to let them practice and learn more. A group work would also be a good idea because students can work together, decide what they can do , divide the work between each other according to their abilities and produce the final outcome. Željana, Croatia Željana, Croatia I "m testing my Students which tipe of inteligence they are and then I try to show them the best ways of learning and the methods Mmmo Mmmo Mmm Mmm Monique Malta Monique Malta I would first gather evidence on what my learners know visa vis the topic being discussed. The next step is to prepare engaging material within the learners abilities. Mia Mia I would make a same task but with different activities, different kind of question, different methods etc. For example, today i have worked rythm with one class and there were 3 students with special needs. I gave them easier task and they answered correct. That was great because they were so happy and I was happy, too. Dilay Dilay I would differentiate the activity types according to learners' intelligences and levels. To do this, I should know my students very well. h-skilled and low-skilled h-skilled and low-skilled learners). What would you do? Adela Gabriela Adela Gabriela I am testing my students to know what kind of learner they are. Using Gardner Theory about Multiple Intelligences... Marina Molla, Greece Marina Molla, Greece Gardner' s "Theory of Multiple Intelligence" suggested that we all have different kinds of "intelligences". As teachers we have to try and find our students' abilities and talents and adjust their learning tasks to these: Visual-Spatial Intelligence Linguistic-Verbal Intelligence Logical-Mathematical Intelligence Bodily-Kinesthetic Intelligence Musical Intelligence Interpersonal Intelligence Intrapersonal Intelligence Naturalistic Intelligence Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Sanja, Croatia Sanja, Croatia I'll try to make task about what they're interested in. Before doing it, I'll talk to students and try to find out what are their intereses. Karela Georgia Karela Georgia At the beginning I will try to understand how they want to work. I will prepare activities for both kinds of learners. Cristina Cristina First of all I have to actually 'read' the class so as to find out at what stage they are and also who is who: high or low skilled (assuming they are all in the same class) Then, maybe instead of two different activities, as time is not much, I would opt for 2 different ways of presenting the same activity. As referred in the second video, once in the classroom we have to sense the kind of student we have before us, which is not easy, specially with big classes. I would start by using my regular approach and 'feel' how the class reacts to it. Then I would definitely use a web tool to either a) make the activity more visual b) foster the students interaction c) Provide some movement to the class (literally have them move around) The students would then have the chance to try out their different ways to LEARN. Annibale, Italy Annibale, Italy First I analize the type of audience, after I start to find different tools and I prepare 2 activity with different tools. I test it, I maje some change and after I will have the two activities Sibel Akyılmaz Ateş,Turkey Sibel Akyılmaz Ateş,Turkey I would prepare different types of tasks, lots of exercise assignments and lots of independent. Sevda ER-Turkey Sevda ER-Turkey All students work in the same subject using different materials. a more demanding then i would started with the simple one for all and then i would created pairs to callaboarate for that . Angelo, Rivoli, Italy Angelo, Rivoli, Italy It depends on the learning task. If it consists, for example, in memorizing obligatory contents, then it is necessary to seek together the modality that most facilitates each student, perhaps with the help of ICT. If, on the other hand, the task consists of a project without rigid constraints, then it can be tailored to suit the preferences of each student. Laurrie, Ro Laurrie, Ro I would give them a group task (e.g. project), that might involve both kinds of ss - I would appoint a leader who would lead the group and assign roles: weaker ss might be good at drawing, others might have other good sides. Thus, they all get to collaborate and do sth together. Adeviye Alcıl Turkey Adeviye Alcıl Turkey Observing individual differences is very important.I try to make my students more difficult to understand issues.If we plan the teaching with different visual and audio tools we consider individual differences. Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey I prefer to practice learning and field trips by doing it for the highly qualified low skilled student. I can apply a personalized learning method with question answer method according to the interest of children. Fatma AVCI, Turkey Fatma AVCI, Turkey each of my students have different learning pathways. They have different interests and perceptions. I take this into account Fernando Mota, Portugal! Fernando Mota, Portugal! Above all, we will always have to respect the needs of each student and their differences. In view of this, I think that different learning plans should be drawn up, depending on the case, that is to say, for a highly qualified student, a plan for the development of their skills should be drawn up, whereas for a low-qualified student a recuperation plan. In one case as in the other, with the existence and application of this type of plans, we can better follow the development and the progress of these students. Therefore, a certain topic will be taught differently, taking into account the differentiated characteristics of the students. For the highly qualified students, in addition to the explanation of the concepts, you will be presented with information sheets to deepen them, with exercises of a higher degree of exigency. For the students with little qualification beyond the explanation of the concepts, you will be presented with information sheets explaining them, with exercises of lesser degree of exigency. Adília, Portugal Adília, Portugal In many schools teachers have to work with very large classes, with 30 students, which makes it very difficult to personalise learning or instructions. I like to encourage my students to work in pairs, but it sometimes takes a lot of time, specially if they all choose to present their work. The aim of the learning task would be to describe different types of family. I would encourage them to work in pairs, so that high-skilled and low-skilled students collaboratively could reach their goal. They would have the opportunity to help each other. Then I would give them the chance to submit their work using the format that best suited each of them ; which means that instead of only submitting a short written description, one of them could in fact submit the written essay, but the other could choose a drawing that he would afterwards present to the rest of the class. At the end I would encourage peer-to-peer assessment using pre-discussed criteria. Derya Ümüş CEM, TURKEY Derya Ümüş CEM, TURKEY I give the two different tasks to both students according to their fields of interest and skill. Massimiliano, Italy Massimiliano, Italy For a struggling student iI agree assigned a question card with multiple answers. Aurora, Slovenia Aurora, Slovenia I think that to give each one a different task is the easest way, but I would like to make them work together and to make them realize that together the result is better, greatter and that they feel better. Emma Giurlani Italy Emma Giurlani Italy I totally agree with what Athanasia says . I often make the same as she says with my classes.I try to change often the peers and I ask my students to collaborate to solve more complex activities and tasks.As Maria Helena says we also have the same problem in Italy.We have very big classes and sometime it is not very easy to personalise the activities. But I found a great help with eTwinning projects .The activities are tailored to give each project partner the opportunity to collaborate and to "grow" with the others. As Athanasia says I ask the group to choose their "speaker" among the weakest ones in order to help them becoming more self confident . This way they can improve their skills and abilities both by deepening their knowledge with the help of their group mates and reinforcing their competences Marina Molla, Greece Marina Molla, Greece Athanasia, Greece Athanasia, Greece All students work in the same "subject" using different materials. If there were 2 activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (1 advanced with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pai to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity (meaning that the capable student wouls not just do the job but would be interested in explaining and helping his/her partner, too so that he/she is capable to present the pair's work to the rest in the class) Maria Helena, Portugal Maria Helena, Portugal Context: In Portugal, in secondary schools, one of the problems we have to face daily are classes with many students (26-30 students) that make “personalized instructions” as Randy Bass said quite difficult. So I tried to find some activities that could be implemented without much fuss. Aims: - Improve listening and oral skills - Enlarge vocabulary related to the environment Main activity: 1. Listening to two people speaking about environmental problems and completing a cloze text. 2. Identifying the problems. 3. Suggesting solutions for the problems presented. 4. Presenting the solutions to class. Resources and Materials: Handout with exercises Low-skilled learners: Exercise 1: A cloze text in which all the missing words are given, but they are presented jumbled in a box above the text. Exercise 2: Pictures of the environmental problems with name tags are shown and they have to choose the ones they have heard in the listening text. Exercise 3: Several solutions are presented and they choose the ones they think are appropriate or add others they can think of. (They may use online dictionaries to check for unknown words in this exercise.) Exercise 4: They choose a problem and possible solutions and present it to class. (In this oral presentation they can organize it as they see fit and be creative. These students may also take some notes to look at - similar to a TV program host. However, they musn´t read them out to the class.) High-skilled learners: Exercise 1: A cloze text which they have to complete with what they hear in the listening text. Exercise 2: Completing a table with all problems mentioned in the listening text. Exercise 3: Gathering solutions they think are appropriate for the problems. Exercise 4: They choose a problem and possible solutions and presented it to class. (In this oral presentation they can organize it as they see fit and be creative.) Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Sofia Tsigara, Greece Sofia Tsigara, Greece In kindergarten school , I use different types of activities. For example, drawing and constactions. Sara, Portugal Sara, Portugal A development activity would be the demographic, economic and social research of an African country. For a struggling student, he assigned a question card with multiple answers. Clara, Italy Clara, Italy I do this everyday. I try to prepare different kind of input for the same content. Images, videos, audiofiles, schemes, mindmaps so that my action can meet tha different ways of learning. Then I ask to do graduated activities. Everybody start from the simplest. At the end, the most capable does a pair activity to help the weakest student to go up a level. At the very end, an activity of higher level to let the most capable students express themselves how they want. Iva,Croatia Iva,Croatia I will prepere different types of activites and methods for them. Also we must adapt learning to each of them. Iva,roatia Iva,roatia Selda Türkarslan, TURKEY Selda Türkarslan, TURKEY I would differentiate the activity by using some scaffolding structure, giving some help or example for low-skilled learner. Konstantinos-Greece Konstantinos-Greece We must adapt learning according to the level of pupils and their interests. high-medium-low goals. Nieves, Madrid Nieves, Madrid I would differentiate the activity to meet the needs of these two kinds of students. It could be differentiation based on ability or in students’ personal interests, allowing them to create something based on their different kind of intelligences. Grazia P., Italy Grazia P., Italy If the activity can be assigned in such a way that the two students work collaboratively, I think I would design a type of work in which both can test themselves, each with their own peculiarities and taking responsibility for carrying out their part. In fact, collaborative work allows to assign different roles. For example, one might be suitable for the student with the lowest level in writing, but at a higher level in the creative and design side of the activity. On the other hand, the best student in writing could perform the part of research and writing of the text. Let's say that it depends on the activity. I believe that no one is a genius in everything and even the less good students have propensities towards activities that can perform better than the so-called good in the class. Andrada, Romania Andrada, Romania I think that a teacher can use different types of activities suitable for many kinds of students and intelligences Paola T., Palestrina(Italy) Paola T., Palestrina(Italy) I'm Art History Teacher in the Secondary School. I’m teaching through ICT(padlet, tes teach, thinglink...) Digital learning resources support information processing by helping students to develop mental representations through the mix of media elements presented to them. mihaela, Romania mihaela, Romania The Conscientious Student would ask him to further document a notion that he was interested in during the lesson and to present to colleagues some interesting aspects related to that notion. The student who learns more slowly would ask for the lesson already taught by synthesizing it in some key concepts. Ana, Portugal Ana, Portugal I think I could plan a learning task composed by two activities. Each one of the activities would be focused in different ways of learning, so that they could reach the needs and interests of each one of the students. In the end I would ask students to present their results to each other and to join in both activities, once they would be a complement of each other. This way the students could understand that different ways of learning can help one another to create a more complete learning task. Carmen, Leon Carmen, Leon In general terms, I organize all my activities (I teach languages) in two different levels;if for example,we are learning a particular verbal tense,I have a set of exercises prepared for those who may need more time to learn it. Sometimes I don't need to use these extra exercises because they are able to understand it easily but should the need arise,I always have them within reach. Most times,what I really need are extra activities for those who go a bit ahead of the rest; these students are too quick and ,if I don't want to "lose" them, I have to offer them more difficult alternative tasks. Catherine, Ireland Catherine, Ireland As a history teacher, I often get students to write essays on historical figures. I generally have two activities prepared for students. For the more able students I provide them with a rubric to follow when writing their essay. For students who struggle with this task, I provide a fill in the blanks exercise, to ensure that they are still participating and engaging with the material. Before completing these activities, I would have pre-taught the required information through a variety of tasks including class discussions, videos and role-pay activities. Violeta Cumak, Lithuania Violeta Cumak, Lithuania In case want the student to reach for more or not to feel a loser, I would offer to them different type of activities and tasks. Of course in the very beginning need to recognize what type of intelligence the person is. Lidija Antolić, Croatia Lidija Antolić, Croatia I would make one activity easier and one activity more difficult to solve. After solving the tasks. There would be pair work. The high-skilled children help the low-skilled children. One activity would be group work. So children can develop their communication skills. Kata, Split-Croatia Kata, Split-Croatia I would give different kind of activities: listening activity, reading activity, calculating activity etc. The high-skilled children could help the low-skilled children with tasks. The tasks cuold be easy, medium and hard so everyone can do something. They can work at groups and at the end present their solutions of the tasks in front of the class. Ankica,Croatia Ankica,Croatia I would prepare different types of tasks, lots of exercise assignments and lots of independent work Re Re I believe I believe Sílvia, Portugal Sílvia, Portugal I believe that a good strategy will be to anticipate learning for students with more difficulty and to elaborate complementary tasks for those who feel that what they learn in the classroom is not enough and that they want to challenge themselves. On the other hand, either the teacher or the students can go to different learning environments where they feel more comfortable, for example, a library, using the computer / tablet / mobile phone, trying to relate the content in a day-to-day situation, seeing a film about it, seeking the help of another classmate or teacher for further support ... Isabel Carioca Isabel Carioca Portugal The two activities should be done in group work (each group has high-skilled and low-skilled learners) and each group choose how (time, support materials, place…) to make the activities. Massimiliano, Italy Massimiliano, Italy I would like to prepare exercises based on the characteristics of the students, favoring their positive aspects. Lucía, Spain Lucía, Spain I would try to do the first part of the class with all the levels and then I would separate them into the two different snows. They would be working in a group and I would attend to both groups equally. ort. ort. Pureza Pureza I would prepare different kind of activities and exercises. Lídia, Portugal Lídia, Portugal In a formal learning context, more exactly in the classroom I, as a teacher/facilitator, would have to bear in mind the fact that independently from their learning profiles, both the so-called high-skilled and low-skilled learners must reach the same goals in terms of formal learning at the end of the activity. I could, for example, try to plan the activity by means of a task-based methodology, within which both high- and low skilled learners would follow a set of tasks according to their interests, abilities and skills. Amongst the former, autonomy would be encouraged, along with hints for further investigation, and follow-up suggestions; the latter would receive more detailed instructions and would be provided with glossaries; audio and/or visual help, among other possible supports. I, as a teacher, would plan to spend more time assisting this group (and make up for it by putting students in charge in the other group). Project-based teaching methods also prove themselves effective and make it easier for learners to contribute according to their learning style. Concerning this method, I have often implemented the Learning Station method in my classroom amongst DaF learners with quite good results. Dimitra, Greece Dimitra, Greece I would try to find a task and separate my classroom into teams in which there will be both high-skilled and low-skilled learners and the first part of the task will be for the low-skilled learners and the second part of the task will be for the high-skilled learners. The tasks will be bresented in the classroom by every team. By that way, the high-skilled learners could help the low-skilled learners as well as the low-skilled learners will not feel marginalised and incapable of completing a high expetance task. Charo /Spain Charo /Spain I would do a task with different levels of learning. Firstly, an easy level; before a medium level and finally a high level. So, each pupil would do until she/he could it. Demet YILDIRIM, Turkey Demet YILDIRIM, Turkey I would use the "Station technique" which I often use during my class. I would prepare different stations and group students for example; "drawing a picture station", "writing a song station" "creating a game station" etc. I would want them to work on their tasks with their group outside the school with the help of tecnhology (optional). Carla, Portugal Carla, Portugal Different types of tasks, with different types of goals and expectations that appeal to different types of knowledge, learning and intelligence. Tasks should have different degrees of complexity. Maria, Italy Maria, Italy I have prepared different kind of exercises for different levels of learning. Mirela, Croatia Mirela, Croatia I would try to include several type of tasks, so every student can choose their own task. If they wont, after finishing one task they can try task that is level up. Ayşin/Turkey Ayşin/Turkey this is really hard work.because I'm a math teacher and the level difference between the students in the class makes my job very difficult. I would try to make I would try to make the activities include not just cognitive aspect, but the other ones as well, such as spacial, kynaestetic, sensory etc. Cornelia Melcu Cornelia Melcu Task: Understand the written message. According with the type of learners Read and write learners write the story report. Visual learners create a graphic organizer of the story. Auditory learners give an oral report. Kinesthetic learners build a diorama illustrating the story. Learning environment: Break some students into reading groups to discuss the assignment. Allow students to read individually if preferred. Create quiet spaces where there are no distractions. Why? Group working would facilitate both high- skilled and low-skilled students. ÖZNUR/ TURKEY ÖZNUR/ TURKEY Learning, methods and techniques should be adjusted according to the speed of the individuals. Objectives and expectations should be determined accordingly. Students should take part in the activities. Class dynamics should be tried to synchronize Ángel, Spain Ángel, Spain There are no learning goals for all students, but rather the objectives and learning methods and speed are adapted to the individual. Vasiliki Psaridou/Greece Vasiliki Psaridou/Greece Working the last 12 years with first grade Elementary pupils, I personalise my teaching methods so often. I have prepared different kind of exercises for different level of pupils. I also spend more individual time for those who need extra help. Rosário Sá Pinto Rosário Sá Pinto Well, First of all I need to really know my students: their difficulties, their interests, their expectations for the future and from school, their dislikes. Then I would defined two different activities: one for the students who show more difficulties and another for the students who are more at ease with the content or the subject. I would also promote the peer help, because I believe that the teen feel more comfortable with their peers. As far as assessment is concerned, I usually create kahoots which help students to test what they already know. Another advantage of Kahoot is that we can check what itens the students failed and those in which they were successful. Kahoot also allows to reflect on the itens they need to improve. It gives them instant feedback on their learning and also a group reflection. Ayla Akhan Ayla Akhan I used to form a heterogeneous group. each student has a point of success and completes each other. in addition, peer learning between students becomes easier to learn by taking place guarantee learning and mo guarantee learning and motivation to do more and better, the most skilled, as well as the less skilled. What is important is to alternate the characteristics of the groups, depending on the subjects and needs. The purpose is that both groups learn more and in a motivated and effective context. Josip, Croatia Josip, Croatia I think that I would prepare different activities for students and make them learn in pairs or groups with different time schedules. They would work together and help each other. Ivana, Croatia Ivana, Croatia I would ask my students to work on a project in groups. There would be different tasks with different levels of difficulty so the students can choose the activity which suits them best (reading, writing, drawing, presenting their work...). High-skilled learners can help low-skilled learners. Seher , Ankara Seher , Ankara The term personalised learning does not really make sense, because really all learning is personal. Personalised instruction is trying to imagine the greatest amount of ways that you can customise a curriculum to the abilities and the interests of the individual student. – Randy Bass, GeorgeTown University Because of this information we can say that every student has different styles more_vert Marta Oliveira, Portugal Marta Oliveira, Portugal I would try to establish different learning stations, so that students would rotate between them and experience different activities, skills and materials. Tutoring time can also be very helpful. In this way it is possible to understand different learning styles and abbilities as well as what methods and materials can be used to reach to each student. peer work can be really helpful peer work can be really helpful Ivica G. , Croatia Ivica G. , Croatia As long as the ss work in groups and work collaboratively, they can find a suitable role according to their learning styles for themselves. Mirela, Croatia Mirela, Croatia Since I teach iterature I noticed that not all chldren like to read novels. So, my idea for the activities would be to have high skilled learner (the one who loves to read and can read without any problems) read a whole novel and low skilled learner (the one who doesn't like to read) only summary of it. Summary would be good enough because we could discuss ideas of the novel even if students don't read entire novel and maybe if they are not forced to do something that is very hard for them they would feel less negative about reading and in time they would read whole novels too. Yasemin Tekbaş, Kahta, Turkey Yasemin Tekbaş, Kahta, Turkey I would try to use peer assistance. Laura, Italy Laura, Italy When planning I would think about a cooperative work (expecially pair work), then I usually encourage the students to help each other and to learn together. I would observe and monitor the progress of each child to figure out different types of acrivities and strategies to help both students in learning. Daniela, Malta Daniela, Malta In class you always have to cater to different types of students. It is not just a matter of having students come from different backgrounds and with different characters. Students have also different learning styles. For a teacher this might seem very difficult and unfortunately the system and the curricula sometimes force the teacher to use a one size fits all approach. In my class to reach as many students as possible I use learning stations. Students rotate from one station to another and carry out different activities. In this way, students are engaged in different activities that engage students of different skills. Such an activity also allows students themselves to recognize how they learn best. Anita, Croatia Anita, Croatia As I teach Math, I do this regularly by giving students different tasks. Cristina Elena Voicu - ROMANIA Cristina Elena Voicu - ROMANIA I think the best way to help students develop their skills is to work in group based on multiple intelligence theory. Every student can bring the best skills in the group - logical, spatial, musical etc. And to use rubric for the group not individual. Because each contributed to the solution/product with their best skills. Ezgi K. Turkey Ezgi K. Turkey Firstly I try to figure out their learning styles. After this I choose the proper materials or methods for each of them. I know , I have to teach them same topic but if I have enough time, proper space and tools it is not difficult. But it is said that like in second video the cirriculum and the system does not allow you to try different ways Maria Anversa Grasso, Italy Maria Anversa Grasso, Italy In order to empower the different types of intellingence, I will make use of the "cooperative learning" and "learning by doing". Dividing the students in mixed heterogeneous small groups , I will lead them to produce different products according to different tasks that range from practical activites in the Lab to study cases and problem solving activities. In this way the same topic will be analysed from multiple points of view. Cristina Antal, Romania Cristina Antal, Romania I believe working in pairs or groups helps a lot. Thinking to the multiple inteligences, each student may be a power for his/her mates or for himself/herself. İLKNUR GÖZERİ İLKNUR GÖZERİ I think personalized learning is essential for learning to learn.A teaching environment such as a classroom needs to be flexible to raise awareness of multiple intelligences.We need to use multiple methods or change our methods according to the topic and tasks.Our students can participate in projects they chose to proceed.They can also have pair or group workshops for joining projects.The important point here I think is to teach our students learning to learn.We aren't the source of information.We should be a guide for them to learn more about theır abilities and go through theır own interests.Interesting activities will motivate them and lead them to enjoy the lesson during theır active participation. Özlem ,Turkey Özlem ,Turkey I used a collective and collaborative approach. Each student will have a task and interest. At the end of the process, I expect them to perform a self-assessment about their performance. In their later work, I allowed them to evaluate different tasks with their previous performances and discover where their interests were concentrated. d d Dilek Erdağ Bek-Turkey Dilek Erdağ Bek-Turkey dvanced students. I pla dvanced students. I pla Filomena Bianco Filomena Bianco I imagine we have to create a powerpoint presentation of an English-speaking country. Some kids are low at spelling, grammar and writing skills but they are excellent in technology (download, upload photos, etc.). Others are very good at writing and love searching for information. The second group will get the task of searching for infomation on the web, write texts and check spelling and grammar. The first group will have to read the texts of the previous group and according to it, they will have to find proper pictures and audio files to integrate the texts. I imagine also a sort of peer tutoring Rosário Sá Pinto Rosário Sá Pinto I believe I would define different types of activities for the two groups. I would also promote peer work joining students of a higher level with those who show more difficulties. In my opinion and from my experience a tutor student can be a privileged tool to catch the attention and reach the interest of colleagues. Students are more at ease and they feel less stressed working with peers because first of all they are talking with or questioning a friend. Sérgio Barroso Sérgio Barroso Tutoring will only be a way to the most skilled “teach” the others their way of problem solving… I would do different activities, letting them choose the process. If the most skilled are more committed to complex intellectual and cognitive exploring, most likely the less skilled would be more creative on the process of researching, analysing and producing results. At least, that’s my experience with these kind of groups. They don’t have to do the same path. sonia bras sonia bras In my classe, physical education, i use the good student to help the colleague with more difficult. Both are happy. Anita, Croatia1.activity:a) Make a strip of children's romance he has readb)Orally present a fragment of a child's novel he has read2.activitya)List and Write Characteristics of Main and Secondary Characters in Child Romanceb to list the characteristics of one of the main features of the child's novel Anita, Croatia1.activity:a) Make a strip of children's romance he has readb)Orally present a fragment of a child's novel he has read2.activitya)List and Write Characteristics of Main and Secondary Characters in Child Romanceb to list the characteristics of one of the main features of the child's novel Ceyda DEMİR Trabzon/Turkey Ceyda DEMİR Trabzon/Turkey I'm a pre-school teacher. I usually do "peer teaching" when there are situations like this in my class. I see more effective learning in my low-skilled students. I'm also trying to support her by giving her personal instructions. I'm trying to teach in different ways instead of uniform training. I try to teach story, music, narrative and art in a very different way. Đurđica Krtanjek, Croatia Đurđica Krtanjek, Croatia Group work is an excellent activity for all students to take part, each according to their abilities. It is important that the teacher adequately allocates roles in such a situation and takes care that all members of the group are equally involved in the work. Răzvan Răzvan It s very Very important to choose your own method of approach to learning. Dilek Erdur Ceylan-Turkey Dilek Erdur Ceylan-Turkey The activity or the task can be completed and evaluated in many ways: h,gh skilled students can be asked to complete advanced or harder parts or practices, low skilled ones can be asked to match, color etc. Luísa Pires, Portugal Luísa Pires, Portugal For example – topic: Reading comprehension of a text High-skilled learners: answer comprehension questions, complete sentences, find synonyms Low-skilled learners: illustrate the text, order pictures according to the events in the text, organize sentences with a summary of the text Tomislav, Croatia Tomislav, Croatia In such a situation the group approach seems to be the best choice. The task development needs to be thorough so that the weaker students can contribute to the solution. But tasks also must be designed to more advanced students do not get bored. Isabel, Portimão, Portugal Isabel, Portimão, Portugal For the less qualified student, i proposed a problem-solving approach, with the student being the issue, from real situations. The activity would be done with a pair, following a script, which allows them to find answer to the problem, and having as main resource the Internet. For the most qualified student, i proposed an inquiry approach to be developed in a group. Students plan a way to respond to the problem, and should articulate contents of various disciplines. Lidija Škrlec, Croatia Lidija Škrlec, Croatia I completely agreewith the third video - we should give our students the opportunity to show and develop their intrests and preferences. Give them the freedom to evolve into a successful adults. The system really needs a drastic change. I would give both groups of kids the same task and let them work their way through it. I believe both groups would find a great solution that works for them. Rui, Portugal Rui, Portugal I like to do group and peer work and mix the students with different abbilities/intelligences. I give different tasks and questions that they need to solve. Helena - Portugal Helena - Portugal I would use a multiple intelligence approach. I would divide the students according to their learning preferences and ask them to do Project work. This way both high-skilled and low-skilled students would be able to use their learning skills accordinmg to how they preferbably enjoy learning. Group work and peer assessment is one of the good ways of coping with such situations. Group work and peer assessment is one of the good ways of coping with such situations. Maria S. Italia Maria S. Italia The third video really excited me. I thought about the expression of some of my pupils when they can't solve a problem or a math exercise. I have a strong intention to look for a system that can allow everyone to give the best of themselves, but I still don't know how to do it. n any class there are stu n any class there are students with different kinds of intelligence and rythms of learning. No student equals to another.Therefore, I would create mixed ability groups – having stronger students working with less strong ones – because through this type of strategy, I would be promoting collaborative work. Besides, students like to perform group work. And I understand why. High-skilled students can give support to the mates who have lower skills. Maybe they have a simpler approach in explaining things. On the other hand, the low-skillled ones would be more at ease in exposing their doubts, difficulties. As for the resources, they could still be designed differently and according to the students in the groups. So, everyone would still be coping with each other. This way the learning process would not be at risk. Isabel Pereira, Portugal Isabel Pereira, Portugal I believe that the Problem-Based Learning (PBL) methodology would work very well in the case of having to customize a learning topic. To each of the students I would give a guideline to the research with initial research questions and space to add their own questions. At this stage, the orientation of the teacher is fundamental. From there, where each one would have a working script built to their measure, acording to their habilities and interesses, and with their contribution, each student would select how to do the work and the resources that would be considered most effective for the accomplishment of the task. At their own pace and according to what they devised for the development of the activity, each student would be guided by the teacher at times when constraints arose. It is also important to support the management of time, resources and informations found during the research. In the end, I would share the work that each one has done. This presentation would be performed by each one and would allow the other student to add data that was researched by another student and which, eventually, was not included in their own research. By giving the studen By giving the students different tasks. High-skilled: to perform a play. Low-skilled: Giving instructions and watch them draw. Luisa Lopes, Portugal Luisa Lopes, Portugal In any class there are students with different kinds of intelligence and rythms of learning. No student equals to another.Therefore, I would create mixed ability groups – having stronger students working with less strong ones – because through this type of strategy, I would be promoting collaborative work. Besides, students like to perform group work. And I understand why. High-skilled students can give support to the mates who have lower skills. Maybe they have a simpler approach in explaining things. On the other hand, the low-skillled ones would be more at ease in exposing their doubts, difficulties. As for the resources, they could still be designed differently and according to the students in the groups. So, everyone would still be coping with each other. This way the learning process would not be at risk. Georgeta, Romania Georgeta, Romania I would use the multiple intelligence theory and ( if it's a new text for language skills) I would divide the students in groups of : readers , ( the ones who are skilled at reading), TV speakers ( the ones who can make the news about the text/ happening), the painters, the sculptors, the singers....etc. At the end of the lesson we would have a nice "round" image of the text, seen from different perspectives. Ignacio, Spain Ignacio, Spain Giving the same topic to every students, I will expect them to complete it according to their abilities. We should not expect all of them to write 200 hundred words in English, maybe 50 for the low ability ones could be enough. Nertila, Albania Nertila, Albania My idea is: Theme of the lesson: Describe the winter The task to be assigned to the student is: High-skilled: Write a 5-6 sentence text to describe the winter season. Low-skilled: Draw a winter landscape In conclusion, the first student reads the assignment, while the second student explains the drawing with his words. CEREN, TURKEY İZMİR CEREN, TURKEY İZMİR I do not find it appropriate to divide students according to level groups. This system contradicts the system we are currently learning. I would prefer giving different tasks for the same activity. I would use differentiated learning that can meet the needs of all the students. Iva, Croatia Iva, Croatia I will divide students into groups connecting students with different interests and skills and give them research task and other different activities so they can choose among them which suits the best to them (their interests and capabilities). Luísa Nogueira, Portugal Luísa Nogueira, Portugal activity 1 (high-skilled leaners: read de activity (chemistry book) and doing some questions about the subject. Then, correct the answers, I provide the correction in MS word. At the end, do a quizz in socrative. activity 2 (low-skilled learners) make a group with this learns, i explain the subject. Then, this group do the questions and correct them, do the quizz in socrative.com. Stefania, Italia Stefania, Italia Activity 1: Reading the stave. Students work with their own devices on interactive apps (NoteDeMusique). In training mode, it allows them to know immediately which notes they have read correctly and which not, and in test mode, it allows them to know how many correct notes they can read in a minute. Each student then learns according to his or her own learning rhythm, concretely verifying his or her own progress week after week. Wow I Assess their work: the students screenshot the test results and send them to me via Telegram, 2 or and times a month. The chats between me and the individual students thus become the portfolio of their progress in the field of stave reading. Activity 2: duration figures The practical learning of the duration figures proceeds in the same way with the interactive "Rhythm Teacher" app. Pupils can't tackle the next level (with the new figure combinations) until they've got "Excellent" in the previous level. When a student gets "Excellent", he takes the screenshot and sends it to me via Telegram. So all students are on the same path, and they help each other when there are doubts and questions. But each one does this path according to his or her own learning rhythm, and checks his or her own progress. Jasminka, Croatia Jasminka, Croatia I prefer working in pairs or smaller groups so high-skilled learners help low-skilled learners and the benefit is double. Once a week I have one hour for giving them instruction and they can ask whatever they want. Conceição Rodrigues, Portugal Conceição Rodrigues, Portugal Example of 2 activities: 1) Divided the students into working groups, so that each group was formed by high-skilled and low-skilled learners. It gave a problem to each group, within the subject that was being approached in the discipline, adopting the Problem-Based Learning (PBL) methodology. Students would have to research in various sources, use ICT, construct objects so they can better explain what they have learned, construct concept maps. Within the group, students would have to distribute assignments so that everyone could participate, taking into account the pace of learning and their skills (soft and hard). Thus, the less qualified students would feel that they are also important to the group's work, being motivated more towards learning, and consequently will develop more advanced competence. 2) Divided the class into groups. The groups of high-skilled learns prepared the class using the flipped classroom methodology, having to present to the class the result of their investigation. To the groups of low-skilled learners, the teacher provided support material (texts, diagrams, videos) to analyze in the classroom context, and scripts where they recorded their conclusions. After all were done, the various groups communicated to the class the results of their work. Līga, Latvia Līga, Latvia I give my pupils learning material in different levels, so they can choose: low, middle, high. I encourage them to decide depending on their ability do the task and how they feel. Jasmina/Serbia Jasmina/Serbia My students are used to do math exercises in pairs, making questions to each other and checking the answers, with explanations. It is always high-skilled and low-skilled learner in pair. Vera Lourenço - Portugal Vera Lourenço - Portugal All the students are different, learn in different ways, as mentioned in the videos, there are different styles of learning and each one learns in a certain way. We must, when prepare a lesson, to keep this in mind, to try to adjust the contents and practices so that we can envolve all the students in order they can learn in a more effective way, since whenever students experience failure, they become unmotivated, frustrated and with feelings of insecurity, apathetic and even disinterested. For the low-skilled students, it would be a matter of providing the students with strategies for accomplishing the task, promoting student success, thus dividing the activity by levels of complexity, starting with giving the easiest and advancing to the next level, giving them visual cues, a model and / or giving clues as to how to perform the activity. I could also promote group activities so that there was an interaction between peers and exchanges of experiences, during the performance of an activity. Likewise, it could ask that the most qualified students be the tutors and help them to solve the activity. I think it is important that all students succeed and feel involved in learning. For the most qualified students, they would try to do activities that were more challenging and that promoted their abilities and stimulated them to think. It would not put the aid in the accomplishment of the task, therefore this would be to promote the equity of the students also. In my classes, usually the most qualified students do more activities than the students with more difficulties, because they are faster and and they do not always do the same activity. Anamaria Ghiban, Romania Anamaria Ghiban, Romania I will divide the learners into mixed groups and assign group tasks and individual tasks, giving the occasion to low-skilled learners to learn from the high-skilled learners and to high-skilled learners to exercise their pedagogical skills. Tugce Kagizman/TURKEY Tugce Kagizman/TURKEY Imagine that you have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do? fatma/Turkey fatma/Turkey some of my students learn best Project task, some of them learn best individual. all of them have different learnng styles such as visual, auditory. group actvies are good option Renata, Croatia Renata, Croatia Some of my students learn best Through project task, and some are readers , and I saw some make mind map. I try to encourage them to learn in groups and try to teach each other. Cândida Passos, Portugal Cândida Passos, Portugal My students usually work in groups. So, they can share their ideas, their ways of thinking and all of them respect the time of each one. In the groups I mix all kind of students. Marina, Croatia Marina, Croatia Often in class I have students who can do more than others. For them I have different tasks, sometimes a small hour project. Not giving them any extra tasks children lose their motivation because they are bored. Renata, Croatia Renata, Croatia To highly qualified students I would set the task in accordance with their capabilities. For low-skilled students, I would set the task in line with their capabilities but also a little above to motivate them to be better. Both tasks would be linked so they had to work together. Murat PAZARCIK,Turkey Murat PAZARCIK,Turkey Studies requiring more detail for advanced students. I plan to learn a common peer with the more basic studies for the weak student and the cooperation of the two at the end. Mª Emília Baptista, Portugal Mª Emília Baptista, Portugal Personalized learning allows to meet the preferences and needs of each student, while the teacher learns to know his students and motivates them for learning. The diversification of methods, strategies and technologies, allows to take into account the different types of intelligence through which students learn. I like my students to feel that I believe in their abilities. I do not agree with the development of an activity for highly skilled students and other activity for underqualified students. Unless students present a mental difficulty. I would present students with the same theme. I would divide them into groups of three or four elements. I would present different subthemes with different sources of information. Each group would work on a different subtheme of their choice. The way to present the work to colleagues would also be decided by the group, according to the different suggestions presented. Another way to put all students to participate in the same theme, but with different subthemes, could be the discussion in rotation. In this case, we would have groups of four students in which each student would play different roles (the communicator; the questioner; the secretary; the timekeeper). I would mix the most qualified students with the least qualified students. I will adapt the materials to their needs. I will adapt the materials to their needs. Cláudia S. Portugal Cláudia S. Portugal In our classes, we have different kind of learners so if we want to "reach " them, we need to diversify the way we teach. We must diversify our strategies and methodologies to help them to learn and to keep their knowlegde through life. for example, for low-skilled learners we can show pictures about a specific topic (clothes, for example) and ask them to associate the pictures with the name of each clothes (words given /written on the board by the teacher). For high skilled learner we can make them write by themselves thecaption under each picture. Thinking about different types of learners and studying the topic of human rights, students can read a text about the topic and do exercises of comprehension. They can also, analyse pictures and associate them to the articles of the UDHR or to the violation of the UDHR. They can watch a movie about a Human Right defender and complete a worksheet about the movie.. They can listen to a song related to the topic and filling in the gaps. These activities aim at providing a good experience of learning to the students, approaching some of their skills and "exciting" their learning process. Suncezgb, Croatia Suncezgb, Croatia I would prepare different materials and use collaborative techiques (for example think, pair and share). Sandrina Martins, Portugal Sandrina Martins, Portugal After verifying the different forms of learning, I planned different paths for the teaching of contents. I had a student who did not like being in school at all, but he liked to listen and create music. One day I challenged him to rap about concepts related to volcanism. While others presented more formal work - written research, posters, power point presentations - this student sang to the class while a classmate did beatboxing! It was fun for everyone and the student was able to show the best of himself! Hümeyra/TURKEY Hümeyra/TURKEY I will make a different student groups. High and low skilled students about their abilities. Than I will give them topics, exercises or different activities that engage students of different styles. At the end of work I will bring them together to talk each other. Peer based learning is a good choise. Milijana, Serbia Milijana, Serbia In the case of different student groups, about their abilities, regardless of the number of activities, they created specific learning scenarios. Olívia, Portugal Olívia, Portugal I think we all have to address the problems of mixed-ability classes. I try to find different strategies of introducing and practising the topics, using different resources and strategies, so I can reach all students with their own different ways of learning. For example, I will give them two or three level activities, according to their own abilities and sometimes I also put them in groups to solve the questions. I use peer learning and active methodologies. Elizabeth, Malta Elizabeth, Malta As an LSE, I make any adaptations that my student may have in subjects were they have difficulties. In past years, I have had students who do not follow the class curriculum at all, and will require to have an Individualized programme drawn up for him/her for the thorough scholastic year. However, I also notice that teachers do cater for those students who are not following like the rest of the class, and have their class work adapted or given less work as opposed to the rest of the class, and the same is done for homework. Conchi C., Spain Conchi C., Spain I will propose them to make goups of two or three children in order to have heterogeneous groups. Then, they will start doing the activities and I will observ how do they work. If any group doesn´t march at all, we can change children. Eleni, Greece Eleni, Greece I have learning material that addresses 3 levels: low, middle, high. I ask all my students to deal with the low level exercise and then to choose on their own among the middle and the high level exercise. I encourage them to decide depending on how they assess themselves and how they feel. Catarina Isabel Brito Catarina Isabel Brito In a way, today it is easier to personalise a learning task because some book support gives us an example of the same activity for the two kinds of learners ( high -skilled and low - skilled learners). However, it is very difficult to do that within a class of 30 students! How can a teacher give individual attention to all of them? In my opinion, in these situations the best thing to do is to form groups with different learning levels. Even if they have different tasks within the same topic, the strongest students may help the weakest ones Maria Brauchle, Bulgaria Maria Brauchle, Bulgaria I would split the students in groups and use IBL. The groups would be mixed with the two kinds of learners. Serenella Silenzi Macerata Italy Serenella Silenzi Macerata Italy I would involve them into a pair work/peer learning activity (i.e. problem solving) with a different role. They could share different types of material (tailored to their different forms of intelligence) and responsibilities in order to find a problem solution and construct a common product. Celeste Simões, Portugal Celeste Simões, Portugal Well, first of all, I would need to know what type of learning task this was. Without knowing it it’s difficult to think of adapting the activities. So, I guess the question is a bit vague… Secondly, I don’t really understand what you mean by “high-skilled” and “low-skilled” learners. If we believe that all students are different, have different learning styles and interests, then what does it mean to categorize students in this way? Aren’t they all skilled? The skills they master are the only thing that can change and differentiate them. So, I don’t feel very comfortable using these terms Still, trying to answer the question: I would try to adapt the activity to their intelligent type – having them move around the room, if they are kinaesthetic learners, for example, or listen to a song and fill in gaps, if they have a musical intelligence. These are just some basic examples, really, as there are numerous possibilities depending on the learning task you are assigning. Irena Peček, Croatia Irena Peček, Croatia WRITING TASK - high-skilled learners: a detailed essay on the given topic - low-skilled learners: a guided writing composition on the familiar topic SPEAKING TASK - high-skilled learners: discussions, debates - low-skilled learners: more preparation and rehearsal time with a sheet with simple guidelines merve kapcı/Turkey merve kapcı/Turkey Firstly, I try to understand which intenlligence do they have . I do some quiz for them . High-skilled student probably have many skills. But low- skilled student can have some difficulties when he express himself .So I support and encourage student. Marialena, Greece Marialena, Greece 1) I would pose questions that provoke kids to realate new learning stuff to their lifes. 2) I would observe my kids to find out their very personal unique way of expressing themselves. I would then design learning activities that require students to act in mlultiple ways to complete them. In every given chance, I would support and praise their efforts. I will give them different materials and different methods and I will bring them together for collaborative work. (peer to peer learning) I will give them different materials and different methods and I will bring them together for collaborative work. (peer to peer learning) Emilia A./Romania Emilia A./Romania I need to take into account their style of learning, what type of learner is the students.Students' interests are also important factor when designing a task/activity. For high-skilled students I would give a personalized composition -writing a story on a certain topic and to low-skilled students -to write some sentences using some prompts/visuals. Aiste, Lithuania Aiste, Lithuania I will form groups with diferent learning skills. In that way students with high learning skills will improve their knowledges helping other students with lower motivation. Maria Antónia Brandão PT Maria Antónia Brandão PT Heterogeneous grouping is a method of placing students of different skill and ability in classrooms together. Heterogeneous classrooms present different challenges for teachers. The teacher has to try to be sure everyone in a heterogeneous classrooms is being challenged and learning. Heterogeneous classrooms may help students who have social anxiety or learning disabilities to learn much-needed social skills . Elisabete Pires Elisabete Pires I believe that active methodologies are the best way to personalize learning tasks. I start with a survey about the theme of our lesson that the students have to see or read. For example, the students have to see a video about a grammar topic and understand the past tense. After that, I have activities for the students who understood and he has to apply the grammar in the specific text that he wrote. The other students, who couldn't understand, I ask another student to explain him the topic grammar or I try to explain him using an other way/form. Elif Buyukuysal /Turkey Elif Buyukuysal /Turkey I would give high-skilled student a more detailed research consisting of more knowledge, and as an assesment -writing a paragraph about it. And for the low-skilled learners I try to figure out the activity and clear explanations consisting of not detailed information but making it with games. Marta, Spain Marta, Spain I am language and literature teacher. I believe that audiobooks are an excellent oportunity for kids who doesn't like read in a "traditional" way. In fact, oral transmission is the "traditional" way for stories. Unity bring us strength Unity bring us strength Even if we have students with different levels of understanding - at least apparently - I believe that by proposing an activity for them to develop together, we can try to get to know them better, in order to challenge them to solve a problem together, each using their better skills, aesthetic, numerical, etc.) Farah, Lebanon Farah, Lebanon I think I will give the same activity for both kinds of learners, but I will add some guiding questions for low-skilled learners. Also, I will design my activities in such a way they are tailored to visual, auditory and kinesthetic learners. HI,I amsofi D ,Greece. HI,I amsofi D ,Greece. Ithink that we can teach anythink by using simple words and making groups of learnersthat is the key for more motivated learning. Sylwia, Poland Sylwia, Poland In class each child has different background, has different learning styles. I'll give them different activities that engage students of different styles. I'll also encourage them to work in groups Hale Şenbaş, Turkey Hale Şenbaş, Turkey I would adapt the activities to different learning styles. One of them would be more linear and analytical, the other more creative. I could also make them feel free to choose among activities but allowing peerwork and groupwork would help them deal with the activity which they thought was beyond their depth. Edurne Andrés Crespo, Spain Edurne Andrés Crespo, Spain Firstly, I would study if the learning experience would be better forming homogeneous (all the members of the group are high-skilled or low-skilled) or heterogeneous (mixing high-skilled and low-skilled learners) groups. What would be the best in order to reach our learning objectives? If groups were homoneneous, the different groups would face the task from different levels and we would have to adapt it to the different levels and abilities. If groups were heterogeneous, high-skilled learners could help low-skilled learners and they would have the opportunity to share their knowledge and experiences. Besides, in this case, high-skilled learners would put themselves in low-skilled learners´place and viceversa. It would be an enriching experience, too. Maria Zélia Nunes - PORTUGAL Maria Zélia Nunes - PORTUGAL An important aspect is the decision regarding the formation of learning groups (cooperative activities). I consider as criteria: the "level" of skills and learning needs. Is the best option to constitute homogeneous or heterogeneous groups? It depends on the learning goals. In one case, the learning situations of the two groups are different in complexity, considering the learning objectives; in a second case, the situation may be similar but the students' goals will be different. The feedback information will also be differentiated.Learning situations should be as challenging as possible (not so difficult ... nor too easy ...), being able to guarantee learning and motivation to do more and better, the most skilled, as well as the less skilled. What is important is to alternate the characteristics of the groups, depending on the subjects and needs. The purpose is that both groups learn more and in a motivated and effective context. Josip, Croatia Josip, Croatia I think that I would prepare different activities for students and make them learn in pairs or groups with different time schedules. They would work together and help each other. Ivana, Croatia Ivana, Croatia I would ask my students to work on a project in groups. There would be different tasks with different levels of difficulty so the students can choose the activity which suits them best (reading, writing, drawing, presenting their work...). High-skilled learners can help low-skilled learners. Seher , Ankara Seher , Ankara The term personalised learning does not really make sense, because really all learning is personal. Personalised instruction is trying to imagine the greatest amount of ways that you can customise a curriculum to the abilities and the interests of the individual student. – Randy Bass, GeorgeTown University Because of this information we can say that every student has different styles Marta Oliveira, Portugal Marta Oliveira, Portugal I would try to establish different learning stations, so that students would rotate between them and experience different activities, skills and materials. Tutoring time can also be very helpful. In this way it is possible to understand different learning styles and abbilities as well as what methods and materials can be used to reach to each student. peer work can be really helpful peer work can be really helpful Ivica G. , Croatia Ivica G. , Croatia As long as the ss work in groups and work collaboratively, they can find a suitable role according to their learning styles for themselves. Mirela, Croatia Mirela, Croatia Since I teach iterature I noticed that not all chldren like to read novels. So, my idea for the activities would be to have high skilled learner (the one who loves to read and can read without any problems) read a whole novel and low skilled learner (the one who doesn't like to read) only summary of it. Summary would be good enough because we could discuss ideas of the novel even if students don't read entire novel and maybe if they are not forced to do something that is very hard for them they would feel less negative about reading and in time they would read whole novels too. Yasemin Tekbaş, Kahta, Turkey Yasemin Tekbaş, Kahta, Turkey I would try to use peer assistance. Laura, Italy Laura, Italy When planning I would think about a cooperative work (expecially pair work), then I usually encourage the students to help each other and to learn together. I would observe and monitor the progress of each child to figure out different types of acrivities and strategies to help both students in learning. Daniela, Malta Daniela, Malta In class you always have to cater to different types of students. It is not just a matter of having students come from different backgrounds and with different characters. Students have also different learning styles. For a teacher this might seem very difficult and unfortunately the system and the curricula sometimes force the teacher to use a one size fits all approach. In my class to reach as many students as possible I use learning stations. Students rotate from one station to another and carry out different activities. In this way, students are engaged in different activities that engage students of different skills. Such an activity also allows students themselves to recognize how they learn best. Anita, Croatia Anita, Croatia As I teach Math, I do this regularly by giving students different tasks. Cristina Elena Voicu - ROMANIA Cristina Elena Voicu - ROMANIA I think the best way to help students develop their skills is to work in group based on multiple intelligence theory. Every student can bring the best skills in the group - logical, spatial, musical etc. And to use rubric for the group not individual. Because each contributed to the solution/product with their best skills. Ezgi K. Turkey Ezgi K. Turkey Firstly I try to figure out their learning styles. After this I choose the proper materials or methods for each of them. I know , I have to teach them same topic but if I have enough time, proper space and tools it is not difficult. But it is said that like in second video the cirriculum and the system does not allow you to try different ways Maria Anversa Grasso, Italy Maria Anversa Grasso, Italy In order to empower the different types of intellingence, I will make use of the "cooperative learning" and "learning by doing". Dividing the students in mixed heterogeneous small groups , I will lead them to produce different products according to different tasks that range from practical activites in the Lab to study cases and problem solving activities. In this way the same topic will be analysed from multiple points of view. Cristina Antal, Romania Cristina Antal, Romania I believe working in pairs or groups helps a lot. Thinking to the multiple inteligences, each student may be a power for his/her mates or for himself/herself. İLKNUR GÖZERİ İLKNUR GÖZERİ I think personalized learning is essential for learning to learn.A teaching environment such as a classroom needs to be flexible to raise awareness of multiple intelligences.We need to use multiple methods or change our methods according to the topic and tasks.Our students can participate in projects they chose to proceed.They can also have pair or group workshops for joining projects.The important point here I think is to teach our students learning to learn.We aren't the source of information.We should be a guide for them to learn more about theır abilities and go through theır own interests.Interesting activities will motivate them and lead them to enjoy the lesson during theır active participation. Özlem ,Turkey Özlem ,Turkey I used a collective and collaborative approach. Each student will have a task and interest. At the end of the process, I expect them to perform a self-assessment about their performance. In their later work, I allowed them to evaluate different tasks with their previous performances and discover where their interests were concentrated. d d Dilek Erdağ Bek-Turkey Dilek Erdağ Bek-Turkey For example; if I prepare a listening activity, low skilled learner can be expected to fill in the blanks with the given phrases or words. But high skilled learners will be expected to fill in the blanks with the words they heard or answer the questions according to the tape script. In some of the activities they can work in pairs or groups. For example they can find a heading to the tape script together. hey can create a poster about the topic. High skilled learners can find slogans, low skilled learners can design the poster. While discussing on the topic yes/no questions can be asked to low skilled learners and wh- questions to high skilled learners. f I had to personalise a f I had to personalise a learning task with two activities for high-skilled and low-skilled learners, I would try to find challenging tasks for the former, for example, helping lower-skilled colleagues evolve, or a task that would make them feel they wer Maria Cristina Rocha, Por Maria Cristina Rocha, Portugal At my school, my classe has mixed goups of students with high and low skilled kids. They learn and teach simultaneously. Sometimes they are masters, other times they are disciples, in a sort of speach. We never know everything, and I am alwasy saying that I can always learn from them and always be mistaken for a while. This kind of approch helps my students not to be afraid of being wrong and as for help also. I usually prefer to have mixed high and low skills kids, because they can help each other and explain in a different way. Sometimes I need to make different tasks and they a high-skilled student can work alone or peers in autonomy, by themselves, while I can give some support to low-skills students. Rute Vieira, Portugal Rute Vieira, Portugal While planning the lesson, I would considerate the students´ knowledge. I would create activities or give students tasks according to their needs, learning goals, and personal interests. I would also create activities to promote group work, where collaborative work and sharing knowledge, were the most important aims. Sandra Mendes-Portugal Sandra Mendes-Portugal First and foremost I believe that having students sharing their interests is a good start, and as we've been studying, we can get to know them better and choose the best strategies to teach, which will lead to better learning experiences. I'd ask students questions about their interests or even present them with a quiz about it and afterwards I'd prepare a list of activities for them to choose, that way they'd be more free and in charge of their learning tasks. High-skilled learners could be in charge of presenting chosen topics to the class the way they'd like, low-skilled learners could be in charge to develop more practical and creative tasks. Mixing them in groups would also be interesting in order to promote collaborative work Nihan Nihan As long as the ss work in groups and work collaboratively, they can find a suitable role according to their learning styles for themselves. selma meral- selma meral- learning activities in accordance with one's abilities makes them more successful. In particular, the practice and selection of cooperative learning method allows them to be successful. Andrea. Portugal Andrea. Portugal Ana Ana The main action of teaching is to know your students and their abilities. Then,accordingly,adjust and personalise the learning process as much as possible. João Nunes, Portugal João Nunes, Portugal If I had to personalise a learning task with two activities for high-skilled and low-skilled learners, I would try to find challenging tasks for the former, for example, helping lower-skilled colleagues evolve, or a task that would make them feel they were collaborating with those around them. As for low-skilled students, I would try to understand their interests and give them a task related to those interests so they would feel more motivated to do the task and more engaged with their learning process. I believe that if students feel they are participating and, in a certain way, chosing their learning path, they will be more successful, either at school or in "real life". Feri Yaman Feri Yaman Aydın/Turkey I believe in the importance of learning and learning through cooperation. Separate different cultures from preschool and education accordingly. Determining the way the child learns is half of the knowledge of the teacher and the biological learning. Angelamaria Galderisi, Italy Angelamaria Galderisi, Italy If I had to personalise a learning task for high-skilled and low-skilled learners, I would ask the former to engage in a flipped classroom performance and the latter to do some reinforcement exercises. Harun CEYLAN/TURKEY Harun CEYLAN/TURKEY If I give an example from my own lesson, it is a fact that every student does not have the ability to make painting. Susana Peixoto, Portugal The biggest challenge for a foreign language teacher is to plan motivating lessons for a multi-level class. If we focus our attention on advanced level students we will inevitably lose the interest of beginner level students. On the other hand if we teach the basics the advanced student isn’ t learning anything new, will get bored and we will not allow them to progress. Students have different learning styles and interests as well and combine them is a tough task for any teacher. A concern with teaching the multi-level class is holding everyone’s interest and meeting everyone’s needs, no matter their level. A good strategy to personalize a learning task is to create different activities according to the students’ level, for instance if I show them a film or video I can ask a high-skilled learner to summarize the story or write an opinion text about it and to the low-skilled learners I will ask them to fill in a cloze text with some given words in order to summarize the story and then answer a true/ false exercise. I also like to promote group work where students students of different levels can help each other in order to accomplish the given tasks. This way students can develop collaborative work and the weakest ones will get a sense of achievement. Susana Peixoto, Portugal The biggest challenge for a foreign language teacher is to plan motivating lessons for a multi-level class. If we focus our attention on advanced level students we will inevitably lose the interest of beginner level students. On the other hand if we teach the basics the advanced student isn’ t learning anything new, will get bored and we will not allow them to progress. Students have different learning styles and interests as well and combine them is a tough task for any teacher. A concern with teaching the multi-level class is holding everyone’s interest and meeting everyone’s needs, no matter their level. A good strategy to personalize a learning task is to create different activities according to the students’ level, for instance if I show them a film or video I can ask a high-skilled learner to summarize the story or write an opinion text about it and to the low-skilled learners I will ask them to fill in a cloze text with some given words in order to summarize the story and then answer a true/ false exercise. I also like to promote group work where students students of different levels can help each other in order to accomplish the given tasks. This way students can develop collaborative work and the weakest ones will get a sense of achievement. SERAP SARI(TURKEY SERAP SARI(TURKEY I would prepare papers with different parts which would address to both kind of learners. Diana Pádua, Portugal Diana Pádua, Portugal After a diagnosis of what the two different types of students know about the specific topic, I would use different types of activities and different strategies. However, we should bear in mind what it means to be a high-skilled and a low- skilled learner. Actually, a student can be high-skilled in a specific area and low-skilled in others. I normally use mixed ability worksheets. As for the weaker Ss, I use lots of matching exercises, fill-in the gaps, types of exercises which don’t require much written production. If I want them to write a text on a specific topic I give them a guided task with examples, and chunks of language they can use. I try to scaffold the activity with easier instructions in the beginning. To check Ss’ understanding of a concept, problem or process, I would describe or illustrate it in multiple ways, using pictures, videos and slideshows or having a high-skilled student illustrate and explain the concept on the board. Of course, the needs of the high-skilled Ss mustn’t be forgotten and they should feel challenged. For those I would use more complex and demanding tasks, I would ask them to write more freely and give their own opinion on the topic. I also think collaborative work is very useful to deal with these differences in class. Mixing students with different skills, levels and needs is a good strategy. Having the high-skilled Ss help the weaker ones is a good strategy which will help both types of students improve their skills. I would say that, no matter what kind of activity you choose, the aim should always be to help all students be successful. Maria, Portugal Maria, Portugal When planning I would articulate what students already understand with the learning goals. That is, I’d have to give different activities or ask the students to do different tasks appropriately paced, and appropriately varied and challenging according their skills and needs and experiences. Probably while some would have to cover a smaller amount of curriculum content others could explore it in greater depth and detail . I’d implement also some collaborative and cooperative activities as well as pair and group work activities. María de Arriba (Spain) María de Arriba (Spain) On the blackboard they write what they want to learn more, then we organize the contents and they prepare a presentation, a book, film, song... they love related to its favourite theme and they show to the class. Hakan TATLI Hakan TATLI Talas Kayseri I'd set the common interest of the two. I would choose a cooperative project that would fit these roles. Like reading books or planting flowers. Maybe someone explains, the other is good at drawing. Maybe listening to music or playing a computer is a common point. Clara Vitorino Clara Vitorino I would use the flipped work as a strategy. I would ask the more qualified student to research on the topic and make a small presentation to class. Then I would give some exercises to class and would ask the more qualified student to sit besides the less qualified to help him when he needed – depending on their age I would be near them or would give them more space to talk alone. Teaching between equals is the best way in my opinion. Maria Pinto, Portugal Maria Pinto, Portugal The question is relevant and should be part of the teacher's day-to-day life: no student equals another. That's why the solution lies in working with small groups where cooperation helps you learn more and better and faster, because we all learn from everyone. It will also help to have a set of different resources (in activity files / scripts), in which the learning process can be done at the learning pace of each one, being able to have the help of the teacher or colleagues. 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Cinzia Fontanive, Italy Cinzia Fontanive, Italy I usually have students work on the same topic in mix abilities classes using cooperative pairs or little groups in which I mix abilities in order to have high-skilled and low-skilled students working together and helping each other. it is usually successful. To help weak students I usually use technology to anticipate topics by sending them videos or mindmaps on the virtual class we have. Antonija, Croatia Antonija, Croatia I would organize group or pair work dividing the students and activities according to their abilities. The tasks would be created in a way that both kinds of learners can solve them. Ana Santos, Portugal Ana Santos, Portugal I think that collaborative work can be the key to solve this problem. The high skilled learner can improve his profiency by helping the other student and will be able to refute and correct any mistakes made by the low skilled learner. At the same time the low skilled learner will understand better the concepts because the language is more similar. Aleksandra, Croatia Aleksandra, Croatia I will prepare task for work in the pair. The high-skilled learner will try to solve the problem and low-skilled learner will do what his colleague explain to him what must be done. Magdalena Brzezinska, Poland Magdalena Brzezinska, Poland This is a very good question, actually. I need to do it all the time. I teach 16 students on 16 different levels, and I never know which ones are going to show up in class. I always have a selection of materials from which to choose. I always ask students which ones they'd like to complete. Sometimes I make high-skilled learners and high-skilled learners work together and "complement" each other. Döndü,Turkey Döndü,Turkey If the ability to have something to do with the low field, I would try to improve it. ability to develop oneself more magine that you have to p magine that you have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do? Sabine, Belgium Sabine, Belgium They would all receive a theoritical subject to read and try to understand alone, then would form groups of two (one who says he/she can explain, one who says he/she can't) and work on the lesson so that they both understand it. Than they would receive exercises, from easy to difficult, make them alone and than gather again to hear to the other's solutions. Đurđica, Croatia Đurđica, Croatia I would prepare two different activities for students. They would learn in two groups with different speeds and different tasks. At the end of learning they would present their results. Štefica, Croatia Štefica, Croatia I'm a teacher of technical culture and ICT. In computer science, especially when programming tasks are involved, highly- skilled learners solve harder tasks because these tasks are challenging, and low-skilled learners solve are easier tasks because they are successful in doing so. Panagiota Malamou, Greece Panagiota Malamou, Greece I will use collaborative learning. I will find an attractive theme which is going to contain activities for the both students. Mara Machado_Portugal Mara Machado_Portugal In the classroom it is very important to respect the rhythms of each one but it is equally important to foster collaborative work. In the execution of different activities it is at all pertinent that the groups are heterogeneous. In the concrete example of an activity, in the experimental determination of the speed of sound in the air, for the most qualified students only made available the materials / equipment necessary to determine the value of the speed of sound in the air, under the conditions that existed in the laboratory. In the case of the group of students less qualified beyond the availability of the equipment would provide them with an experimental protocol, which included the step-by-step tasks to perform to obtain the speed in the sound in the air under the actual conditions of the laboratory. Eugénia Abreu - Portugal Eugénia Abreu - Portugal The personalized learning is based on different tasks for every student. All students are different and therefore have different needs. The practice of personalized teaching or learning will be more successful when it is directed towards the tasks/activities the student do and according to the pace at which the progress within a topic unit. However we shouldn’t forget that with this type of teaching brings more work for us as teachers and leaves us with less time to dedicate to every single student. We ought to take into account the organization of the classes into various groups so that we don’t exaggerate with the amount of work. Concerning the question in this specific task, in both cases, either with high level students and lower level students, we have to take into account the pace at which each are able to work, their characteristics and their personal interests. I would put the standardized activities aside and assessment would be done continually, by using observation grids so that we could register the progress of each student. I would also implement, in both cases of students, project work within different subjects. These types of projects help students to understand more complex concepts and promote the development of other skills like creativity, leadership, solving problems and the “know how” of working in groups. These activities should be developed in different dimensions and areas: at school, physically, socially, emotionally and culturally. They could be developed by handling with different technologies and therefore these two groups of students would be able to control their time, their environment and their pace of learning. As you can see, I would never implement different strategies for each, I would rather differ the way of applying, of developing and of course the assessment, too. Marta Martins, Portugal Marta Martins, Portugal It would start by constructing the task, starting from a previous survey of their potentialities / difficulties, interests and learning styles. As a mathematics teacher, in the case of highly qualified students, i would choose to create an activity that would allow them, in an autonomous way, to progress in learning a certain content. For example, by using tablets, students would have to perform a set of tasks, which could be done by viewing a video about the content to be studied, followed by a set of interactive exercises, organized by increasing level of difficulty, using the principle of gamification, through which students could, in real time, assess their progress and the teacher, in the end, get the results of their performance. The activity could culminate in a task of investigative character, related to the subject under study and developed according to the interest of the students. With regard to the low-skilled students, i would seek to give them more individualized support, tasks more directed to their difficulties, using materials that they could manipulate and construct. The use of the tablet, would also be a possibility, but with exercises appropriate to the difficulties identified. In this way, the two types of students, each in its own rhythm, can go further. Tina, Croatia Tina, Croatia One activity would be working on a digital tool. A high - skilled student would make a lesson through a tool nearpod and more difficult types of tasks - open type answers, comparisons, quizzes. Low- skilled learners will work in "learning apps" tool, doing the same thing through simple tasks - joining couples, easier questions. The second activity would be a pair presentation. Student with great abilities would be able to make a presentation, and a low - skilled student would look for picture examples, video examples, and listening examples. Rebeca, Spain Rebeca, Spain I would encourage the strong points of every child in order to work together, to take advantage of them using cooperative learning. Ana Pereira, Portugal Ana Pereira, Portugal I would start by knowing better the characteristics, the interests and the skills of the students, since only then would I be able to adapt the activities to their profile. Thus, I could provide different resources (written text, video…) and ask different activities. I could ask a student for a written activity while to the other student would request an oral presentation. I could give more time for the task to the less skilled student. I could also encourage peer work, collaboration, so that both benefited from the perspective of the other and in this way, enriched the knowledge gained on the subject. NIves Bogdan, Croatia NIves Bogdan, Croatia It could be activities in group or working in pairs. It will definitely be cooperative activity Sunčica, Croatia Sunčica, Croatia I would choose a collaboration project where the two of them could decide on the roles they want to take in the project. Maybe one likes reading and browsing on the Internet, and another one writing. Maybe one is good at explaining, and another one at drawing. I am a biology and chemistry teacher, so there are plenty of subjects to do it this way. Dorota, Turkey Dorota, Turkey Depends on the task, but in general I would differentiate the task/instruction so the same task would be done in two different ways, easier (for low-skilled learners) and more complex (for high-skilled learners). I would also use the group work, so the students could help or teach each other. Maria P., Greece Maria P., Greece I am an IT teacher and very often I have to deal with two (or more) kind of learners. What I do? I personalize teaching methods very often. I give space to activities with different stages of autonomy. All students work in the same “subject” with different levels of difficulty or using different materials. For example, when I teach how to make a presentation, my students have to create a presentation about something or someone who like or admire (a city, a football player, a singer, an actor…). From the most high-skilled students I expect a presentation with images, text, colours, animation but from others I am satisfied with a more simple presentation with images and text. Very often I spend time with my students who need individual attention. Simona Mona / Romania Simona Mona / Romania I would make mixed teams of high-skilled and low-skilled learners and ask them to express one another's views and views on issues; will be in the position to learn from each other and to seek out solutions that are not known by anyone of them. Okan Okan It can be a cooperative activity in order for them to share. a quiz or a game using ka a quiz or a game using kahoot, Socrative or Arlete Leitão, Portugal Arlete Leitão, Portugal As teachers, we all know that some students can be very good at some subjects but struggle to be able to learn others. For instance, some have a great aptitude to learning exact sciences and numbers, others to learn languages, others excel at playing a sport or at dancing or at playing a musical instrument, etc. This happens because they have different types of experiences, interests and intelligence. Personalized learning is the best way to reach each student. When I teach English as a foreign language and as not all students have a linguistic intelligence, I try to use different kinds of texts, images, videos and audio texts. So, when dealing with, for instance, the Past Simple of irregular verbs, why not let kids choose the best way to learn it? A student who is really interested in music (and has a musical intelligence), to choose a song in English he/she likes, in which the verbs are in the past and then choose how to present it to the class? And, what about the ones who have a creative intelligence? They can invent a story and tell it to the class. Or why can´t others create a quiz or a game using Kahoot, socrative or Google docs? Besides, the help of technology can allow us to spend less time teaching and more time engaging our students. Aysel YILDIZ, Turkey Aysel YILDIZ, Turkey I would like them to develop their strengths and weaknesses that enable them to discover each other's strengths. In this way, I would ensure that they were respectful and confident to each other without losing their self-esteem. Because it teaches one to learn peer learning, the other is motivated in two dimensions because it teaches and I would reward if necessary. Nurcan Değerli / Turkey Nurcan Değerli / Turkey I would prepare different activities for both students but I would make them work in the same group. For example , if one of them is good at drawing he/she draws , if the other is good at speaking he/she tells what they did. TUĞBA DUYURUCU TUĞBA DUYURUCU TURKEY I do a group activity on a topic that will attract both of them.. matters is how we approac matters is how we approach to them. The way we plan the same subject according to the way they learn will Maria Giuseppina Giammetti Maria Giuseppina Giammetti ITALY I work in cooperative learning or through a peer education giving the same task and encuraging research by the work in group..certainly the evaluation will be on parameters that consider the skill of each individual student. Gulum, TURKEY Gulum, TURKEY I would let them study in the same group, with differnt tasks. Abdullah K Abdullah K Abdullah Korkmaz, Abdullah Korkmaz, Abdullah Korkmaz Abdullah Korkmaz I don't think being high-skilled or low-skilled matters. The thing that matters is how we approach to them. The way we plan the same subject according to the way they learn will make the double success. Gülümser Şentürk Akkoyun- Turkey Gülümser Şentürk Akkoyun- Turkey if I had to teach the same achievement, I would prefer teaching in an individualized way. Based on the individual characteristics of the two students, I would try to teach about the game, the working activity (for the development of friendship), abundant observation, video, presentation, discussion, decision making, and to what extent the product will work and use. even if they cannot learn at the same speed they can develop ideas. Drazenka Kuzman Drazenka Kuzman I would designe different activities trough group work so that high-skill learners support and help low-skill learners. Yasem,n , Turkey Yasem,n , Turkey First of all; I would divide the tasks into learning stations according to their interests. Second, I would prepare pairs which has high and low skilled learners. Then I would tell the students to work in pairs in each station. Finally, They would learn the tasks easily and collaboratively. Rachel Rachel I would focus on what excites them and what they have interest in. This way, they will learn the same topic at their own pace. Maria Natália Couto, Covilhã, Portugal Maria Natália Couto, Covilhã, Portugal Though I don’t feel very comfortable referring to students as high-skilled or low-skilled learners, I acknowledge that there are different styles for learners and some are more at ease with thoroughly and guided instructions whereas others respond a lot better to other stimuli. This is the clay humankind is made. The variety in learning styles makes the groups richer and more challenging. Having said that, and what I do pretty often is sitting students to work in groups where each learner has a special role and responsibility grounded on his/her intelligence type and level of proficiency as I teach EFL. The kind of activities I usually use is a webquest, in which students must collaborate and help one another to achieve a final goal. As a teacher I would (and usually do) monitor the progress of the work carried out by each group providing the necessary support whenever required or need. I would probably (and often do) ask them to prepare a roleplay or something alike to present to the class. This kind of activities usually engages the majority of students. With the huge classes I have (30/31 students) it becomes virtually almost impossible to get ALL of them on the task or the subject. This is actually my experience. Dumitru Moldova. Dumitru Moldova. It is possibel do realise such tasks only through team-teaching. Ana Perak, Croatia Ana Perak, Croatia I need to know how my students learn and what thay want to do. I teach Geography, for example, we can explore our place in a way we go outside and learn or by using ICT. Some students like to go outside and make photos, some prefer using interenet and make presentation.High-skilled students can work without my help, but I need to help low-skilled learners. Inma, Spain Inma, Spain Ioup. have an heterogenous group. They are very different from each other. Some are really skilled,fast finishers who demand lots of extra activities. Others are in the back row and lost. The third group is very low-skilled who need a support from a teacher who comes into the classroom once a week.The rest of the days I deal with all of them. In the maths lesson I ask them to work in collaborative groups where they can help each other no matter the ability they have in the subject. I adapt the concept I want them to learn to their capacties. The high skilled-ones teach the low-skilled ones as if they were real teachers. The result is that students get motivated and are really engaged in the tasks. Cristina Santos Cristina Santos Instead of having two different tasks for different students, I will have two tasks for all. I would start with the easiest activity and put the students working collaboratively because I think everyone have some skills to share and contribute to achieve the goals of the task. After I will use some games or web tools for the hardest task, so the low-skilled learners can be motivate and, with some help of the high-skilled learners, they could start to understand and, above all, they want to understand. So they will be motivate to taking part in the learning process. Ana, Spain One of the keys to get personalized learning is just to listen to the students before programming activities. Ana, Spain One of the keys to get personalized learning is just to listen to the students before programming activities. Mar7kan Mar7kan Naide Baştuğ,BURSA TURKEY Naide Baştuğ,BURSA TURKEY No matter what the subject is, every child has something to do.organize topics according to their interests and abilities.it doesn't have to succeed. but having an idea is important. Nina, Croatia Nina, Croatia In order to achieve the set learning goals, we can adjust the difficulty of each student's task individually. That is especially achievable in the subject that I teach (Informatics), because we can take a lot of different paths and get to the same end goal, by using different examples and tools. In the end we will have achieved the set goal, though on a different level of completion, both adequate to the level of skill that each of the students has. Imagine that you have to Imagine that you have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners). What would you do? ana freire Portugal ana freire Portugal I will put a simpler activity to low-skilled students. Manuela, Romania Manuela, Romania I have to communicate more with the students, otherwise I would not know what they want Anabela Aguiar, Portugal Anabela Aguiar, Portugal I think I would do what I normally do in my classes: have them work collaboratively to solve the challenges together. I think it’s amazing the kind of motivation that collaboration among students in different stages of learning may bring both to high skilled and low skilled students: the first reaches a deeper understanding by helping the latter, while the low skilled student normally welcomes the help of his peers. Jasenka Kuljak, Croatia Jasenka Kuljak, Croatia They would work together because I believe that each of them has the skills and knowledge that one can share with the other. gonca esendemir gonca esendemir for high skilled leaners ı would prepare an activity that promotes students' problem solving skills, and for the low skilled learners I would prepare an activity that asks for identification from a given case study. FilipaGFM, Portugal FilipaGFM, Portugal I would probably try to engage both students and their different tasks; in that way, they would help each other concluding the activity. Let's imagine preparing a video about teenagers' problems: the high-skilled student would prepare/write the script, while the low-skilled would take over the filming. Elisabetta, Italy Elisabetta, Italy I'd try to prepare activities in which both groups can contribute to the success of the activity itself, using games or maybe digital apps that can help a cooperative work. Gabi, Czech Republic Gabi, Czech Republic I’d try to connect these two kinds of learners. Collaborative learning is very useful and I’d use collaborative learning activities to encourage students to learn together and help each other. Ester Degennaro,Italy Ester Degennaro,Italy I would use cooperative learning centred on group activities, which is effective both in promoting school learning, empowering life skills and can stimulate different bits of intelligence and different styles of learning. It is, therefore, an adequate response to create an inclusive environment, as it is based on the principle that each member of the group, with his or her own peculiar and special characteristics, can contribute to the learning of all and each one can become a resource for others. Lídia Mota, Portugal Lídia Mota, Portugal It´s hard to personalise learning when you have 200 students, tree different levels and lots of themes to work with few times. But i will try, I imagine my students of 8th grade must learn the concepts related to the distribution of people in the world. The two activities where similar, for example, the information of four countries, the area and the total of the population, and they needed to calculate the density of each country, in the low skilled learners i put an example of how they do that and an exercise of filling spaces. Manuela, Romania Manuela, Romania I definitely plan two activities, one for those with special abilities and one for others. Each of the two activities should be appropriate to the qualities of the students they are addressing. Filiz Bilici/TURKEY Filiz Bilici/TURKEY I planned two different learning events. I would prepare my lesson plan in this way and try to be effective. Alex_PT Alex_PT I would definitely use technology, for example, differentiated blogging tasks. The integration of different media in blogging makes it easier to engage and reach all pupils, all learning styles or the differences in individuals’ learning; class(room) blogging can also be differentiated to meet the pupils’ needs, since the assignment possibilities are endless. Bearing this in mind and since I’m teaching now social and environmental issues, namely food waste, I would do the following: In a very straight-forward way, for the low-skilled students I would simply ask them to reflect on their learning so that they would be able to write a personal / reflective blogpost or in case it would be easier, to create a podcast and upload it to the blog; for the high-skilled I would challenge them for a follow-up activity, such as conducting an experiment at home (focus on the amount of food waste and what happens to it) and post their findings and conclusions to the blog (eventually also including tips / measures to prevent home and general food waste). Another possibility would be to ask those students to build graphs / infographics or record a video discussing their data. In this case, by using a class blog, as a language teacher, I’m giving every learner the opportunity to explore a subject / topic in a way that is individually adapted to each one’s skills and needs; in other words, blogs invite participation and have the potential to democratise a classroom since all learners are given the chance of equal participation. Kate, Croatia Kate, Croatia I would try to connect those two kinds of learners. If for example, there are students who like speaking to others and be in the centre of attention, I would let them use that ability to talk to those who prefer listening and writing and consider those types of learning best. Lucia, Italy Lucia, Italy Group work is great to engage different kinds of pupils. Pupils who might not be so brilliant at academic work can be a revelation to their peers, maybe because they are very generous or sensitive or have a knack for technology that some academically clever students do not have. When group work is impossible, I try and provide a variety of stimuli - written, aural, visual... to meet their individual needs. Erkan ERDEN, Simav/TURKEY Erkan ERDEN, Simav/TURKEY It is difficult to find MoNE classes at homogeneous levels of intelligence. However, by discovering the interests and interests of the students in a good teaching class, they can decide what to take. This is not too difficult. It is only necessary to know each student's level of interest, interest and value. If we learn what the student can get, we don't have a problem to blow up every student. Some students like to run instead of flying. Let each student make a bird with two wings and not break their wings. Teresa Cândido Teresa Cândido It depends on what I’m teaching, but when I want students to learn about something it’s always a good idea to join the best students on the subjects with the weakest. That way they can both give their contribution and I believe they can both learn something. Collaborative learning is great! Margarida - Portugal Margarida - Portugal Thinking in these groups separately and also in a very general way, I consider that for the group of highly qualified students, I would prepare a relatively complex activity that aimed at creating something (an object, a project, solving a problem), in the development of the activity, the contents would appear as needs. The goal would be to allow students to use their creativity and choose their way by connecting content from various areas, using the resources they understood, knowing (us teachers) that the students would run into the knowledge we wanted them to learn. For the low-qualified students I also consider the project a good idea, obviously it would have to be a fairly simple project. Presenting a challenge that may be connected to the students' daily lives and that may involve different resources makes the contact with the topic that we want to develop much more motivating. It would have to be a more focused activity that eventually needed to review previously taught content and allow the student the time he needed. If we have a class with these two types of students, we could consider, in specific situations or activities, put the most qualified students to guide low-skilled students. We would, in this situation, promote the development of other skills in students and it is also interesting to see that sometimes students find ways to explain what they have learned, very different from ours. Alex, Germany Alex, Germany So-called low-skilled learners (in the terms of schooling) might be grateful for more scaffolding and guidance whereas high-skilled ones could creatively use more liberties in achieving the task assigned to them. In regards to the multiple intellgences, maybe the low-skilled is only low skilled concerning the intelligences focused on in school systems. So aproaching the task from other directions might be very helpful for them. Roberta, Italy Roberta, Italy I usually work to present the same concept in a different way: sonic, kinesthetic, figurative, graphic catching what children offer me as well Tena, Croatia Tena, Croatia I would like them to sit together so that high-skilled can help the low-skilled learner. Jana, Slovenia Jana, Slovenia I share the theme a learning task in several ways - through photos, concrete material, listening to videos, watching video ... Ksenija, Slovenia Ksenija, Slovenia By using tablets and Internet and app Draw my story: presenting natural phenomena and learning new vocabulary. Cristina Dias, Portugal Cristina Dias, Portugal Having a class of high-skilled and low-skilled learners I would mingle them in groups, lets imagine to build a chair (as I teach crafts), for instance. The tasks would be divided among them, eventually, the high-skilled would make the project with the ideas of all of the group, and the low-skilled learners would direct the construction of the chair, because, most of them have a better spacial intelligence. Because, in my opinion, learning together and exchanging different knowledges is one of the best ways for students to learn and to get all more socially accepted. Voinea Axinte Costica, Romania Voinea Axinte Costica, Romania We had different students in class with different types of intelligence. I've tried to personalize tasks according to their type or intelligence Oğuz YAVUZ, TURKEY Oğuz YAVUZ, TURKEY At the beginning we should keep in mind that each situation and each student requires a specific attention and approach. Then, for high skilled students I generally prefer to challange them with more complex or difficult tasks. However, the low-skilled ones need some low level challange, too. Colloborative approach may even work in this case. Giuseppe, Italy Giuseppe, Italy I normally use collaborative learning activities in these cases. I create three or more groups with different levels inside in. Sudents collaborate to learn together and they help each other in theyr own group by peer learning. This way to work stimulates good practices and team working. Fernando Fdez Fernando Fdez Last time I make groups mixing high and low skills but lower skill students did not participate a lot so next time I will try individual task to improve participation of individuals Emiliana Rufo, Italy Emiliana Rufo, Italy I will use collaborative learning activities to encourage students to learn together, to help each other by peer learning, too. Hatice YAZIMCI ÇALIŞKAN ,TURKEY Hatice YAZIMCI ÇALIŞKAN ,TURKEY I divide the class into groups, and I put students into each group at all levels. So I support peer solidarity.I use material according to student level. ÖZDEN ARAR MERSİN TÜRKİYE ÖZDEN ARAR MERSİN TÜRKİYE I divide the class into groups, and I put students into each group at all levels. So I support peer solidarity. I am preparing material in 3 different mathematics classes. The student can participate in the course by using the material which is difficult. In science, I study the subject at the low-level level. I would like high-level students to prepare a high-level research presentation. Mine, Turkey Mine, Turkey I try to share topics for their abilitis Sema/TURKEY Sema/TURKEY I would use different tasks according to high and low skilled students considering the aim of the lesson. It is also good to encourage them work as a pair or group. Carla M, Portugal Carla M, Portugal To teach a new grammar structure, I elicit the translation of the grammar structure at the end of each presentation. I also complete the first two sentences in a grammar exercise with the high-skilled learners, so the low-skilled learners know exactly what they have to do and so feel more confident. Reading task – I brainstorm vocabulary before getting students to open their books. I see how many words they can guess that will come up in the text and I pre-teach some difficult words from the text before students read it so low-skilled learners understand it better. It’s important to create a desire to read, so I encourage students to predict the content by asking questions in English, I let the low-skilled learners answer in their own language. I also ask students to look at the pictures and headings, and elicit any information that they already know about the topic. In the end of the lesson, high-skilled learners make up their own vocabulary activities, e.g., word searches to exchange with a partner. Burcu Burcu I would rather encourge the high-skilled one to create activities about subject for the low-skilled one. I deeple believe in peer learning. Andrea, Portugal Andrea, Portugal According to what is said in the videos, nobody is a high-skilled or low-skilled learner. Everyone as its focus or main skill: reading, writing, collaborative work and others. I would allow the two students to choose the way they feel comfortable to solve the activity. The goal is that both can learn by using their perception, emotions and interests and be able to make connections with other subjects or themes. Activity: Hear a story and retell it by: drawing, writing, using puppets, music or games. It's a pair work. The students choose one idea each. The result must be the fusion of the two ideas. Anunciação, Portugal Anunciação, Portugal In my daily practice, heterogeneity is a constant. Each student has a particular view of the world, different interests and ambitions, and different types of intelligence. It is not always easy to reach each one and motivate for meaningful learning. I always try to start with practical examples from day to day life and from there to the more complex subjects. Sometimes I ask high-skilled students to prepare and present a certain content / subject to the class, choosing materials and methodologies. In my classes I very often promote peer or group work to solve multi level exercises, so that low-skilled learners can carry out the activities at their own pace and giving their opinion on solving problems Miguel Correia, Portugal Miguel Correia, Portugal It depends of the goal of the task. In my math lessons, for some tasks, i start with easy examples or exercises and go to more complex ones, and let the students to work collaborativelly, for other tasks i make pairs by the level with almost equal exercises or just one more difficult for some of the pairs. That´s a way i found to undestand their difficulties, how they think, research or study. ROBERTO MARTÍN, SPAIN ROBERTO MARTÍN, SPAIN I would create, by using a webpage called lyrics training, two different exercises, but in the same way, an exercise to fill the blanks with lost words from a song: 1.- high skilled learners will have a high leavel song, with many lost words 2.- low skilled ones will do the same but having a few blanks, and more over than that, easy ones. So, all the students will have the same exercise but in two ways, asuming that it's the same activity for all of them, what will create the sensation that they are not so different. Dimitria, Bulgaria Dimitria, Bulgaria In both ways I would give the students tasks according to their interests. For example, if high-skilled students are keen readers and they like reading literature in English, I would connect, for instance, a grammar task with their favourite book in English. I would ask them to find examples in a chapter or extract of that book for a particular sentence structure or else. On the other hand, for the low-skilled lerners I would show videos, play games or listen to a recording allowing them more easily to practice and remember what they are supposed to learn. Mustafa ERKOÇ-TURKEY Mustafa ERKOÇ-TURKEY Flipped classroom is a good idea. Flipped classroom is a good idea. Carolina, Italy 💡 Carolina, Italy 💡 Learning task: learning the pythagorean theorem 1. Activity for high-skilled learners: using a whiteboard and show a special relationship between the sides of a right triangle and see how it's used to solve for a missing length on a right triangle. 2. Activity for low-skilled learners: Wheel with liquid demonstrates the Pythagorean theorem. Feyza, Ankara Turkey Feyza, Ankara Turkey To give more responsibility to high-quality students in the classroom environment, to cooperate with low-skilled students and to teach peer education can eliminate the problems created by heterogeneity in the classroom environment. Reflect Reflect Reflect Reflect Gül SAKARYA Gül SAKARYA Edirne-TURKEY Firstly, I am against separating the student because of high or low learning. In my opinion, the environment in which the student comes from, the nutrition, the important thing that they learn about daily life before starting school is important. High-quality learning: looking at the student's readiness to determine what he / she wants to learn, what he / she learns and what he / she has gained. Low-skilled learning: First of all, I will develop a learning environment based on the skills and academic status of the student who cannot win at the calendar age and develop their weaknesses. sylvie sylvie The teacher´s work is every year harder and harder. We have in our class many students and each one is different and we must adapt the teaching to their characteristics to improve their academic success. I think that either the peer group or team group would help, especially if heterogeneity in the group exists it will overcome the barriers of some students with collaborative work. Also asking to a high-skilled student to be the teacher for a time might be a good idea for him and for the rest of the class Mary, Italy Mary, Italy I would prepare two different activities and later I would ask to explain what every student did and learnt. Later we can discuss with the classroom about the two different ways of learning. Rodica, Romania Rodica, Romania I would promote collaborative learning and different kind of tasks. Flipped classroom is also a good idea. Giorgia, Romania Giorgia, Romania I always had different students in classroom with different type of inteligence. I tried to personalize the tasks according with their type or inteligence and to establish lower criteria of difficulty of their tasks. Gjergji, Albania Gjergji, Albania I would develop different group activities according to their interests, needs and abilities. I will design and implement individual plans based on their needs. Also comprehensive activities for students to learn and from each other. Seher Güzel, Istanbul, Turkey Seher Güzel, Istanbul, Turkey I would encourage both of them , and I would try to find each one's ability. I would assess their efort on a specific subject. mine selvi mine selvi I'd give the high-skilled student a subject whatever s/he likes to do and search and present it in the class with the participation of others and help the lower-skilled student read a text without an end and write down his/her ending to the text and roleplay it in the class Mirela Barcău Mirela Barcău In such a situation, I think I would prepare workbooks with differentiated workloads. Yune, Basque Country Yune, Basque Country I would suggest different kind of activities (some of them to relate concepts, other with images, other ones to develop, …) and the students will have to work in groups of 3 to help and learn from each other. Faruk Yıldız, Turkey Faruk Yıldız, Turkey I gave them learning activities in a way that was easy to difficult to work with. I wish they could do as much as they could. As highly skilled learners complete all the tasks, as low-skilled learners will complete less, I would like to help others who complete the study after a certain time. Ksenija, Croatia Ksenija, Croatia Depending on the topic - individual working materials, working in pairs or groups, combination of text and images, creating omething - drawing, designing... It's everydays activity... Nils / Germany Nils / Germany I would use different tasks or would give the low-skilled learner some help. In English lessons for example the high skilled learner would have to write a text without any help and the low-skilled would get some ideas or even some beginnings of sentences. (high-skilled and low-ski (high-skilled and low-skilled learners). What would you do? Avatar of European Schoolnet Academy European Schoolnet Academy + 232 ● 1m Lucia Italy Lucia Italy N Lucia Italy Lucia Italy Nowadays it is very difficult to motivate children's attention because they have a variety of interesting offers outside of school starting Sara, Spain Sara, Spain We usually have heterogeneous classes, so we have to deal with this every day. I tend to have open activities that every one can complete to some extent, some will give a more elaborate answer, others will Yıldız Yıldız I would encourage them to do some creative tasks to fin out the degree of their skills.ı would let them do their works optionally. Ana, Portugal Ana, Portugal In my daily practice I have to deal with many different students with different "intelligences" , different skills and different interest. Sometimes I give them different tasks, other times I try to join them in mixed hability groupsor I simply let them suggest how they want to carry on that task . Silvia, Spain Silvia, Spain I encourage cooperative learning, pairing students so that they can help each other with the activities Claudya, Romania Claudya, Romania Peer work, team work. Antonietta, Italy Antonietta, Italy I DON’T NEED TO IMAGINE BECAUSE IT’S A DAILY ROUTINE: IN A LEARNING TASK I ALWAYS TRY TO ASK MY STUDENTS TAILORED PERFORMANCE IN ORDER TO CREATE COLLABORATION AND MOTIVATION. It often works but sometimes it doesn’t, so I have to redistribute activities. Elsa Ramos, Portugal Elsa Ramos, Portugal In my class I usually use peer work, one more facility to learn and one with more difficulty to understand. I use the best student as a tutor. Sometimes I use different activities for different students, but I try to go to their interested. For this, I use digital media, mobile phone and some web games. Hara, Cyprus Hara, Cyprus The activities will be planned according to each groups learning preferences. Some students may need audiovisual material while others may prefer text. Some may prefer to work collaboratively while others individually. Manuela Silva, Portugal Manuela Silva, Portugal Nowadays classrooms are learning environments where students must be perceived as unique human beings waiting for supporting conditions where they can fully develop their skills, abilities and enrich their knowledge of the world. In my daily teaching practice, I have to adapt activities to meet students interests or learning styles. It is very challenging to find instructional approaches that answer the needs of learners with a variety of aptitudes and learning styles preferences (the first video highlights this aspect quite clearly – students have different cognitive learning styles). As I teach English as a second language, I always try to vary my approach to the tasks. Recently I’ve been reading and analysing a text about studying abroad and discussing with them how this experience is enriching for students. I always try to bring to class texts that students can listen to (read by English speakers) so that aural learners can process the information in their preferred way but we also comment on the pictures that accompany the text so that visual learners can also participate and present their ideas. I try to ensure activities that are varied to accommodate learners with different cognitive learning styles. Besides adapting the comprehension questions for high and low skilled learners (which is relatively easy to do), the final product of our sequence of learning tasks may be different for each group of students. High achievers who have a more analytical and communicative learning style can do research work and roleplay a situation where two friends are planning to go on an exchange programme. In the same class, lower achievers can work based on the ideas in the text and prepare a list of advantages and disadvantages of going on an exchange programme; more creative students can elaborate a poster to persuade other students to have such an experience. I believe that by diversifying the final product we can engage students and make lessons more appealing. Melek GÖKSU /Turkey Melek GÖKSU /Turkey I can use more sophisticated disciplined teaching steps for my student with higher education level. but I have to explain the steps to my low-level student one by one and proceed slowly. Aida LS Aida LS I guess I'd change some questions so everybody reaches the minimum but those who can, get the most of everythhing Isabel, Portugal Isabel, Portugal In our days, most of us use different methologies in the classroom. But we also know that is difficult, the rules of school and the parent´s somethimes don’t let the teachers execute diferente activities. In this particullary case, i will make groups of students with different skills to equilibrate the activities solving . Žaklina Kvesić Croatia Žaklina Kvesić Croatia i think there is no needto imagine such a situation as it happens in nearly all of the teacher classroom everyday .I would arrange different groups according to their level. Dimitra Zorba,Gree Dimitra Zorba,Gree As a P.E. teacher i always create mexed groups of high skilled and low skilled students.So they can support each other.But sometimes i must personalized the activities and create groups with the same learning skills .I prepare different types of tasks. Stanley,Nigeria Stanley,Nigeria I would structure the task according to their learning abilities.The more skilled will have more complex and challenging task while the other group will get simplified assignment possibly with guidance. İSHAK KUR İSHAK KUR First, I explore their learning areas and intelligence types. I learn family status and physical capacity. I try to prepare learning environments suitable for their interests and abilities by putting them into learning projects. Despoina Amarantidou, Greece Despoina Amarantidou, Greece I will involve both collaboration and team work so that students feel safe. Feruze from Turkey Feruze from Turkey I create mixed grups and make the high skilled students to help the low skilled ones. YASİN TABANLI YASİN TABANLI KIRIKKALE-TÜRKİYE I use a lot of visual material to reach all students in the history class. take into account the interests and needs of the students. Lalitha India Lalitha India I would group them in a heterogenous group of high skilled and low skilled students. Students are more open to peers for learning and expressing their difficulties.(specially the teenagers ). Then have graded task , starting from the simplest to the toughest. Though the low skilled learner may not get in one go, his friends will devise a method to simplify to his reach. Carlos, Portugal Carlos, Portugal As a Math teacher this is my diary scenario. Every single class i have to adjust and personlize ativities. I usualy use pairs colaborative work ; speech to each other how they do; multi level exercises; tecnologies; vídeos; work with real materials; diary evaluation (progress and products) and a portfolio of seleted tasks. Simona, the Czech Republic Simona, the Czech Republic The high-skilled learner could be asked to help the low-skilled learner to understand a rule, explain things, correct mistakes. The high-skilled learner would have to find out how to explain things logically and understand links between things. The low-skilled one would ask questions that could motivate the high-skilled learner. Roberto Italy Roberto Italy I like peer group with one high skill and one low skilled. The best student can tutor the other and both can grow in different ways. On the other hand I face a lack of enough students with the skills of a tutor. An activity for high skilled could be to create an infographic. For a low skilled I would suggest to highlight relevant concepts in a document Ana Croatia Ana Croatia I have been trying to involve my students in various activities that one day will be useful skills - presentation skills, how to write a complaint, how to do research online finding proper pages and sites not only for entertainment purposes, i often demand in some tasks to email me their homework and to practise attaching documents for example. I struggle with collaborative learning watching in a group of 4-5 that only 2 are doing the hard work... combine tasks so tha combine tasks so that they could help each other and collaborate together HAKAN DOĞAN-Sivas_TURKEY HAKAN DOĞAN-Sivas_TURKEY I would try to organize some different homework to high levels and low levels by using some technological devices that they were interested. Neslihan, Turkey Neslihan, Turkey I can try to blend their skills. They can support each other. They can perform both personalized learning and collaborative learning. Fatma Banu Özbek/Tur Fatma Banu Özbek/Tur First of all,I couldn't make up a certain categorization for high and low skilled learners but I'll try to give an answer. I think one way is to provide different options for learners to choose from within the task. Also, as mentioned in one of the videos, I would expect different outcomes from different learners, expecting them to reach the same goal would be for vain Teach yourself and tell me what you find Teach yourself and tell me what you find Imagine a narrative unit: the reading and understanding of the actions of the characters. We have two groups of students: one with high reading and comprehension literacy and the other with low literacy. For the first group privilege the autonomous activities: reading, identification of the characters by physical portrait and by psychological or psychosocial portrait; recording of relevant narrative actions, interactions between characters, final meaning of each intervention. You can present the results in text, in theater or in a graphic slide. For the second group I propose: oral narrativity on the part of the teacher, the so-called retelling of the story, with challenge to the students to complete, fill gaps, both on the marks of identity of the characters and on the actions narrated, with a visual, in the picture, of the interactions between the characters. I suggest oral or schematic presentations of free choice José Machado First of all, at the First of all, at the very beginning of the year, I would apply different types of activities and get the info about each student's learning types. After that I would do group works and gather the students who have the same learning skills. On the other hand, in some activities I would mix those kids and let them figure out the best way they can. Fahrettin AKTAŞ, Turkey Fahrettin AKTAŞ, Turkey I think the best way is to offer a learning environment. Jagoda, Croatia Jagoda, Croatia There is no news that children are learning on different ways. The challenge is to find the way to facilitate them to reach their goals using their own ways ad powers. Ecem, İzmir Ecem, İzmir According to my own perspective, I will give the task to my students and set them free to do it in their own way. Because when I personalise it, then it'll be my task and my own personalised learning. If I categorised my students before the task, like which way they learn best and if I know which type of learners they are, then it will be that way. Halil SÜNBÜL TURKEY/OSMANİYE Halil SÜNBÜL TURKEY/OSMANİYE In two different students, I would make a difference. Teresa Lacerda, Portugal Teresa Lacerda, Portugal I didn't like the categorazition the students in "high-skilled and low-skilled learners". The third video show us a different perspective. Students and adults have different kinds of intelligence. So, one teacher must work with this in your own classroom. In my classroom I always have the tables arranged in a group and the students that are part of each group are quite heterogeneous. Thus, in the same group are students who have more difficult to learn, others more disinterested and others with more ease and interest in the subjects that integrate the curriculum of the discipline. At this moment I am teaching the theme "Extinction and conservation of species" and the work of the students is to be carried out as follows: - In each group, each student has a leading role, time keeper, materials organizer, responsible for the presentation, evaluator - that was chosen by the students according to their competencies; - The theme will be explored by members of the group as agreed between them and using resources that they find most interesting. For example, Internet searches of videos, articles, environmental advocacy organizations or through questions put to people who can give them information they deem relevant, including the teacher; - Students have to define tasks well and hold each element responsible for their execution; - In appropriate intervals, students have to gather the materials they have, discuss ideas to decide whether to continue along the same path, or make changes; - The final work is placed in the class portfolio, a Padlet, and is presented to all colleagues; - Finishing groups will have to comment and evaluate each other's work in Padlet. My role is to be constantly circulating through the groups to put questions and support what is needed. This is one of the ways I have found to be able to involve all students in learning the subjects of the discipline. Obviously, with this group organization I am fortunate enough to have the students tutor each other, helping themselves in the process of learning. Anita, Croatia Anita, Croatia 1.activity: -Visokokokirani disciple: Make a power point presentation about seed germination and plant growth -nisk-qualified student: Orally present how he sowed bean seeds and followed germination and growth 2.aktivnost: - Vocationally qualified disciple: graphically shows the growth rate of leaves and stems with growing conditions (air temperature, water .....) - a disadvantaged student: Practical work in the schoolyard is the task of sowing two seeds in the same living conditions (one dry and the old and the other healthy) in a notebook the lines of the days he noticed Raquel Santiago, Portugal Raquel Santiago, Portugal First of all, I usually sit a high skilled learner with a low-skilled learner on each table. I speak to them and explain that one can help the other. Specially in a foreign language class, this can work out well because students who know more vocabulary, for example, can help the others who are, sometimes, too shy to ask basic vocabulary. Secondly, I would probably give them a webquest, for example and ask them to work collaboratively or have them work on a project together so one would help the other, with my assistance or close attention if necessary. Lastly, I would like to refer that the second video about lost and confused students really resonates with me. We all know that sometimes we have students who are just not interested, maybe because they are not learning the way they prefer or the tasks are not directed to their type of intelligence. These students are happy to just let others do the work and they don't really participate and, thus, they aren't learning anything. In this situation, I would probably give the high skilled student a webquest or another type of task he could do independently; and try to give the low skilled student a task about the same topic, but I would try to work with him more individually. Obviously, this is difficult to do with large classes and I'm still struggling with some students and trying to understand them. So, the third video really touched me too. Ana Correia, Guarda, Portugal Ana Correia, Guarda, Portugal Students with different intelligences or with different learning abilities are the daily basis of any teachers’ work. In a primary English class, I would define different types of objectives, different kind of tasks, different timing and different assessment procedures, if possible different input sources according to the students, the class or the school characteristics. I would have exercises (oral or written) with different levels of difficulty or adapted to the kids’ interests/abilities, give clues according to needs, give room to activities with different stages of autonomy and build from that on. Spoken interaction differentiation is quicker to organize for me as we can build it almost as we go and there is a stronger sense of class and of common purpose. But preparing such personalised activities when there is a written format (even if they have an oral purpose) is overwhelming, not only to produce, but also to manage in class without losing track of the group. It is even more so if we are not dealing with a single class, a single school or even a single level in the same room (which is my context). The way I’m doing it right now doesn’t match the second video’s idea that personalized learning is about making things easier and “getting quality time” with students or “spend(ing) more time… engaging them”… Rosalba, Rome Rosalba, Rome Next week, after the end of the first term, we' ll organize a one-week period of recovery and empowering activities. This morning I told my high skilled students that in turn they will be engaged to be teachers to their lower skilled schoolmates: first of all they will present a lesson on the already studied topics to the class, presenting, in particular, the Mind maps and all the google presentations they have shared on google classroom; next they will work in groups implementing peer to peerr support. All the class accepted my proposal enthusiastically. Alma, Bosnia and Herzegovina Alma, Bosnia and Herzegovina I would ask them what is the best way according to their opinion to do or learn specific assignment and I will prepare those activities on that way. Same activities from other perspectives. Eduardo López. Spain Eduardo López. Spain With primary students you sometimes need to use miming, gestures o keywords to help them remember. With students having more problems to understand the lessons, you have to combine all kind of strategies, make the necessary adjustments, labelling is very good to boost memory, this way, you reinforce writing while fostering speaking. Raquel Martins Raquel Martins Content can be taught in different ways and using different materials. The main objective is that the strategies used take into account the students' individual needs and promote their success. I divided the class into groups, for example, giving the most qualified students tools to guide them in discovering, on a given topic, to construct simple questions to put the group of low-skilled students. This group of students, the poorly qualified, would freely research the subject, in the Library, on the web or even questioning adults about the subject. This group would present to the most qualified students what they discovered with the research they did, with an exchange of information between the groups. The group of qualified students would go through interactive games created for this purpose, using the Kahoot for example, question the students on the topic. Fun and interactive, everyone learned. Rute Vieira, Portugal Rute Vieira, Portugal Firstly it would set what the ultimate goal to achieve for both students. Based on this, it would propose differentiated tasks for each of the students. In the student with more difficulties it would be important to have recourse to material (in the case of mathematics, for example) and using day-to-day situations. For the student with great ease it would be important to give him the freedom to learn more if he wanted to go further. In this type of situations, I also use group work among students since the way to reach colleagues, the way they speak, the motivation ... are different from when I am developing a theme. Gamze, Turkey Gamze, Turkey In math lessons mostly I try to start with easy examples and go on more complex ones. Moreover let the students collaborate is an effective way. Sometimes I let high-skilled students to work with low-skilled students as groups. Mira, Croatia Mira, Croatia I believe that all teachers daily have such a situation. My way is to help students in group work by giving them tasks of varying weight, in individual work I also tailor assignments, give additional instructions, learners with writing and reading difficulties, help with instructions and adjust the weight of tasks. Paulo Almeida, Portugal & Belgium Paulo Almeida, Portugal & Belgium I would probably give them the same task. However, I would put them to work collaboratively, where the high skilled student would help the low skilled student in solving the task. In this way, not only the high skilled student would develop his / her competences in helping the other, but also the low skilled student could develop his / her competences, being accompanied by a tutor who speaks the same language and who can feel closer, in terms of relation and age level. I could do the same type of practice, but with different tasks. Zekiye KAFALİ, Turkey Zekiye KAFALİ, Turkey I think there is no need to imagine such a situation, as it happens in nearly all of the teachers' classrooms everyday. The best way, in my opinion, is to get them to communicate and collaborate. Thanks to peer work or group work and different activities, high-skilled learners can help low-skilled learners. Zvonko, Serbia Zvonko, Serbia I would give more difficult task for high-skilled learner and easier task for low-skilled learner. Seyhan yilmaz Seyhan yilmaz All students who have different intelligence have the same education because of our system.We hve to strugle to have any idea about stdent's intelligence they should be educated according to their speed of learning and interests Nurcan Korkmaz Karataş-Turkey Nurcan Korkmaz Karataş-Turkey My My students are learning better with the game Banu Güven, Konya/Türkiye Banu Güven, Konya/Türkiye First of all try to learn what kind of intelligence they have, then try to makke a task which contains knowledge according to their ıntelligence type Ana Teresa Gonçalves Ana Teresa Gonçalves I would give them diferent tasks. They should be adapted to their capacities. first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them Elena SpainThe s Elena Spain The students are different levels I would teach differents activities María, Segovia María, Segovia My school has a very wide range of diverse students: different cultural backgrounds, different economic levels, diverse ethnic groups, etc. In my first grade class I find kids already reading and others still struggling with recognising letters. That's why I like to present open-level activities, so the whole class can work on the same topic but at different levels, according to their capacities. Sanja, Croatia Sanja, Croatia I will designe different activitis trough group work so that high-skill learners help and support low-skill learners. Dan Sovan-Romania Dan Sovan-Romania Generally, our classrooms are extremely heterogeneous and numerous in terms of the number of students. Moreover, as a result of an inclusive education policy, we also have work with students with ESC. It is extremely difficult for an early teacher to find a way to optimize the teaching-learning process, but the didactic experience tells the word. First of all, a preliminary diagnosis of pupils' competencies should be made and, depending on the results, we will adjust the process and workloads on low, medium and advanced levels. Of course, for low-level people, remedial or recovery classes can be made, and other students can be trained to perform by participating in various competitions, school Olympiads. em differentiated work ta em differentiated work tasks Alina, Romania Alina, Romania Of course, give them differentiated work tasks Ali CEM Ali CEM It will be appropriate to assign tasks to all kinds of students according to their skills. Maria, Larissa Greece Maria, Larissa Greece I will make mixed groups with high and low skilled learners in each group. Irina,Latvia Irina,Latvia I would make these two learners work over. They can both split tasks as they wish. They can work together to help and support each other. Edita,Croatia Edita,Croatia I would create groups with fewer students and give them tasks of different level. Each student would have the chance to choose a task that he could solve. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Rosa M Reina (Spain) Rosa M Reina (Spain) Probably i will desing different activities in the same test. I will adapt to their abilities. Different intelligences, different teaching. Melita, Croatia Melita, Croatia It's an everyday situation. The classes are heterogeneous. I would do tasks of different levels, with different skills, where such a heterogeneous group would have to come up with a solution. They should also use the skills of the weakest one. Sara Sara I will use stratified and differentiated activities promoting collaboration among students. José Teixeira, PT José Teixeira, PT I must admit that I don't like to categorise my students in “high-skilled” and “low-skilled”, just because all of them have different skills, so the best strategy to personalise a learning task, in my opinion, is to encourage cooperative learning. Students should work in small groups and inside the group they have different tasks according to their skills. All of them should collaborate to accomplish the task. Rukiye/TURKEY Rukiye/TURKEY I would arrange different groups according to their level José María, Spain José María, Spain I understand that I shoul prepare activities that motivate first and foremost and then propose activities in which they feel more comfortable attending to their personal skills. Always with a common goal and with the help of a collaborative work. Madalena, Ponte de Lima, Portugal Madalena, Ponte de Lima, Portugal As an English teacher, grammar is usually an issue for students who are less analytical or are more prone to engage in activities in which they use their rather visual intelligence. In that sense, if I were to teach a specific grammar item, I'd start by showing the students a video (maybe a cartoon or a part from a TV series or film) in which the structure was being used; then after aknowledging the structure, the students would be able to choose between either practising that structure using a previously selected interactive online ESL site or draw their own cartoon on paper, creating a story with characters that would have to use the grammar structure in their lines. Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Güney /TURKEY Güney /TURKEY each student's interests are different so we should use different methods and techniques,flexible content and student reflection. Klaudija/Croatia Klaudija/Croatia Every student has the right to learning, only needs to adapt. We can work through group work so that better students help and encourage students with lesser abilities. Another way is to adapt working methods to students with reduced spouses. Carla Carla Every single day I have to adjust and find new solutions, what worked just the day before may not work the following day. Anyway, I'll give a simple example for a writing task in a mixed abilities class: some students receive a writing task with a bullet list with main ideas to develop (the scaffold) and always an extra bullet to suggest with his/her own idea; some other students will receive the task to write a story which begins with a given initial sentence, wider writing task Each child's developmental characteristics are different, differences should be considered. Each child's developmental characteristics are different, differences should be considered. Gonca Gonca I would teach different types of activities for understand how pupils learn easy. Fabiola Fabiola I think that the activities to personalise learning are: 1) the group work where the best guys can help others overcome their difficulty 2) individual paths where teacher helps the pupil to achieve the goals based on his skills Gülhan KIZILKAYA UÇUCU Gülhan KIZILKAYA UÇUCU I have to understand the level of students first. I can focus on what you can learn better and learn Marianthi Arvanitidou- Greece Marianthi Arvanitidou- Greece Teaching is very difficult because you have to faced with different types of students A high-skilled stude A high-skilled student can be offered more creative tasks, with many unknowns, but they can also compose problems that reflect some industrial processes or everyday life. Unskilled students happily solve the tasks in which they apply skill and less use memory and logic. Patrizia, Italy Patrizia, Italy Every day I am in contact with at least two types of students: really good but not motivated students, who sometimes call themselves bored, motivated students but with poor attitudes that reach satisfactory results with great effort. With such structured classes, depending on the subjects to be presented to the students, I use different strategies: 1) Group work: the group is mixed, that is, formed by particularly gifted pupils who work alongside students with difficulties to whom they propose activities to be presented through a report, presentations 2) Particularly gifted pupils monitor and support the activities of the weakest and help them overcome difficulties 3) Use of technologies that favor the creativity of the best but at the same time facilitate the learning of students with difficulty Elena Quiles Elena Quiles I think that in that particular case, I would group students in different teams mixing high-skilled students with low-skilled ones so that the former can help the latter. In addition, I would prepare an activity adapted to high-skilled learners and another one to low-skilled learners according to their abilities Salva. Spain Salva. Spain I would adapt a part of the activity for each of them. However, I would design another part of the activity so that they could work together taking into account the differences in each one of them. I believe that collaborative works help my students respect and value the differences between them as a positive aspect in social relationships. Elisa, Italy Elisa, Italy Different students with different strong and weak points: we have to face this problem every day and it is not so easy to find always a solution to get a good balance in the individual involvement. So for me it is enough to succeed in finding the right solution at least from time to time. For example I engage students in group work and I try to help each of them to do their best, for ex those who are very good at art will be asked to look for graphic solutions, those who can write very well will be responsible for the writing of the whole group's ideas etc. A later stage is for them to teach their mates what they can do better. I always present them a schedule with different phases they have to cover and this helps to Patrícia Campos, Portugal Patrícia Campos, Portugal For these two kinds of learners I could vary: - the way the tasks were presented, for example one could receive the instructions in a more formal way, for example a text and the others would receive a video or a audio recording, were teacher could use a more simple vocabulary; - the difficulty of the tasks; - the time given to complete each task; - the number of tasks; - the type of tasks; - the focus on evaluation (results vs. process). Hakan Can Hakan Can I join Lilia's idea. I would do such a practice. I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Lília, Portugal Lília, Portugal In order to truly personalize the learning environment for students, I first need to have a comprehensive understanding of my students. This means knowing their academic strengths and weakness as part of a complete learner profile that gives a holistic view of each student. As a teacher, I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Furthermore, I would suggest and provide a variety of activities, through viewing videos, listening to podcasts, view presentations, read articles or texts, participate in discussion boards online, etc. Throughout all the process, assessment is extremely important in assuring student success. The assessment process should be embedded within each lesson and used as a tool for immediate and consistent feedback. Students need some form of direction and timely as well as constructive feedback. Lejla Hujdur, B&H Lejla Hujdur, B&H I would create cooperatives groups with differrent types of tasks so every student can express themself in the best way. I would also use peer to peer learning. Leticia Gil from Spain Leticia Gil from Spain I would try to create cooperative groups in order to learn in a motivated way. Each child is different and needs particular attention so, as teachers, we should personalize our way of teaching taking into account their interests and abilities of learners. Claudia Italy 🐏 Claudia Italy 🐏 In my classes there are students with different skills and abilities. Every child is unique and unrepeatable. I try to enhance the different characteristics. I propose group work and games. Sometimes I use peer tutoring. i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs António, Portugal António, Portugal In all my/our classes it is as inevitable as life itself that there are different skill levels. In autonomous group activities I tend to create different roles and tasks. In some cases with the highest skilled ones tutoring/supervising the other students. Nilüfer Güreşçi Nilüfer Güreşçi I'd start by getting to know the interests and abilities of the learner. I prepare an education and training plan and activities that I can use in my interests. I ensure that a student with a high level of learning maintains his level of questions and activities to keep his curiosity and motivation going on. Rosa Barros, Portugal Rosa Barros, Portugal It is not necessary for me to imagine I have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners) because I do it on a daily basis. As a starting point, I must emphasise that I do not like to “label” my students as each one of them has different skills and abilities and it is by sharing and taking advantage of differences that our classroom becomes a healthy learning environment. In my classes, students help each other all the time, either in groups or in pairs, but in a peer-coaching/tutoring strategy, and at the end of each tasks, students share what they have done/learnt. Throughout the schoolyear, I try to plan diversified activities that involve all range of intelligences, interests and knowledge (being it the result of formal, non-formal or informal learning) so that each student can put the most of him into the class and engage in a collaborative lifelong learning process. But we are referring to a more formal learning activity, take for instance, a listening-comprehension task, I would plan a T/F exercise for the “low-skilled” learner and maybe a gap-filling or a completion exercise to the high-skilled one. João Teixeira, Portugal João Teixeira, Portugal I would give each student or group of students a different role and different tasks according to their levels, skills, abilities and interests. Each student/group will perform the task on his/their own way for the setting time or, depending on the aim of the task, for the time he/they need(s). All these activities would be supervised by the teacher or, preferably, by other students. Anita, Croatia Anita, Croatia The truth is that we are faced with the need to personalize learning every day. The intellectual abilities of our pupils vary and I find myself preparing one lesson in different ways so those with dyslexia or dysgraphia can follow my teaching. Sílvia Teixeira, Portugal Sílvia Teixeira, Portugal As experts, we do not need to imagine this kind of situation, because it happens every day inside our classroom, not necessarily based in high-skilled and low-skilled learners, but having in mind different students, with different interests, different intelligences, different needs… The best way to personalise learning is through “autonomous learning time” (Tempo de Estudo Autónomo – TEA). It is a situation where students learn to formulate goal, plan their learning process, identify resources of learning, select materials which are suitable for their ability and interest, choose and implement appropriate strategies to learn, evaluate their learning process and manage their time to learn, even outside the classroom. Esada Čirić-Delić Esada Čirić-Delić This is a reality in my country. We have mixed-ability classes with multiple intelligences and I like to include various activities to suite all those intelligences. Sometimes I change materials to suit, sometimes pair work is best and sometimes group work brings the results. Aslo Aslo Aslı Aslı I would divide the class into groups and give each student a different role according to their levels and interests. Then, I would assign them differnt tasks according to the pace of the lesson Teresa M., Spain Teresa M., Spain I'd have to adapt the activities: same format but different tasks for different learners for them to fulfil their capabilities. Leyla, Turkey Leyla, Turkey Making mixed groups with different intelligence and asking them to create a product by which each individual can take out his/her strength among others. Preparing and delivering personalized teaching/learning material and leading each student to a reachable goal would make them feel proficient. Heidi, Germany Heidi, Germany The best way to personalize a task in my opinion is preparing a project with a question. In a project every student works with its personal ability, at its own pace, in groups or alone. Erhan Erhan Yes, every students have different kind of intelligence. They can use them more efficently but teacher have to use not only his/her teaching method but also in a school . So every unit must bring different areas of interest (intelligence) in english. Teachers pay attention to this and organise their teaching method for their students. Eduarda Sousa, Portugal Eduarda Sousa, Portugal This is not an imaginary situation. It's truly part of teachers " daily struggle. So generally I divide the class in mixed level group so that the fast learners can help low level learners. My teen students just love this as it's easier for them to understand their peers' "lecture. I also try to give my high level students a bit of a challenge by working on their own and solving problems using for instance thei mobiles while I help the other ones. Bosiljko, Croatia Bosiljko, Croatia I will create groups with max 4 pupils in, and give them tasks with different level of complexity. probably I will explore their possibilities before... Each student will perform Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zehra Tuğçe Özgel, Turkey Zehra Tuğçe Özgel, Turkey I determine their needs, speaking both by doing survey. I prepare lesson plans for their needs along with the curriculum. Vida , Lithuania Vida , Lithuania For the purpose of studying the topic, the students are divided into groups and tasks of different complexity. Anca, Romania Anca, Romania I would divide the class into groups, same topic, different tasks. Temel Gövce Turkey Temel Gövce Turkey First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. All students work in the same Subject using different materials. If there were two activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (A High skilled learner with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pair to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity. I would implement group work strategy and try to apply myteaching steps for students'different skills I would implement group work strategy and try to apply myteaching steps for students'different skills D., Croatia D., Croatia This is an every day situation. Classes are heterogeneous. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Demet - Turkey Demet - Turkey Mixed groups can be created. Serge from Belgium Serge from Belgium Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zrinka, croatia Zrinka, croatia Divide them into groups or pairs and give them projects according to theirs skills. Something similar but different level activities. Brankica, Croatia Brankica, Croatia I would put them in a group to work on a topic together, and I would assign them various, personalized tasks and adjusted to their skills. They would have to cooperate and help each other, and I would also give them pair-work homework. Audronė, Lithuania Audronė, Lithuania I'd preteach a low-skilled learner, later they could work together and benefit from each other. Cláudia de Sousa, PORTUGAL, D Cláudia de Sousa, PORTUGAL, D This is what actually happens on a daily basis. Classes are heterogeneous and our work demands reflecting over this question regularly. In my opinion these two students obviously need two different approaches. The highly-skilled student is, normally, a more motivated student in a learning context because learning isn’t a difficult task, whereas the low-skilled student may be a less engaged one because he/she finds it difficult to keep up with what is being taught. This last student might feel lost, confused, may need more attention for many and diverse reasons. However, without knowing both students well, we can’t jump to conclusions this easily and we should definitely not decide over strategies without bearing in mind why they are being defined as high-skilled and low-skilled. In other words, is the high-skilled student so just because of his high grades? Does that mean he is highly motivated? And concerning the low-skilled student, are his grades low because he/she struggles with assessment and tests? Does that mean he/she is less motivated? According to what happens at school, teachers are expected to be more concerned with low-skilled students, because we would like them to get better grades. We tend to spend more time thinking about how we can help these in becoming successful as if high grades were synonym of success in life. Nevertheless, I defend that in both cases the key to help these students is motivating them towards different non-formal learning activities because in both cases each will have to undergo different processes at different their own pace. Learning is long-term process and this is what students are to be reminded regularly! Antonino, Portugal Antonino, Portugal In my opinion, personalizing learning does not necessarily imply assigning a task to each student. Herculean task for sure. However, you can assign different tasks to two different groups to work on the same topic. Strategy to implement: Group work in the design mode. The groups would be with a small number of students in order to enhance the collaborative and participative work; In the formation of the groups it would take into account the different intelligences / capacities forming heterogeneous groups; The project modality allows to maximize the capacities of each one because, with the constant orientation of the teacher, it is possible to demonstrate skills of the less qualified students, namely in the operationalization and more practical parts; This modality obliges the students to diversify their abilities and not always the most qualified academically they are in parts that leave its scope, like for example to organize a structure to present the final work. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Cecília, Portuga Cecília, Portuga I organized the class into work groups by proficiency levels, characteristics or similar interests, in order to create an excellent learning environment. It would do the same activity but would adjust the level of activity requirement to the actual ability of the students to allow them to succeed. Susana Carneiro, Portugal Susana Carneiro, Portugal I could use collaborative groups in PBL or a "menu" of tasks for the students to choose with the same goal (for example: research paper about sustainable projects around the world or ation plan to do at home and make the daily life more sustainable). Low-skilled? It depends on the skills you`re looking for :) Olivera, Montenegro Olivera, Montenegro Gathering children according to interests, needs and skills. Adapting activities that include reading and writing, for one group; and for the other group in the lecture I also insert digital media. Aleka, Greece. Aleka, Greece. It depends on various factors such as the age of the students, the kind and purpose of the activity, how well I've known them... Jorge Estrela, Portugal Jorge Estrela, Portugal Start teaching from the level at which the students are. This is why it is fundamental to diagnose knowledge, assessing the level of student performance, interests and learning profiles. When planning activities, take into account the profile of each student, so that everyone has an opportunity to learn, for those who present more difficulties and those who are already on the road to school success. There are some aspects to be differentiated in the planning and dynamization of activities: consider the students' learning style (visual, auditory, schematic); repeat the information, explain in other words; explain the topic in small groups; use activities that work the same theme for all students and adapt the level of difficulty; provide concrete material for the students with more difficulties; adapt the time of activities; diversifying the forms of production (text production, oral presentation, drawing, painting ); use facilities outside the classroom, such as the school library. Jasna, Croatia Jasna, Croatia I would divide the class into groups and make my students work on a similar but different level activities or a would connect high -skilled learner with low-skilled learner. High – skilled learner can help low-skilled learner. Hacı Ömer Erarslan Bursa-Turkey Hacı Ömer Erarslan Bursa-Turkey I would divide the class into groups and make children work on similar but different level activities. Feruze from Turkey Feruze from Turkey I make mixed small groups and give projects them and make the high skilled students help the low skilled one. CAMINO, ESPAÑA CAMINO, ESPAÑA Nobody will know the difference between both levels of learning between the students. Nobody will know the differences between the contents of the activities. I would be the only one to know about it. Students would work together, helping each other to understand contents of the exercises. I could help low-skilled and high-skilled learners in different ways at the same time. Sandra Oliveira, Portugal Sandra Oliveira, Portugal I woul divided students into small groups of 3 to 4 elements:groups of highly qualified and low-skilled students. I would provid them with a list of research topics, so that they chose the more interested one. then I would explain them the essential learning and objectives and contents of the activity. Students will research the theme and then present their work to the class. For the groups of low-skilled students I would provided them diferent level activities and guide them, if they want. It would give them more individualized support. In the end, thye also present the research results. All students would transpose their research into the learning journal. Jorge Conde Jorge Conde I would make the collaborate with each other in different tasks, allowing them to help each other. I usually give assignments and when students end their task they can go to other groups and support their colleagues. Sandra Gomes, Portugal Sandra Gomes, Portugal I could either ask the high-skilled learner to help the low-skilled one or choose to adapt the activities according to their skills/level. For instance, I could hand out a worksheet on a vocabulary topic we had studied in class and grade the tasks. Imagine it is a word search on technology. I could give it to the low-skilled student with the words he/she was supposed to find, whereas I wouldn't give this hint to the high-skilled one. Or I could just pair them and allow them to find the words together! If it's a reading comprehension exercise where students have to complete a sentence according to the ideas in the text, I can give the low-skilled learner options to help him/her complete it. Doinita B., Romania Doinita B., Romania I would use the "teacher method": high-skilled learners to teach low-skilled learners, and at the end I would provide feedback to both kinds of learners. Renata, Zadar Renata, Zadar In some lessons I always connect high-skilled learner with low-skilled learner. The task is that high-skilled learner found a way to teach other student thru discussion, drowning, explanation with their own words. After that, very often, low-skilled learners know better than after my explanation. Ana Paula, Portugal Ana Paula, Portugal Çölban-Turkey Çölban-Turkey I personalize teaching methods very often. I try to prepare activities according to my students' development processes, intelligence types and needs. I spend time with my students who need individual attention. Daniela, Italy Daniela, Italy I would divide the class into groups and make children work on similar but different level activities. Soraya, Portugal Soraya, Portugal I would probably try to adjust the activity to their personal interests. I would let them choose the way to get to the purpose of the activity. I would also let them choose how to present the results. sebahat yalçın,İzmir Turkey sebahat yalçın,İzmir Turkey I prepare the activities of the the learning task according to the learners' abilities,their preparedness about the task ,their intersets and also theirtype of intelligence. Sarah Mallia, Malta Sarah Mallia, Malta I would give a shorter task to the low-skilled learners and include some challenging tasks for the high skilled learners. I would use visuals , auditory and technology so that I 'll try to reach all sorts of many students at the same time. HEVAL DURAK MUĞLA TURKEY HEVAL DURAK MUĞLA TURKEY I personalise my teaching methods so often.I have prepared different kind of exercises for different level of pupils.I spend more individual time for those who need extra help. Lurdes - Portugal Lurdes - Portugal Let’s say that the task is “Asking for and giving directions”. For the high-skilled learners, the activity would be writing down all the instructions to get from point A (it could be our school) to point B (a hospital, for instance). For the low-skilled students, the task would be, using Google maps, drawing the way from A to B, according to the instructions given by their colleagues. Elsa Martins - Portugal Elsa Martins - Portugal After presenting the topic and showing flashcards to all the students at the same time I would ask some questions about the pictures. Firstly I would ask high-skilled and then ask the low-skilled ones so that they can listen to their classmates answers. For low-skilled learners I might whisper the words if they can't remember them or give them some answer clues. For other activities it could be in small groups with both high-skilled and low-skilled learners, collaborating throught the activity. If it is an individual task/ activity low-skilled students could have different stategies like matching exercises instead of open questions, fill in the gaps (with given words), true false questions. I usually to this for students with special needs. Sandra V. Sandra V. I would put those two learners to work in pair. They can split assignments as they want or they can work together, helping each other. Ş.G.Gundem/İzmir Ş.G.Gundem/İzmir I can set up working groups with children at different levels. They learn to work together. I can give you homework based on the children's level. Lina, CRO Lina, CRO Group work is a great way to help children with difficulties but also to motivate children with high skills. It can be a theme where children with difficulties can draw something or read basic text in book, and high skilled students can explore something more on internet. Berkant Berkant Some of my students are learning from the examples ,some of their classmates' group work.And some of learning a part of one to one work Nițescu Emilia-Elisabeta, Romania Nițescu Emilia-Elisabeta, Romania To begin with, I start with differentiated activities. For those with difficulties, I will have different tasks than those advanced. I will try to work on teams by using each other's skills. All of this will be accomplished without the pupils observing the difference between given tasks. Nilay Dokur, Turkey Nilay Dokur, Turkey I think the first step for the different learning levels of students for the same activity would be defining and categorising the student's intelligence types before the activity. For instance a brainstorming activity about the subject matter. Then I would prepare learning corners to let them perform their abilities. Paulo Alves - Portugal Paulo Alves - Portugal Group project based learning with both - high and low-skilled learners (lsl). They have to draw a plan and execute it with several tasks. The aim is the high-skilled learners help the low-skilled learners making them (lsl) aware of the "how-to" process. In future tasks, with those skills, they (lsl) can improve applying knowledge and get feedback from high-skilled learners and also from the teacher. I think that it should I think that it should Adriana, Romania Adriana, Romania It is important to work with both types of students and to let them feel they are equally important for the teacher and for the learning process of the entire group. I think I would, at a certain point, let the advanced ones "teach" the others in their particular manner and then ask for feedback. Marina, Zadar, Croatia Marina, Zadar, Croatia It would take them to nature and there would be activities for both of them. I would give them different activities - watching, calculating, climbing and it would be interesting for all. 9 9 Sanja, Croatia Sanja, Croatia I would give them a group project with different activities, for example calculate something, use technology, make a presentation so each student can pick which part of the task suits him best I I Göksel Ogalan , Manisa/Turke Göksel Ogalan , Manisa/Turke First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. If the high skilled student shows really great potential, I would start with more complex structures as I would do with the lower skilled one. If I would see that they can compete with the tasks , I would guide them by learning new and more complex structures and assure that they learn how to handle with the problems on their own way. Providing them opportunity to discover their own potential and being aware of own intelligence type. FátimaM, Portugal FátimaM, Portugal I would think of a very interesting, challenging, fun question and let my high-skilled and low-skilled students get to the answer through whichever way they prefer. Fatih TOPÇU/Türkiye Fatih TOPÇU/Türkiye For example, in the theme of mother's love, I would give a student the task of composition and the other a task of telling painting. Slađana Kristek Slađana Kristek I think it depends on the task. I would like that the student that is high skilled helps them that is low skilled. The low skilled sholud make set of questions and the other sholud explain the task. Lacramioara Cazangiu,Romania Lacramioara Cazangiu,Romania If students have a different level of training, I will prepare a lesson in which I will work differently. The same theme should be understood by all but by different ways of understanding. HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY First of all it can be accepted that personalise learning or instruction is very difficult to implement for teachers in large classes. Analyzing the class to find out who they are, what is their interest is important step when giving the task to high skilled and low skilled learners. Then I try to encourage my students to work in pairs. I give all of them the same project work and decide and collaborate with each other how to prepare and represent it. nurcihan,istanbul/Turkey nurcihan,istanbul/Turkey as an english teacherI usually try to personalise the learning task in my classes.for example at he end of a unit I gives tasks to low skilled learners writing about that unit topic or asking and aswering questions with their partner about topic but I want high skilled learners to prepare a sketch about new topic and act it out I would survey the s I would survey the students to identify styles first then vary the activities according to their interests - different activities but same But same learning objectives Ella, Croatia Ella, Croatia I would make a learning scenario with project based learning and flipped classroom. So both of the learners can in non-formal way, at own pace, do the activities Serap OZDEMIR ORUC Serap OZDEMIR ORUC I would give the same task to them. And I would let them to present their work by their own way: by drawing-painting, by using technology-making slideshows, by searching on the net or library and writing the results with hand or on computer, by presenting with a drama , by just talking about the topic/giving examples about it. Adina Geczi, Romania Adina Geczi, Romania Being different, they will be lost in the process if I won't be able to help them. So, for the same subjects I will create different learning activities. Using a rich set of methods I will find a way to make every student to understand what they have to learn. After that I will know how to elaborate the tests using different types of skills. Maija Maija I would start with a game or other activity that is interesting for both levels to get involved Latife Çeri,Turkey Latife Çeri,Turkey At first,İt is difficult for us because our educatıon system has to make our pupils similirazed.But we can change our by collobrative or group activity lessons and also we could adapt techonolgy to most of our lessons.This makes our lessons enjoyable... Nicolette - Malta Nicolette - Malta I would start by giving my students a task to work on in groups. I would spend some time observing them working together to get a clearer picture of the different types of learners. I would adapt the activity according to the abilities of the students using different types of questions which can help them grasp the learning task. Mehtap Öz Mehtap Öz Their differences make them unique.I would give the same topic and make them free.The results are not important,The most important is their own effort Mustafa Özdemir/Turkey Mustafa Özdemir/Turkey For both students, I would set up activities with technology that wouldn't be different from each other. Barbara Matysek, Poland Barbara Matysek, Poland I would try to prepare different activities for high -skilled students and different for low-skilled students. It is important to know your students well, to know their abilities. Low -skilled students would get easier exercises to make them feel successful and high-skilled more difficult to let them practice and learn more. A group work would also be a good idea because students can work together, decide what they can do , divide the work between each other according to their abilities and produce the final outcome. Željana, Croatia Željana, Croatia I "m testing my Students which tipe of inteligence they are and then I try to show them the best ways of learning and the methods Mmmo Mmmo Mmm Mmm Monique Malta Monique Malta I would first gather evidence on what my learners know visa vis the topic being discussed. The next step is to prepare engaging material within the learners abilities. Mia Mia I would make a same task but with different activities, different kind of question, different methods etc. For example, today i have worked rythm with one class and there were 3 students with special needs. I gave them easier task and they answered correct. That was great because they were so happy and I was happy, too. Dilay Dilay I would differentiate the activity types according to learners' intelligences and levels. To do this, I should know my students very well. h-skilled and low-skilled h-skilled and low-skilled learners). What would you do? Adela Gabriela Adela Gabriela I am testing my students to know what kind of learner they are. Using Gardner Theory about Multiple Intelligences... Marina Molla, Greece Marina Molla, Greece Gardner' s "Theory of Multiple Intelligence" suggested that we all have different kinds of "intelligences". As teachers we have to try and find our students' abilities and talents and adjust their learning tasks to these: Visual-Spatial Intelligence Linguistic-Verbal Intelligence Logical-Mathematical Intelligence Bodily-Kinesthetic Intelligence Musical Intelligence Interpersonal Intelligence Intrapersonal Intelligence Naturalistic Intelligence Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Sanja, Croatia Sanja, Croatia I'll try to make task about what they're interested in. Before doing it, I'll talk to students and try to find out what are their intereses. Karela Georgia Karela Georgia At the beginning I will try to understand how they want to work. I will prepare activities for both kinds of learners. Cristina Cristina First of all I have to actually 'read' the class so as to find out at what stage they are and also who is who: high or low skilled (assuming they are all in the same class) Then, maybe instead of two different activities, as time is not much, I would opt for 2 different ways of presenting the same activity. As referred in the second video, once in the classroom we have to sense the kind of student we have before us, which is not easy, specially with big classes. I would start by using my regular approach and 'feel' how the class reacts to it. Then I would definitely use a web tool to either a) make the activity more visual b) foster the students interaction c) Provide some movement to the class (literally have them move around) The students would then have the chance to try out their different ways to LEARN. Annibale, Italy Annibale, Italy First I analize the type of audience, after I start to find different tools and I prepare 2 activity with different tools. I test it, I maje some change and after I will have the two activities Sibel Akyılmaz Ateş,Turkey Sibel Akyılmaz Ateş,Turkey I would prepare different types of tasks, lots of exercise assignments and lots of independent. Sevda ER-Turkey Sevda ER-Turkey All students work in the same subject using different materials. a more demanding then i would started with the simple one for all and then i would created pairs to callaboarate for that . Angelo, Rivoli, Italy Angelo, Rivoli, Italy It depends on the learning task. If it consists, for example, in memorizing obligatory contents, then it is necessary to seek together the modality that most facilitates each student, perhaps with the help of ICT. If, on the other hand, the task consists of a project without rigid constraints, then it can be tailored to suit the preferences of each student. Laurrie, Ro Laurrie, Ro I would give them a group task (e.g. project), that might involve both kinds of ss - I would appoint a leader who would lead the group and assign roles: weaker ss might be good at drawing, others might have other good sides. Thus, they all get to collaborate and do sth together. Adeviye Alcıl Turkey Adeviye Alcıl Turkey Observing individual differences is very important.I try to make my students more difficult to understand issues.If we plan the teaching with different visual and audio tools we consider individual differences. Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey I prefer to practice learning and field trips by doing it for the highly qualified low skilled student. I can apply a personalized learning method with question answer method according to the interest of children. Fatma AVCI, Turkey Fatma AVCI, Turkey each of my students have different learning pathways. They have different interests and perceptions. I take this into account Fernando Mota, Portugal! Fernando Mota, Portugal! Above all, we will always have to respect the needs of each student and their differences. In view of this, I think that different learning plans should be drawn up, depending on the case, that is to say, for a highly qualified student, a plan for the development of their skills should be drawn up, whereas for a low-qualified student a recuperation plan. In one case as in the other, with the existence and application of this type of plans, we can better follow the development and the progress of these students. Therefore, a certain topic will be taught differently, taking into account the differentiated characteristics of the students. For the highly qualified students, in addition to the explanation of the concepts, you will be presented with information sheets to deepen them, with exercises of a higher degree of exigency. For the students with little qualification beyond the explanation of the concepts, you will be presented with information sheets explaining them, with exercises of lesser degree of exigency. Adília, Portugal Adília, Portugal In many schools teachers have to work with very large classes, with 30 students, which makes it very difficult to personalise learning or instructions. I like to encourage my students to work in pairs, but it sometimes takes a lot of time, specially if they all choose to present their work. The aim of the learning task would be to describe different types of family. I would encourage them to work in pairs, so that high-skilled and low-skilled students collaboratively could reach their goal. They would have the opportunity to help each other. Then I would give them the chance to submit their work using the format that best suited each of them ; which means that instead of only submitting a short written description, one of them could in fact submit the written essay, but the other could choose a drawing that he would afterwards present to the rest of the class. At the end I would encourage peer-to-peer assessment using pre-discussed criteria. Derya Ümüş CEM, TURKEY Derya Ümüş CEM, TURKEY I give the two different tasks to both students according to their fields of interest and skill. Massimiliano, Italy Massimiliano, Italy For a struggling student iI agree assigned a question card with multiple answers. Aurora, Slovenia Aurora, Slovenia I think that to give each one a different task is the easest way, but I would like to make them work together and to make them realize that together the result is better, greatter and that they feel better. Emma Giurlani Italy Emma Giurlani Italy I totally agree with what Athanasia says . I often make the same as she says with my classes.I try to change often the peers and I ask my students to collaborate to solve more complex activities and tasks.As Maria Helena says we also have the same problem in Italy.We have very big classes and sometime it is not very easy to personalise the activities. But I found a great help with eTwinning projects .The activities are tailored to give each project partner the opportunity to collaborate and to "grow" with the others. As Athanasia says I ask the group to choose their "speaker" among the weakest ones in order to help them becoming more self confident . This way they can improve their skills and abilities both by deepening their knowledge with the help of their group mates and reinforcing their competences Marina Molla, Greece Marina Molla, Greece Athanasia, Greece Athanasia, Greece All students work in the same "subject" using different materials. If there were 2 activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (1 advanced with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pai to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity (meaning that the capable student wouls not just do the job but would be interested in explaining and helping his/her partner, too so that he/she is capable to present the pair's work to the rest in the class) Maria Helena, Portugal Maria Helena, Portugal Context: In Portugal, in secondary schools, one of the problems we have to face daily are classes with many students (26-30 students) that make “personalized instructions” as Randy Bass said quite difficult. So I tried to find some activities that could be implemented without much fuss. Aims: - Improve listening and oral skills - Enlarge vocabulary related to the environment Main activity: 1. Listening to two people speaking about environmental problems and completing a cloze text. 2. Identifying the problems. 3. Suggesting solutions for the problems presented. 4. Presenting the solutions to class. Resources and Materials: Handout with exercises Low-skilled learners: Exercise 1: A cloze text in which all the missing words are given, but they are presented jumbled in a box above the text. Exercise 2: Pictures of the environmental problems with name tags are shown and they have to choose the ones they have heard in the listening text. Exercise 3: Several solutions are presented and they choose the ones they think are appropriate or add others they can think of. (They may use online dictionaries to check for unknown words in this exercise.) Exercise 4: They choose a problem and possible solutions and present it to class. (In this oral presentation they can organize it as they see fit and be creative. These students may also take some notes to look at - similar to a TV program host. However, they musn´t read them out to the class.) High-skilled learners: Exercise 1: A cloze text which they have to complete with what they hear in the listening text. Exercise 2: Completing a table with all problems mentioned in the listening text. Exercise 3: Gathering solutions they think are appropriate for the problems. Exercise 4: They choose a problem and possible solutions and presented it to class. (In this oral presentation they can organize it as they see fit and be creative.) Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Sofia Tsigara, Greece Sofia Tsigara, Greece In kindergarten school , I use different types of activities. For example, drawing and constactions. Sara, Portugal Sara, Portugal A development activity would be the demographic, economic and social research of an African country. For a struggling student, he assigned a question card with multiple answers. Clara, Italy Clara, Italy I do this everyday. I try to prepare different kind of input for the same content. Images, videos, audiofiles, schemes, mindmaps so that my action can meet tha different ways of learning. Then I ask to do graduated activities. Everybody start from the simplest. At the end, the most capable does a pair activity to help the weakest student to go up a level. At the very end, an activity of higher level to let the most capable students express themselves how they want. Iva,Croatia Iva,Croatia I will prepere different types of activites and methods for them. Also we must adapt learning to each of them. Iva,roatia Iva,roatia Selda Türkarslan, TURKEY Selda Türkarslan, TURKEY I would differentiate the activity by using some scaffolding structure, giving some help or example for low-skilled learner. Konstantinos-Greece Konstantinos-Greece We must adapt learning according to the level of pupils and their interests. high-medium-low goals. Nieves, Madrid Nieves, Madrid I would differentiate the activity to meet the needs of these two kinds of students. It could be differentiation based on ability or in students’ personal interests, allowing them to create something based on their different kind of intelligences. Grazia P., Italy Grazia P., Italy If the activity can be assigned in such a way that the two students work collaboratively, I think I would design a type of work in which both can test themselves, each with their own peculiarities and taking responsibility for carrying out their part. In fact, collaborative work allows to assign different roles. For example, one might be suitable for the student with the lowest level in writing, but at a higher level in the creative and design side of the activity. On the other hand, the best student in writing could perform the part of research and writing of the text. Let's say that it depends on the activity. I believe that no one is a genius in everything and even the less good students have propensities towards activities that can perform better than the so-called good in the class. Andrada, Romania Andrada, Romania I think that a teacher can use different types of activities suitable for many kinds of students and intelligences Paola T., Palestrina(Italy) Paola T., Palestrina(Italy) I'm Art History Teacher in the Secondary School. I’m teaching through ICT(padlet, tes teach, thinglink...) Digital learning resources support information processing by helping students to develop mental representations through the mix of media elements presented to them. mihaela, Romania mihaela, Romania The Conscientious Student would ask him to further document a notion that he was interested in during the lesson and to present to colleagues some interesting aspects related to that notion. The student who learns more slowly would ask for the lesson already taught by synthesizing it in some key concepts. Ana, Portugal Ana, Portugal I think I could plan a learning task composed by two activities. Each one of the activities would be focused in different ways of learning, so that they could reach the needs and interests of each one of the students. In the end I would ask students to present their results to each other and to join in both activities, once they would be a complement of each other. This way the students could understand that different ways of learning can help one another to create a more complete learning task. Carmen, Leon Carmen, Leon In general terms, I organize all my activities (I teach languages) in two different levels;if for example,we are learning a particular verbal tense,I have a set of exercises prepared for those who may need more time to learn it. Sometimes I don't need to use these extra exercises because they are able to understand it easily but should the need arise,I always have them within reach. Most times,what I really need are extra activities for those who go a bit ahead of the rest; these students are too quick and ,if I don't want to "lose" them, I have to offer them more difficult alternative tasks. Catherine, Ireland Catherine, Ireland As a history teacher, I often get students to write essays on historical figures. I generally have two activities prepared for students. For the more able students I provide them with a rubric to follow when writing their essay. For students who struggle with this task, I provide a fill in the blanks exercise, to ensure that they are still participating and engaging with the material. Before completing these activities, I would have pre-taught the required information through a variety of tasks including class discussions, videos and role-pay activities. Violeta Cumak, Lithuania Violeta Cumak, Lithuania In case want the student to reach for more or not to feel a loser, I would offer to them different type of activities and tasks. Of course in the very beginning need to recognize what type of intelligence the person is. Lidija Antolić, Croatia Lidija Antolić, Croatia I would make one activity easier and one activity more difficult to solve. After solving the tasks. There would be pair work. The high-skilled children help the low-skilled children. One activity would be group work. So children can develop their communication skills. Kata, Split-Croatia Kata, Split-Croatia I would give different kind of activities: listening activity, reading activity, calculating activity etc. The high-skilled children could help the low-skilled children with tasks. The tasks cuold be easy, medium and hard so everyone can do something. They can work at groups and at the end present their solutions of the tasks in front of the class. Ankica,Croatia Ankica,Croatia I would prepare different types of tasks, lots of exercise assignments and lots of independent work Re Re I believe I believe Sílvia, Portugal Sílvia, Portugal I believe that a good strategy will be to anticipate learning for students with more difficulty and to elaborate complementary tasks for those who feel that what they learn in the classroom is not enough and that they want to challenge themselves. On the other hand, either the teacher or the students can go to different learning environments where they feel more comfortable, for example, a library, using the computer / tablet / mobile phone, trying to relate the content in a day-to-day situation, seeing a film about it, seeking the help of another classmate or teacher for further support ... Isabel Carioca Isabel Carioca Portugal The two activities should be done in group work (each group has high-skilled and low-skilled learners) and each group choose how (time, support materials, place…) to make the activities. Massimiliano, Italy Massimiliano, Italy I would like to prepare exercises based on the characteristics of the students, favoring their positive aspects. Lucía, Spain Lucía, Spain I would try to do the first part of the class with all the levels and then I would separate them into the two different snows. They would be working in a group and I would attend to both groups equally. ort. ort. Pureza Pureza I would prepare different kind of activities and exercises. Lídia, Portugal Lídia, Portugal In a formal learning context, more exactly in the classroom I, as a teacher/facilitator, would have to bear in mind the fact that independently from their learning profiles, both the so-called high-skilled and low-skilled learners must reach the same goals in terms of formal learning at the end of the activity. I could, for example, try to plan the activity by means of a task-based methodology, within which both high- and low skilled learners would follow a set of tasks according to their interests, abilities and skills. Amongst the former, autonomy would be encouraged along with hints for further investigation, and follow-up suggestions; the latter would receive more detailled instructions and would be provided with glossaries; audio and/or visual help, among other possible supports. I, as a teacher, would plan to spend more time assisting this group (and make up for it by putting students in charge in the other group). Project-based teaching methods also prove themselves effective and make it easier for learners to contribute according to their learning style. Concerning this method, I have often implemented the Learning Station method in my classroom amongst DaF learners with quite good results. Dimitra, Greece Dimitra, Greece I would try to find a task and separate my classroom into teams in which there will be both high-skilled and low-skilled learners and the first part of the task will be for the low-skilled learners and the second part of the task will be for the high-skilled learners. The tasks will be bresented in the classroom by every team. By that way, the high-skilled learners could help the low-skilled learners as well as the low-skilled learners will not feel marginalised and incapable of completing a high expetance task. Charo /Spain Charo /Spain I would do a task with different levels of learning. Firstly, an easy level; before a medium level and finally a high level. So, each pupil would do until she/he could it. Demet YILDIRIM, Turkey Demet YILDIRIM, Turkey I would use the "Station technique" which I often use during my class. I would prepare different stations and group students for example; "drawing a picture station", "writing a song station" "creating a game station" etc. I would want them to work on their tasks with their group outside the school with the help of tecnhology (optional). Carla, Portugal Carla, Portugal Different types of tasks, with different types of goals and expectations that appeal to different types of knowledge, learning and intelligence. Tasks should have different degrees of complexity. Maria, Italy Maria, Italy I have prepared different kind of exercises for different levels of learning. Mirela, Croatia Mirela, Croatia I would try to include several type of tasks, so every student can choose their own task. If they wont, after finishing one task they can try task that is level up. Ayşin/Turkey Ayşin/Turkey this is really hard work.because I'm a math teacher and the level difference between the students in the class makes my job very difficult. I would try to make I would try to make the activities include not just cognitive aspect, but the other ones as well, such as spacial, kynaestetic, sensory etc. Cornelia Melcu Cornelia Melcu Task: Understand the written message. According with the type of learners Read and write learners write the story report. Visual learners create a graphic organizer of the story. Auditory learners give an oral report. Kinesthetic learners build a diorama illustrating the story. Learning environment: Break some students into reading groups to discuss the assignment. Allow students to read individually if preferred. Create quiet spaces where there are no distractions. Why? Group working would facilitate both high- skilled and low-skilled students. ÖZNUR/ TURKEY ÖZNUR/ TURKEY Learning, methods and techniques should be adjusted according to the speed of the individuals. Objectives and expectations should be determined accordingly. Students should take part in the activities. Class dynamics should be tried to synchronize Ángel, Spain Ángel, Spain There are no learning goals for all students, but rather the objectives and learning methods and speed are adapted to the individual. Vasiliki Psaridou/Greece Vasiliki Psaridou/Greece Working the last 12 years with first grade Elementary pupils, I personalise my teaching methods so often. I have prepared different kind of exercises for different level of pupils. I also spend more individual time for those who need extra help. Lucia Italy Lucia Italy Nowadays it is very difficult to motivate children's attention because they have a variety of interesting offers outside of school starting From sports clubs, multiple videogames....And so it is very difficult to find topics that can be shared, Perhaps it is good to come back to propose ancient things that for children They look really fabulous Sara, Spain Sara, Spain We usually have heterogeneous classes, so we have to deal with this every day. I tend to have open activities that everyone can complete to some extent, some will give a more elaborate answer, others will complete the activity giving in a simpler way. Sometimes it's also a good idea to have group work or pairs. Yıldız Yıldız I would encourage them to do some creative tasks to fin out the degree of their skills.ı would give them tasks with different alternatives , some easy some difficult. So that I can encourage them for a better result each day Ana, Portugal Ana, Portugal In my daily practice I have to deal with many different students with different "intelligences" , different skills and different interest. Sometimes I give them different tasks, other times I try to join them in mixed hability groupsor I simply let them suggest how they want to carry on that task . Another aspect which I find essential is that I recognise which student needs that "extra" support, a bit more attention or just a "well done". Silvia, Spain Silvia, Spain I encourage cooperative learning, pairing students so that they can help each other with the activities Claudya, Romania Claudya, Romania Peer work, team work. Antonietta, Italy Antonietta, Italy I DON’T NEED TO IMAGINE BECAUSE IT’S A DAILY ROUTINE: IN A LEARNING TASK I ALWAYS TRY TO ASK MY STUDENTS TAILORED PERFORMANCE IN ORDER TO CREATE COLLABORATION AND MOTIVATION. It often works but sometimes it doesn’t, so I have to redistribute activities. Elsa Ramos, Portugal Elsa Ramos, Portugal In my class I usually use peer work, one more facility to learn and one with more difficulty to understand. I use the best student as a tutor. Sometimes I use different activities for different students, but I try to go to their interested. For this, I use digital media, mobile phone and some web games. Hara, Cyprus Hara, Cyprus The activities will be planned according to each groups learning preferences. Some students may need audiovisual material while others may prefer text. Some may prefer to work collaboratively while others individually. Manuela Silva, Portugal Manuela Silva, Portugal Nowadays classrooms are learning environments where students must be perceived as unique human beings waiting for supporting conditions where they can fully develop their skills, abilities and enrich their knowledge of the world. In my daily teaching practice, I have to adapt activities to meet students interests or learning styles. It is very challenging to find instructional approaches that answer the needs of learners with a variety of aptitudes and learning styles preferences (the first video highlights this aspect quite clearly – students have different cognitive learning styles). As I teach English as a second language, I always try to vary my approach to the tasks. Recently I’ve been reading and analysing a text about studying abroad and discussing with them how this experience is enriching for students. I always try to bring to class texts that students can listen to (read by English speakers) so that aural learners can process the information in their preferred way but we also comment on the pictures that accompany the text so that visual learners can also participate and present their ideas. I try to ensure activities that are varied to accommodate learners with different cognitive learning styles. Besides adapting the comprehension questions for high and low skilled learners (which is relatively easy to do), the final product of our sequence of learning tasks may be different for each group of students. High achievers who have a more analytical and communicative learning style can do research work and roleplay a situation where two friends are planning to go on an exchange programme. In the same class, lower achievers can work based on the ideas in the text and prepare a list of advantages and disadvantages of going on an exchange programme; more creative students can elaborate a poster to persuade other students to have such an experience. I believe that by diversifying the final product we can engage students and make lessons more appealing. Melek GÖKSU /Turkey Melek GÖKSU /Turkey I can use more sophisticated disciplined teaching steps for my student with higher education level. but I have to explain the steps to my low-level student one by one and proceed slowly. Aida LS Aida LS I guess I'd change some questions so everybody reaches the minimum but those who can, get the most of everythhing Isabel, Portugal Isabel, Portugal In our days, most of us use different methologies in the classroom. But we also know that is difficult, the rules of school and the parent´s somethimes don’t let the teachers execute diferente activities. In this particullary case, i will make groups of students with different skills to equilibrate the activities solving . Žaklina Kvesić Croatia Žaklina Kvesić Croatia i think there is no needto imagine such a situation as it happens in nearly all of the teacher classroom everyday .I would arrange different groups according to their level. Dimitra Zorba,Gree Dimitra Zorba,Gree As a P.E. teacher i always create mexed groups of high skilled and low skilled students.So they can support each other.But sometimes i must personalized the activities and create groups with the same learning skills .I prepare different types of tasks. Stanley,Nigeria Stanley,Nigeria I would structure the task according to their learning abilities.The more skilled will have more complex and challenging task while the other group will get simplified assignment possibly with guidance. İSHAK KUR İSHAK KUR First, I explore their learning areas and intelligence types. I learn family status and physical capacity. I try to prepare learning environments suitable for their interests and abilities by putting them into learning projects. Despoina Amarantidou, Greece Despoina Amarantidou, Greece I will involve both collaboration and team work so that students feel safe. Feruze from Turkey Feruze from Turkey I create mixed grups and make the high skilled students to help the low skilled ones. YASİN TABANLI YASİN TABANLI KIRIKKALE-TÜRKİYE I use a lot of visual material to reach all students in the history class. take into account the interests and needs of the students. Lalitha India Lalitha India I would group them in a heterogenous group of high skilled and low skilled students. Students are more open to peers for learning and expressing their difficulties.(specially the teenagers ). Then have graded task , starting from the simplest to the toughest. Though the low skilled learner may not get in one go, his friends will devise a method to simplify to his reach. Carlos, Portugal Carlos, Portugal As a Math teacher this is my diary scenario. Every single class i have to adjust and personlize ativities. I usualy use pairs colaborative work ; speech to each other how they do; multi level exercises; tecnologies; vídeos; work with real materials; diary evaluation (progress and products) and a portfolio of seleted tasks. Simona, the Czech Republic Simona, the Czech Republic The high-skilled learner could be asked to help the low-skilled learner to understand a rule, explain things, correct mistakes. The high-skilled learner would have to find out how to explain things logically and understand links between things. The low-skilled one would ask questions that could motivate the high-skilled learner. Roberto Italy Roberto Italy I like peer group with one high skill and one low skilled. The best student can tutor the other and both can grow in different ways. On the other hand I face a lack of enough students with the skills of a tutor. An activity for high skilled could be to create an infographic. For a low skilled I would suggest to highlight relevant concepts in a document Ana Croatia Ana Croatia I have been trying to involve my students in various activities that one day will be useful skills - presentation skills, how to write a complaint, how to do research online finding proper pages and sites not only for entertainment purposes, i often demand in some tasks to email me their homework and to practise attaching documents for example. I struggle with collaborative learning watching in a group of 4-5 that only 2 are doing the hard work... combine tasks so tha combine tasks so that they could help each other and collaborate together HAKAN DOĞAN-Sivas_TURKEY HAKAN DOĞAN-Sivas_TURKEY I would try to organize some different homework to high levels and low levels by using some technological devices that they were interested. Neslihan, Turkey Neslihan, Turkey I can try to blend their skills. They can support each other. They can perform both personalized learning and collaborative learning. Fatma Banu Özbek/Tur Fatma Banu Özbek/Tur First of all,I couldn't make up a certain categorization for high and low skilled learners but I'll try to give an answer. I think one way is to provide different options for learners to choose from within the task. Also, as mentioned in one of the videos, I would expect different outcomes from different learners, expecting them to reach the same goal would be for vain Teach yourself and tell me what you find Teach yourself and tell me what you find Imagine a narrative unit: the reading and understanding of the actions of the characters. We have two groups of students: one with high reading and comprehension literacy and the other with low literacy. For the first group privilege the autonomous activities: reading, identification of the characters by physical portrait and by psychological or psychosocial portrait; recording of relevant narrative actions, interactions between characters, final meaning of each intervention. You can present the results in text, in theater or in a graphic slide. For the second group I propose: oral narrativity on the part of the teacher, the so-called retelling of the story, with challenge to the students to complete, fill gaps, both on the marks of identity of the characters and on the actions narrated, with a visual, in the picture, of the interactions between the characters. I suggest oral or schematic presentations of free choice José Machado First of all, at the First of all, at the very beginning of the year, I would apply different types of activities and get the info about each student's learning types. After that I would do group works and gather the students who have the same learning skills. On the other hand, in some activities I would mix those kids and let them figure out the best way they can. Fahrettin AKTAŞ, Turkey Fahrettin AKTAŞ, Turkey I think the best way is to offer a learning environment. Jagoda, Croatia Jagoda, Croatia There is no news that children are learning on different ways. The challenge is to find the way to facilitate them to reach their goals using their own ways ad powers. Ecem, İzmir Ecem, İzmir According to my own perspective, I will give the task to my students and set them free to do it in their own way. Because when I personalise it, then it'll be my task and my own personalised learning. If I categorised my students before the task, like which way they learn best and if I know which type of learners they are, then it will be that way. Halil SÜNBÜL TURKEY/OSMANİYE Halil SÜNBÜL TURKEY/OSMANİYE In two different students, I would make a difference. Teresa Lacerda, Portugal Teresa Lacerda, Portugal I didn't like the categorazition the students in "high-skilled and low-skilled learners". The third video show us a different perspective. Students and adults have different kinds of intelligence. So, one teacher must work with this in your own classroom. In my classroom I always have the tables arranged in a group and the students that are part of each group are quite heterogeneous. Thus, in the same group are students who have more difficult to learn, others more disinterested and others with more ease and interest in the subjects that integrate the curriculum of the discipline. At this moment I am teaching the theme "Extinction and conservation of species" and the work of the students is to be carried out as follows: - In each group, each student has a leading role, time keeper, materials organizer, responsible for the presentation, evaluator - that was chosen by the students according to their competencies; - The theme will be explored by members of the group as agreed between them and using resources that they find most interesting. For example, Internet searches of videos, articles, environmental advocacy organizations or through questions put to people who can give them information they deem relevant, including the teacher; - Students have to define tasks well and hold each element responsible for their execution; - In appropriate intervals, students have to gather the materials they have, discuss ideas to decide whether to continue along the same path, or make changes; - The final work is placed in the class portfolio, a Padlet, and is presented to all colleagues; - Finishing groups will have to comment and evaluate each other's work in Padlet. My role is to be constantly circulating through the groups to put questions and support what is needed. This is one of the ways I have found to be able to involve all students in learning the subjects of the discipline. Obviously, with this group organization I am fortunate enough to have the students tutor each other, helping themselves in the process of learning. Anita, Croatia Anita, Croatia 1.activity: -Visokokokirani disciple: Make a power point presentation about seed germination and plant growth -nisk-qualified student: Orally present how he sowed bean seeds and followed germination and growth 2.aktivnost: - Vocationally qualified disciple: graphically shows the growth rate of leaves and stems with growing conditions (air temperature, water .....) - a disadvantaged student: Practical work in the schoolyard is the task of sowing two seeds in the same living conditions (one dry and the old and the other healthy) in a notebook the lines of the days he noticed Ana Correia, Guarda, Portugal Ana Correia, Guarda, Portugal Students with different intelligences or with different learning abilities are the daily basis of any teachers’ work. In a primary English class, I would define different types of objectives, different kind of tasks, different timing and different assessment procedures, if possible different input sources according to the students, the class or the school characteristics. I would have exercises (oral or written) with different levels of difficulty or adapted to the kids’ interests/abilities, give clues according to needs, give room to activities with different stages of autonomy and build from that on. Spoken interaction differentiation is quicker to organize for me as we can build it almost as we go and there is a stronger sense of class and of common purpose. But preparing such personalised activities when there is a written format (even if they have an oral purpose) is overwhelming, not only to produce, but also to manage in class without losing track of the group. It is even more so if we are not dealing with a single class, a single school or even a single level in the same room (which is my context). The way I’m doing it right now doesn’t match the second video’s idea that personalized learning is about making things easier and “getting quality time” with students or “spend(ing) more time… engaging them”… Raquel Santiago, Portugal Raquel Santiago, Portugal First of all, I usually sit a high skilled learner with a low-skilled learner on each table. I speak to them and explain that one can help the other. Specially in a foreign language class, this can work out well because students who know more vocabulary, for example, can help the others who are, sometimes, too shy to ask basic vocabulary. Secondly, I would probably give them a webquest, for example and ask them to work collaboratively or have them work on a project together so one would help the other, with my assistance or close attention if necessary. Lastly, I would like to refer that the second video about lost and confused students really resonates with me. We all know that sometimes we have students who are just not interested, maybe because they are not learning the way they prefer or the tasks are not directed to their type of intelligence. These students are happy to just let others do the work and they don't really participate and, thus, they aren't learning anything. In this situation, I would probably give the high skilled student a webquest or another type of task he could do independently; and try to give the low skilled student a task about the same topic, but I would try to work with him more individually. Obviously, this is difficult to do with large classes and I'm still struggling with some students and trying to understand them. So, the third video really touched me too. Rosalba, Rome Rosalba, Rome Next week, after the end of the first term, we' ll organize a one-week period of recovery and empowering activities. This morning I told my high skilled students that in turn they will be engaged to be teachers to their lower skilled schoolmates: first of all they will present a lesson on the already studied topics to the class, presenting, in particular, the Mind maps and all the google presentations they have shared on google classroom; next they will work in groups implementing peer to peerr support. All the class accepted my proposal enthusiastically. Alma, Bosnia and Herzegovina Alma, Bosnia and Herzegovina I would ask them what is the best way according to their opinion to do or learn specific assignment and I will prepare those activities on that way. Same activities from other perspectives. Eduardo López. Spain Eduardo López. Spain With primary students you sometimes need to use miming, gestures o keywords to help them remember. With students having more problems to understand the lessons, you have to combine all kind of strategies, make the necessary adjustments, labelling is very good to boost memory, this way, you reinforce writing while fostering speaking. Raquel Martins Raquel Martins Content can be taught in different ways and using different materials. The main objective is that the strategies used take into account the students' individual needs and promote their success. I divided the class into groups, for example, giving the most qualified students tools to guide them in discovering, on a given topic, to construct simple questions to put the group of low-skilled students. This group of students, the poorly qualified, would freely research the subject, in the Library, on the web or even questioning adults about the subject. This group would present to the most qualified students what they discovered with the research they did, with an exchange of information between the groups. The group of qualified students would go through interactive games created for this purpose, using the Kahoot for example, question the students on the topic. Fun and interactive, everyone learned. Rute Vieira, Portugal Rute Vieira, Portugal Firstly it would set what the ultimate goal to achieve for both students. Based on this, it would propose differentiated tasks for each of the students. In the student with more difficulties it would be important to have recourse to material (in the case of mathematics, for example) and using day-to-day situations. For the student with great ease it would be important to give him the freedom to learn more if he wanted to go further. In this type of situations, I also use group work among students since the way to reach colleagues, the way they speak, the motivation ... are different from when I am developing a theme. Gamze, Turkey Gamze, Turkey In math lessons mostly I try to start with easy examples and go on more complex ones. Moreover let the students collaborate is an effective way. Sometimes I let high-skilled students to work with low-skilled students as groups. Mira, Croatia Mira, Croatia I believe that all teachers daily have such a situation. My way is to help students in group work by giving them tasks of varying weight, in individual work I also tailor assignments, give additional instructions, learners with writing and reading difficulties, help with instructions and adjust the weight of tasks. Paulo Almeida, Portugal & Belgium Paulo Almeida, Portugal & Belgium I would probably give them the same task. However, I would put them to work collaboratively, where the high skilled student would help the low skilled student in solving the task. In this way, not only the high skilled student would develop his / her competences in helping the other, but also the low skilled student could develop his / her competences, being accompanied by a tutor who speaks the same language and who can feel closer, in terms of relation and age level. I could do the same type of practice, but with different tasks. Zekiye KAFALİ, Turkey Zekiye KAFALİ, Turkey I think there is no need to imagine such a situation, as it happens in nearly all of the teachers' classrooms everyday. The best way, in my opinion, is to get them to communicate and collaborate. Thanks to peer work or group work and different activities, high-skilled learners can help low-skilled learners. Zvonko, Serbia Zvonko, Serbia I would give more difficult task for high-skilled learner and easier task for low-skilled learner. Seyhan yilmaz Seyhan yilmaz All students who have different intelligence have the same education because of our system.We hve to strugle to have any idea about stdent's intelligence they should be educated according to their speed of learning and interests Nurcan Korkmaz Karataş-Turkey Nurcan Korkmaz Karataş-Turkey My My students are learning better with the game Banu Güven, Konya/Türkiye Banu Güven, Konya/Türkiye First of all try to learn what kind of intelligence they have, then try to makke a task which contains knowledge according to their ıntelligence type Ana Teresa Gonçalves Ana Teresa Gonçalves I would give them diferent tasks. They should be adapted to their capacities. first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them first ı would figure out which kind of personel learning types they have..ı wıll gıve them individual actives. for each learners and ı support them Elena SpainThe s Elena Spain The students are different levels I would teach differents activities María, Segovia María, Segovia My school has a very wide range of diverse students: different cultural backgrounds, different economic levels, diverse ethnic groups, etc. In my first grade class I find kids already reading and others still struggling with recognising letters. That's why I like to present open-level activities, so the whole class can work on the same topic but at different levels, according to their capacities. Sanja, Croatia Sanja, Croatia I will designe different activitis trough group work so that high-skill learners help and support low-skill learners. Dan Sovan-Romania Dan Sovan-Romania Generally, our classrooms are extremely heterogeneous and numerous in terms of the number of students. Moreover, as a result of an inclusive education policy, we also have work with students with ESC. It is extremely difficult for an early teacher to find a way to optimize the teaching-learning process, but the didactic experience tells the word. First of all, a preliminary diagnosis of pupils' competencies should be made and, depending on the results, we will adjust the process and workloads on low, medium and advanced levels. Of course, for low-level people, remedial or recovery classes can be made, and other students can be trained to perform by participating in various competitions, school Olympiads. em differentiated work ta em differentiated work tasks Alina, Romania Alina, Romania Of course, give them differentiated work tasks Ali CEM Ali CEM It will be appropriate to assign tasks to all kinds of students according to their skills. Maria, Larissa Greece Maria, Larissa Greece I will make mixed groups with high and low skilled learners in each group. Irina,Latvia Irina,Latvia I would make these two learners work over. They can both split tasks as they wish. They can work together to help and support each other. Edita,Croatia Edita,Croatia I would create groups with fewer students and give them tasks of different level. Each student would have the chance to choose a task that he could solve. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Rosa M Reina (Spain) Rosa M Reina (Spain) Probably i will desing different activities in the same test. I will adapt to their abilities. Different intelligences, different teaching. Melita, Croatia Melita, Croatia It's an everyday situation. The classes are heterogeneous. I would do tasks of different levels, with different skills, where such a heterogeneous group would have to come up with a solution. They should also use the skills of the weakest one. Sara Sara I will use stratified and differentiated activities promoting collaboration among students. José Teixeira, PT José Teixeira, PT I must admit that I don't like to categorise my students in “high-skilled” and “low-skilled”, just because all of them have different skills, so the best strategy to personalise a learning task, in my opinion, is to encourage cooperative learning. Students should work in small groups and inside the group they have different tasks according to their skills. All of them should collaborate to accomplish the task. Rukiye/TURKEY Rukiye/TURKEY I would arrange different groups according to their level José María, Spain José María, Spain I understand that I shoul prepare activities that motivate first and foremost and then propose activities in which they feel more comfortable attending to their personal skills. Always with a common goal and with the help of a collaborative work. Madalena, Ponte de Lima, Portugal Madalena, Ponte de Lima, Portugal As an English teacher, grammar is usually an issue for students who are less analytical or are more prone to engage in activities in which they use their rather visual intelligence. In that sense, if I were to teach a specific grammar item, I'd start by showing the students a video (maybe a cartoon or a part from a TV series or film) in which the structure was being used; then after aknowledging the structure, the students would be able to choose between either practising that structure using a previously selected interactive online ESL site or draw their own cartoon on paper, creating a story with characters that would have to use the grammar structure in their lines. Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Hacer Turan TURKEYI arrange different groups, consisting student from every level .I assing a task for each person (complicated ones for strong students, easier jobs for weak ones) I hold them responsible for a common result or outcome. They share , discuss, , cooperate think and decide . Güney /TURKEY Güney /TURKEY each student's interests are different so we should use different methods and techniques,flexible content and student reflection. Klaudija/Croatia Klaudija/Croatia Every student has the right to learning, only needs to adapt. We can work through group work so that better students help and encourage students with lesser abilities. Another way is to adapt working methods to students with reduced spouses. Carla Carla Every single day I have to adjust and find new solutions, what worked just the day before may not work the following day. Anyway, I'll give a simple example for a writing task in a mixed abilities class: some students receive a writing task with a bullet list with main ideas to develop (the scaffold) and always an extra bullet to suggest with his/her own idea; some other students will receive the task to write a story which begins with a given initial sentence, wider writing task Each child's developmental characteristics are different, differences should be considered. Each child's developmental characteristics are different, differences should be considered. Gonca Gonca I would teach different types of activities for understand how pupils learn easy. Fabiola Fabiola I think that the activities to personalise learning are: 1) the group work where the best guys can help others overcome their difficulty 2) individual paths where teacher helps the pupil to achieve the goals based on his skills Gülhan KIZILKAYA UÇUCU Gülhan KIZILKAYA UÇUCU I have to understand the level of students first. I can focus on what you can learn better and learn Marianthi Arvanitidou- Greece Marianthi Arvanitidou- Greece Teaching is very difficult because you have to faced with different types of students A high-skilled stude A high-skilled student can be offered more creative tasks, with many unknowns, but they can also compose problems that reflect some industrial processes or everyday life. Unskilled students happily solve the tasks in which they apply skill and less use memory and logic. Patrizia, Italy Patrizia, Italy Every day I am in contact with at least two types of students: really good but not motivated students, who sometimes call themselves bored, motivated students but with poor attitudes that reach satisfactory results with great effort. With such structured classes, depending on the subjects to be presented to the students, I use different strategies: 1) Group work: the group is mixed, that is, formed by particularly gifted pupils who work alongside students with difficulties to whom they propose activities to be presented through a report, presentations 2) Particularly gifted pupils monitor and support the activities of the weakest and help them overcome difficulties 3) Use of technologies that favor the creativity of the best but at the same time facilitate the learning of students with difficulty Elena Quiles Elena Quiles I think that in that particular case, I would group students in different teams mixing high-skilled students with low-skilled ones so that the former can help the latter. In addition, I would prepare an activity adapted to high-skilled learners and another one to low-skilled learners according to their abilities Salva. Spain Salva. Spain I would adapt a part of the activity for each of them. However, I would design another part of the activity so that they could work together taking into account the differences in each one of them. I believe that collaborative works help my students respect and value the differences between them as a positive aspect in social relationships. Elisa, Italy Elisa, Italy Different students with different strong and weak points: we have to face this problem every day and it is not so easy to find always a solution to get a good balance in the individual involvement. So for me it is enough to succeed in finding the right solution at least from time to time. For example I engage students in group work and I try to help each of them to do their best, for ex those who are very good at art will be asked to look for graphic solutions, those who can write very well will be responsible for the writing of the whole group's ideas etc. A later stage is for them to teach their mates what they can do better. I always present them a schedule with different phases they have to cover and this helps to Patrícia Campos, Portugal Patrícia Campos, Portugal For these two kinds of learners I could vary: - the way the tasks were presented, for example one could receive the instructions in a more formal way, for example a text and the others would receive a video or a audio recording, were teacher could use a more simple vocabulary; - the difficulty of the tasks; - the time given to complete each task; - the number of tasks; - the type of tasks; - the focus on evaluation (results vs. process). Hakan Can Hakan Can I join Lilia's idea. I would do such a practice. I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Lília, Portugal Lília, Portugal In order to truly personalize the learning environment for students, I first need to have a comprehensive understanding of my students. This means knowing their academic strengths and weakness as part of a complete learner profile that gives a holistic view of each student. As a teacher, I would help students by customizing some suggested learning pathways that offer them choice in the way they learn and the products they create. Then I would help those students setting individual learning goals for the objectives as well as create periodic milestones for progress. Furthermore, I would suggest and provide a variety of activities, through viewing videos, listening to podcasts, view presentations, read articles or texts, participate in discussion boards online, etc. Throughout all the process, assessment is extremely important in assuring student success. The assessment process should be embedded within each lesson and used as a tool for immediate and consistent feedback. Students need some form of direction and timely as well as constructive feedback. Lejla Hujdur, B&H Lejla Hujdur, B&H I would create cooperatives groups with differrent types of tasks so every student can express themself in the best way. I would also use peer to peer learning. Leticia Gil from Spain Leticia Gil from Spain I would try to create cooperative groups in order to learn in a motivated way. Each child is different and needs particular attention so, as teachers, we should personalize our way of teaching taking into account their interests and abilities of learners. Claudia Italy 🐏 Claudia Italy 🐏 In my classes there are students with different skills and abilities. Every child is unique and unrepeatable. I try to enhance the different characteristics. I propose group work and games. Sometimes I use peer tutoring. i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs i do not have to imagine this because i already work differentlz in class depending on pupils needs and peculiarities,having pupils with special needs António, Portugal António, Portugal In all my/our classes it is as inevitable as life itself that there are different skill levels. In autonomous group activities I tend to create different roles and tasks. In some cases with the highest skilled ones tutoring/supervising the other students. Nilüfer Güreşçi Nilüfer Güreşçi I'd start by getting to know the interests and abilities of the learner. I prepare an education and training plan and activities that I can use in my interests. I ensure that a student with a high level of learning maintains his level of questions and activities to keep his curiosity and motivation going on. Rosa Barros, Portugal Rosa Barros, Portugal It is not necessary for me to imagine I have to personalise a learning task with two activities for two kinds of learners (high-skilled and low-skilled learners) because I do it on a daily basis. As a starting point, I must emphasise that I do not like to “label” my students as each one of them has different skills and abilities and it is by sharing and taking advantage of differences that our classroom becomes a healthy learning environment. In my classes, students help each other all the time, either in groups or in pairs, but in a peer-coaching/tutoring strategy, and at the end of each tasks, students share what they have done/learnt. Throughout the schoolyear, I try to plan diversified activities that involve all range of intelligences, interests and knowledge (being it the result of formal, non-formal or informal learning) so that each student can put the most of him into the class and engage in a collaborative lifelong learning process. But we are referring to a more formal learning activity, take for instance, a listening-comprehension task, I would plan a T/F exercise for the “low-skilled” learner and maybe a gap-filling or a completion exercise to the high-skilled one. João Teixeira, Portugal João Teixeira, Portugal I would give each student or group of students a different role and different tasks according to their levels, skills, abilities and interests. Each student/group will perform the task on his/their own way for the setting time or, depending on the aim of the task, for the time he/they need(s). All these activities would be supervised by the teacher or, preferably, by other students. Anita, Croatia Anita, Croatia The truth is that we are faced with the need to personalize learning every day. The intellectual abilities of our pupils vary and I find myself preparing one lesson in different ways so those with dyslexia or dysgraphia can follow my teaching. Sílvia Teixeira, Portugal Sílvia Teixeira, Portugal As experts, we do not need to imagine this kind of situation, because it happens every day inside our classroom, not necessarily based in high-skilled and low-skilled learners, but having in mind different students, with different interests, different intelligences, different needs… The best way to personalise learning is through “autonomous learning time” (Tempo de Estudo Autónomo – TEA). It is a situation where students learn to formulate goal, plan their learning process, identify resources of learning, select materials which are suitable for their ability and interest, choose and implement appropriate strategies to learn, evaluate their learning process and manage their time to learn, even outside the classroom. Esada Čirić-Delić Esada Čirić-Delić This is a reality in my country. We have mixed-ability classes with multiple intelligences and I like to include various activities to suite all those intelligences. Sometimes I change materials to suit, sometimes pair work is best and sometimes group work brings the results. Aslo Aslo Aslı Aslı I would divide the class into groups and give each student a different role according to their levels and interests. Then, I would assign them differnt tasks according to the pace of the lesson Teresa M., Spain Teresa M., Spain I'd have to adapt the activities: same format but different tasks for different learners for them to fulfil their capabilities. Leyla, Turkey Leyla, Turkey Making mixed groups with different intelligence and asking them to create a product by which each individual can take out his/her strength among others. Preparing and delivering personalized teaching/learning material and leading each student to a reachable goal would make them feel proficient. Heidi, Germany Heidi, Germany The best way to personalize a task in my opinion is preparing a project with a question. In a project every student works with its personal ability, at its own pace, in groups or alone. Erhan Erhan Yes, every students have different kind of intelligence. They can use them more efficently but teacher have to use not only his/her teaching method but also in a school . So every unit must bring different areas of interest (intelligence) in english. Teachers pay attention to this and organise their teaching method for their students. Eduarda Sousa, Portugal Eduarda Sousa, Portugal This is not an imaginary situation. It's truly part of teachers " daily struggle. So generally I divide the class in mixed level group so that the fast learners can help low level learners. My teen students just love this as it's easier for them to understand their peers' "lecture. I also try to give my high level students a bit of a challenge by working on their own and solving problems using for instance thei mobiles while I help the other ones. Bosiljko, Croatia Bosiljko, Croatia I will create groups with max 4 pupils in, and give them tasks with different level of complexity. probably I will explore their possibilities before... Each student will perform Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zehra Tuğçe Özgel, Turkey Zehra Tuğçe Özgel, Turkey I determine their needs, speaking both by doing survey. I prepare lesson plans for their needs along with the curriculum. Vida , Lithuania Vida , Lithuania For the purpose of studying the topic, the students are divided into groups and tasks of different complexity. Anca, Romania Anca, Romania I would divide the class into groups, same topic, different tasks. Temel Gövce Turkey Temel Gövce Turkey First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. All students work in the same Subject using different materials. If there were two activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (A High skilled learner with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pair to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity. I would implement group work strategy and try to apply myteaching steps for students'different skills I would implement group work strategy and try to apply myteaching steps for students'different skills D., Croatia D., Croatia This is an every day situation. Classes are heterogeneous. I will try with collaboration in the same task but different level of activity, allowing them to help each other. Demet - Turkey Demet - Turkey Mixed groups can be created. Serge from Belgium Serge from Belgium Each student will perform the task on his own way for the time he/she needs. Individualy, coached by his teacher (extra instruciton) or even helped by other students or external experts Zrinka, croatia Zrinka, croatia Divide them into groups or pairs and give them projects according to theirs skills. Something similar but different level activities. Brankica, Croatia Brankica, Croatia I would put them in a group to work on a topic together, and I would assign them various, personalized tasks and adjusted to their skills. They would have to cooperate and help each other, and I would also give them pair-work homework. Audronė, Lithuania Audronė, Lithuania I'd preteach a low-skilled learner, later they could work together and benefit from each other. Cláudia de Sousa, PORTUGAL, D Cláudia de Sousa, PORTUGAL, D This is what actually happens on a daily basis. Classes are heterogeneous and our work demands reflecting over this question regularly. In my opinion these two students obviously need two different approaches. The highly-skilled student is, normally, a more motivated student in a learning context because learning isn’t a difficult task, whereas the low-skilled student may be a less engaged one because he/she finds it difficult to keep up with what is being taught. This last student might feel lost, confused, may need more attention for many and diverse reasons. However, without knowing both students well, we can’t jump to conclusions this easily and we should definitely not decide over strategies without bearing in mind why they are being defined as high-skilled and low-skilled. In other words, is the high-skilled student so just because of his high grades? Does that mean he is highly motivated? And concerning the low-skilled student, are his grades low because he/she struggles with assessment and tests? Does that mean he/she is less motivated? According to what happens at school, teachers are expected to be more concerned with low-skilled students, because we would like them to get better grades. We tend to spend more time thinking about how we can help these in becoming successful as if high grades were synonym of success in life. Nevertheless, I defend that in both cases the key to help these students is motivating them towards different non-formal learning activities because in both cases each will have to undergo different processes at different their own pace. Learning is long-term process and this is what students are to be reminded regularly! Antonino, Portugal Antonino, Portugal In my opinion, personalizing learning does not necessarily imply assigning a task to each student. Herculean task for sure. However, you can assign different tasks to two different groups to work on the same topic. Strategy to implement: Group work in the design mode. The groups would be with a small number of students in order to enhance the collaborative and participative work; In the formation of the groups it would take into account the different intelligences / capacities forming heterogeneous groups; The project modality allows to maximize the capacities of each one because, with the constant orientation of the teacher, it is possible to demonstrate skills of the less qualified students, namely in the operationalization and more practical parts; This modality obliges the students to diversify their abilities and not always the most qualified academically they are in parts that leave its scope, like for example to organize a structure to present the final work. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Maria Afonso, Portugal Maria Afonso, Portugal After assessing students level (performance, interests and learning profiles) I would use Bloom's Taxonomy and the Multiple Intelligences with an Integrating Matrix. With this kind of matrix, all students are included in class, the high-skilled and the low-skilled learners. Cecília, Portuga Cecília, Portuga I organized the class into work groups by proficiency levels, characteristics or similar interests, in order to create an excellent learning environment. It would do the same activity but would adjust the level of activity requirement to the actual ability of the students to allow them to succeed. Susana Carneiro, Portugal Susana Carneiro, Portugal I could use collaborative groups in PBL or a "menu" of tasks for the students to choose with the same goal (for example: research paper about sustainable projects around the world or ation plan to do at home and make the daily life more sustainable). Low-skilled? It depends on the skills you`re looking for :) Olivera, Montenegro Olivera, Montenegro Gathering children according to interests, needs and skills. Adapting activities that include reading and writing, for one group; and for the other group in the lecture I also insert digital media. Aleka, Greece. Aleka, Greece. It depends on various factors such as the age of the students, the kind and purpose of the activity, how well I've known them... Jorge Estrela, Portugal Jorge Estrela, Portugal Start teaching from the level at which the students are. This is why it is fundamental to diagnose knowledge, assessing the level of student performance, interests and learning profiles. When planning activities, take into account the profile of each student, so that everyone has an opportunity to learn, for those who present more difficulties and those who are already on the road to school success. There are some aspects to be differentiated in the planning and dynamization of activities: consider the students' learning style (visual, auditory, schematic); repeat the information, explain in other words; explain the topic in small groups; use activities that work the same theme for all students and adapt the level of difficulty; provide concrete material for the students with more difficulties; adapt the time of activities; diversifying the forms of production (text production, oral presentation, drawing, painting ); use facilities outside the classroom, such as the school library. Jasna, Croatia Jasna, Croatia I would divide the class into groups and make my students work on a similar but different level activities or a would connect high -skilled learner with low-skilled learner. High – skilled learner can help low-skilled learner. Hacı Ömer Erarslan Bursa-Turkey Hacı Ömer Erarslan Bursa-Turkey I would divide the class into groups and make children work on similar but different level activities. Feruze from Turkey Feruze from Turkey I make mixed small groups and give projects them and make the high skilled students help the low skilled one. CAMINO, ESPAÑA CAMINO, ESPAÑA Nobody will know the difference between both levels of learning between the students. Nobody will know the differences between the contents of the activities. I would be the only one to know about it. Students would work together, helping each other to understand contents of the exercises. I could help low-skilled and high-skilled learners in different ways at the same time. Sandra Oliveira, Portugal Sandra Oliveira, Portugal I woul divided students into small groups of 3 to 4 elements:groups of highly qualified and low-skilled students. I would provid them with a list of research topics, so that they chose the more interested one. then I would explain them the essential learning and objectives and contents of the activity. Students will research the theme and then present their work to the class. For the groups of low-skilled students I would provided them diferent level activities and guide them, if they want. It would give them more individualized support. In the end, thye also present the research results. All students would transpose their research into the learning journal. Jorge Conde Jorge Conde I would make the collaborate with each other in different tasks, allowing them to help each other. I usually give assignments and when students end their task they can go to other groups and support their colleagues. Sandra Gomes, Portugal Sandra Gomes, Portugal I could either ask the high-skilled learner to help the low-skilled one or choose to adapt the activities according to their skills/level. For instance, I could hand out a worksheet on a vocabulary topic we had studied in class and grade the tasks. Imagine it is a word search on technology. I could give it to the low-skilled student with the words he/she was supposed to find, whereas I wouldn't give this hint to the high-skilled one. Or I could just pair them and allow them to find the words together! If it's a reading comprehension exercise where students have to complete a sentence according to the ideas in the text, I can give the low-skilled learner options to help him/her complete it. Doinita B., Romania Doinita B., Romania I would use the "teacher method": high-skilled learners to teach low-skilled learners, and at the end I would provide feedback to both kinds of learners. Renata, Zadar Renata, Zadar In some lessons I always connect high-skilled learner with low-skilled learner. The task is that high-skilled learner found a way to teach other student thru discussion, drowning, explanation with their own words. After that, very often, low-skilled learners know better than after my explanation. Ana Paula, Portugal Ana Paula, Portugal Çölban-Turkey Çölban-Turkey I personalize teaching methods very often. I try to prepare activities according to my students' development processes, intelligence types and needs. I spend time with my students who need individual attention. Daniela, Italy Daniela, Italy I would divide the class into groups and make children work on similar but different level activities. Soraya, Portugal Soraya, Portugal I would probably try to adjust the activity to their personal interests. I would let them choose the way to get to the purpose of the activity. I would also let them choose how to present the results. sebahat yalçın,İzmir Turkey sebahat yalçın,İzmir Turkey I prepare the activities of the the learning task according to the learners' abilities,their preparedness about the task ,their intersets and also theirtype of intelligence. Sarah Mallia, Malta Sarah Mallia, Malta I would give a shorter task to the low-skilled learners and include some challenging tasks for the high skilled learners. I would use visuals , auditory and technology so that I 'll try to reach all sorts of many students at the same time. HEVAL DURAK MUĞLA TURKEY HEVAL DURAK MUĞLA TURKEY I personalise my teaching methods so often.I have prepared different kind of exercises for different level of pupils.I spend more individual time for those who need extra help. Lurdes - Portugal Lurdes - Portugal Let’s say that the task is “Asking for and giving directions”. For the high-skilled learners, the activity would be writing down all the instructions to get from point A (it could be our school) to point B (a hospital, for instance). For the low-skilled students, the task would be, using Google maps, drawing the way from A to B, according to the instructions given by their colleagues. Elsa Martins - Portugal Elsa Martins - Portugal After presenting the topic and showing flashcards to all the students at the same time I would ask some questions about the pictures. Firstly I would ask high-skilled and then ask the low-skilled ones so that they can listen to their classmates answers. For low-skilled learners I might whisper the words if they can't remember them or give them some answer clues. For other activities it could be in small groups with both high-skilled and low-skilled learners, collaborating throught the activity. If it is an individual task/ activity low-skilled students could have different stategies like matching exercises instead of open questions, fill in the gaps (with given words), true false questions. I usually to this for students with special needs. Sandra V. Sandra V. I would put those two learners to work in pair. They can split assignments as they want or they can work together, helping each other. Ş.G.Gundem/İzmir Ş.G.Gundem/İzmir I can set up working groups with children at different levels. They learn to work together. I can give you homework based on the children's level. Lina, CRO Lina, CRO Group work is a great way to help children with difficulties but also to motivate children with high skills. It can be a theme where children with difficulties can draw something or read basic text in book, and high skilled students can explore something more on internet. Berkant Berkant Some of my students are learning from the examples ,some of their classmates' group work.And some of learning a part of one to one work Nițescu Emilia-Elisabeta, Romania Nițescu Emilia-Elisabeta, Romania To begin with, I start with differentiated activities. For those with difficulties, I will have different tasks than those advanced. I will try to work on teams by using each other's skills. All of this will be accomplished without the pupils observing the difference between given tasks. Nilay Dokur, Turkey Nilay Dokur, Turkey I think the first step for the different learning levels of students for the same activity would be defining and categorising the student's intelligence types before the activity. For instance a brainstorming activity about the subject matter. Then I would prepare learning corners to let them perform their abilities. Paulo Alves - Portugal Paulo Alves - Portugal Group project based learning with both - high and low-skilled learners (lsl). They have to draw a plan and execute it with several tasks. The aim is the high-skilled learners help the low-skilled learners making them (lsl) aware of the "how-to" process. In future tasks, with those skills, they (lsl) can improve applying knowledge and get feedback from high-skilled learners and also from the teacher. I think that it should I think that it should Adriana, Romania Adriana, Romania It is important to work with both types of students and to let them feel they are equally important for the teacher and for the learning process of the entire group. I think I would, at a certain point, let the advanced ones "teach" the others in their particular manner and then ask for feedback. Marina, Zadar, Croatia Marina, Zadar, Croatia It would take them to nature and there would be activities for both of them. I would give them different activities - watching, calculating, climbing and it would be interesting for all. 9 9 Sanja, Croatia Sanja, Croatia I would give them a group project with different activities, for example calculate something, use technology, make a presentation so each student can pick which part of the task suits him best I I Göksel Ogalan , Manisa/Turke Göksel Ogalan , Manisa/Turke First of all I would make an inquiry to determine the high readiness level of the students. This would help me to choose which way I should apply. If the high skilled student shows really great potential, I would start with more complex structures as I would do with the lower skilled one. If I would see that they can compete with the tasks , I would guide them by learning new and more complex structures and assure that they learn how to handle with the problems on their own way. Providing them opportunity to discover their own potential and being aware of own intelligence type. FátimaM, Portugal FátimaM, Portugal I would think of a very interesting, challenging, fun question and let my high-skilled and low-skilled students get to the answer through whichever way they prefer. Fatih TOPÇU/Türkiye Fatih TOPÇU/Türkiye For example, in the theme of mother's love, I would give a student the task of composition and the other a task of telling painting. Slađana Kristek Slađana Kristek I think it depends on the task. I would like that the student that is high skilled helps them that is low skilled. The low skilled sholud make set of questions and the other sholud explain the task. Lacramioara Cazangiu,Romania Lacramioara Cazangiu,Romania If students have a different level of training, I will prepare a lesson in which I will work differently. The same theme should be understood by all but by different ways of understanding. HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY HANİFE KÜÇÜKGÜLDAL MANİSA/TURKEY First of all it can be accepted that personalise learning or instruction is very difficult to implement for teachers in large classes. Analyzing the class to find out who they are, what is their interest is important step when giving the task to high skilled and low skilled learners. Then I try to encourage my students to work in pairs. I give all of them the same project work and decide and collaborate with each other how to prepare and represent it. nurcihan,istanbul/Turkey nurcihan,istanbul/Turkey as an english teacherI usually try to personalise the learning task in my classes.for example at he end of a unit I gives tasks to low skilled learners writing about that unit topic or asking and aswering questions with their partner about topic but I want high skilled learners to prepare a sketch about new topic and act it out I would survey the s I would survey the students to identify styles first then vary the activities according to their interests - different activities but same But same learning objectives Ella, Croatia Ella, Croatia I would make a learning scenario with project based learning and flipped classroom. So both of the learners can in non-formal way, at own pace, do the activities Serap OZDEMIR ORUC Serap OZDEMIR ORUC I would give the same task to them. And I would let them to present their work by their own way: by drawing-painting, by using technology-making slideshows, by searching on the net or library and writing the results with hand or on computer, by presenting with a drama , by just talking about the topic/giving examples about it. Adina Geczi, Romania Adina Geczi, Romania Being different, they will be lost in the process if I won't be able to help them. So, for the same subjects I will create different learning activities. Using a rich set of methods I will find a way to make every student to understand what they have to learn. After that I will know how to elaborate the tests using different types of skills. Maija Maija I would start with a game or other activity that is interesting for both levels to get involved Latife Çeri,Turkey Latife Çeri,Turkey At first,İt is difficult for us because our educatıon system has to make our pupils similirazed.But we can change our by collobrative or group activity lessons and also we could adapt techonolgy to most of our lessons.This makes our lessons enjoyable... Nicolette - Malta Nicolette - Malta I would start by giving my students a task to work on in groups. I would spend some time observing them working together to get a clearer picture of the different types of learners. I would adapt the activity according to the abilities of the students using different types of questions which can help them grasp the learning task. Mehtap Öz Mehtap Öz Their differences make them unique.I would give the same topic and make them free.The results are not important,The most important is their own effort Mustafa Özdemir/Turkey Mustafa Özdemir/Turkey For both students, I would set up activities with technology that wouldn't be different from each other. Barbara Matysek, Poland Barbara Matysek, Poland I would try to prepare different activities for high -skilled students and different for low-skilled students. It is important to know your students well, to know their abilities. Low -skilled students would get easier exercises to make them feel successful and high-skilled more difficult to let them practice and learn more. A group work would also be a good idea because students can work together, decide what they can do , divide the work between each other according to their abilities and produce the final outcome. Željana, Croatia Željana, Croatia I "m testing my Students which tipe of inteligence they are and then I try to show them the best ways of learning and the methods Mmmo Mmmo Mmm Mmm Monique Malta Monique Malta I would first gather evidence on what my learners know visa vis the topic being discussed. The next step is to prepare engaging material within the learners abilities. Mia Mia I would make a same task but with different activities, different kind of question, different methods etc. For example, today i have worked rythm with one class and there were 3 students with special needs. I gave them easier task and they answered correct. That was great because they were so happy and I was happy, too. Dilay Dilay I would differentiate the activity types according to learners' intelligences and levels. To do this, I should know my students very well. h-skilled and low-skilled h-skilled and low-skilled learners). What would you do? Adela Gabriela Adela Gabriela I am testing my students to know what kind of learner they are. Using Gardner Theory about Multiple Intelligences... Marina Molla, Greece Marina Molla, Greece Gardner' s "Theory of Multiple Intelligence" suggested that we all have different kinds of "intelligences". As teachers we have to try and find our students' abilities and talents and adjust their learning tasks to these: Visual-Spatial Intelligence Linguistic-Verbal Intelligence Logical-Mathematical Intelligence Bodily-Kinesthetic Intelligence Musical Intelligence Interpersonal Intelligence Intrapersonal Intelligence Naturalistic Intelligence Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Aygül , Turkey I think that a teacher can use different ways for teaching. Children are different each other. Sanja, Croatia Sanja, Croatia I'll try to make task about what they're interested in. Before doing it, I'll talk to students and try to find out what are their intereses. Karela Georgia Karela Georgia At the beginning I will try to understand how they want to work. I will prepare activities for both kinds of learners. Cristina Cristina First of all I have to actually 'read' the class so as to find out at what stage they are and also who is who: high or low skilled (assuming they are all in the same class) Then, maybe instead of two different activities, as time is not much, I would opt for 2 different ways of presenting the same activity. As referred in the second video, once in the classroom we have to sense the kind of student we have before us, which is not easy, specially with big classes. I would start by using my regular approach and 'feel' how the class reacts to it. Then I would definitely use a web tool to either a) make the activity more visual b) foster the students interaction c) Provide some movement to the class (literally have them move around) The students would then have the chance to try out their different ways to LEARN. Annibale, Italy Annibale, Italy First I analize the type of audience, after I start to find different tools and I prepare 2 activity with different tools. I test it, I maje some change and after I will have the two activities Sibel Akyılmaz Ateş,Turkey Sibel Akyılmaz Ateş,Turkey I would prepare different types of tasks, lots of exercise assignments and lots of independent. Sevda ER-Turkey Sevda ER-Turkey All students work in the same subject using different materials. a more demanding then i would started with the simple one for all and then i would created pairs to callaboarate for that . Angelo, Rivoli, Italy Angelo, Rivoli, Italy It depends on the learning task. If it consists, for example, in memorizing obligatory contents, then it is necessary to seek together the modality that most facilitates each student, perhaps with the help of ICT. If, on the other hand, the task consists of a project without rigid constraints, then it can be tailored to suit the preferences of each student. Laurrie, Ro Laurrie, Ro I would give them a group task (e.g. project), that might involve both kinds of ss - I would appoint a leader who would lead the group and assign roles: weaker ss might be good at drawing, others might have other good sides. Thus, they all get to collaborate and do sth together. Adeviye Alcıl Turkey Adeviye Alcıl Turkey Observing individual differences is very important.I try to make my students more difficult to understand issues.If we plan the teaching with different visual and audio tools we consider individual differences. Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey Esra Duygu ERKOL BÜYÜKDİNÇ ,Turkey I prefer to practice learning and field trips by doing it for the highly qualified low skilled student. I can apply a personalized learning method with question answer method according to the interest of children. Fatma AVCI, Turkey Fatma AVCI, Turkey each of my students have different learning pathways. They have different interests and perceptions. I take this into account Fernando Mota, Portugal! Fernando Mota, Portugal! Above all, we will always have to respect the needs of each student and their differences. In view of this, I think that different learning plans should be drawn up, depending on the case, that is to say, for a highly qualified student, a plan for the development of their skills should be drawn up, whereas for a low-qualified student a recuperation plan. In one case as in the other, with the existence and application of this type of plans, we can better follow the development and the progress of these students. Therefore, a certain topic will be taught differently, taking into account the differentiated characteristics of the students. For the highly qualified students, in addition to the explanation of the concepts, you will be presented with information sheets to deepen them, with exercises of a higher degree of exigency. For the students with little qualification beyond the explanation of the concepts, you will be presented with information sheets explaining them, with exercises of lesser degree of exigency. Adília, Portugal Adília, Portugal In many schools teachers have to work with very large classes, with 30 students, which makes it very difficult to personalise learning or instructions. I like to encourage my students to work in pairs, but it sometimes takes a lot of time, specially if they all choose to present their work. The aim of the learning task would be to describe different types of family. I would encourage them to work in pairs, so that high-skilled and low-skilled students collaboratively could reach their goal. They would have the opportunity to help each other. Then I would give them the chance to submit their work using the format that best suited each of them ; which means that instead of only submitting a short written description, one of them could in fact submit the written essay, but the other could choose a drawing that he would afterwards present to the rest of the class. At the end I would encourage peer-to-peer assessment using pre-discussed criteria. Derya Ümüş CEM, TURKEY Derya Ümüş CEM, TURKEY I give the two different tasks to both students according to their fields of interest and skill. Massimiliano, Italy Massimiliano, Italy For a struggling student iI agree assigned a question card with multiple answers. Aurora, Slovenia Aurora, Slovenia I think that to give each one a different task is the easest way, but I would like to make them work together and to make them realize that together the result is better, greatter and that they feel better. Emma Giurlani Italy Emma Giurlani Italy I totally agree with what Athanasia says . I often make the same as she says with my classes.I try to change often the peers and I ask my students to collaborate to solve more complex activities and tasks.As Maria Helena says we also have the same problem in Italy.We have very big classes and sometime it is not very easy to personalise the activities. But I found a great help with eTwinning projects .The activities are tailored to give each project partner the opportunity to collaborate and to "grow" with the others. As Athanasia says I ask the group to choose their "speaker" among the weakest ones in order to help them becoming more self confident . This way they can improve their skills and abilities both by deepening their knowledge with the help of their group mates and reinforcing their competences Marina Molla, Greece Marina Molla, Greece Athanasia, Greece Athanasia, Greece All students work in the same "subject" using different materials. If there were 2 activities a simple one and a more demanding then i would started with the simple one for all and then i would created pairs (1 advanced with a lower skilled student) to collaboarate for that. The second activity would have "a feedback" from peers activity asking from each pai to present their work and the presenter would be the lower skilled student. That way the pairs would collaborate so that both manage with the demanding activity (meaning that the capable student wouls not just do the job but would be interested in explaining and helping his/her partner, too so that he/she is capable to present the pair's work to the rest in the class) Maria Helena, Portugal Maria Helena, Portugal Context: In Portugal, in secondary schools, one of the problems we have to face daily are classes with many students (26-30 students) that make “personalized instructions” as Randy Bass said quite difficult. So I tried to find some activities that could be implemented without much fuss. Aims: - Improve listening and oral skills - Enlarge vocabulary related to the environment Main activity: 1. Listening to two people speaking about environmental problems and completing a cloze text. 2. Identifying the problems. 3. Suggesting solutions for the problems presented. 4. Presenting the solutions to class. Resources and Materials: Handout with exercises Low-skilled learners: Exercise 1: A cloze text in which all the missing words are given, but they are presented jumbled in a box above the text. Exercise 2: Pictures of the environmental problems with name tags are shown and they have to choose the ones they have heard in the listening text. Exercise 3: Several solutions are presented and they choose the ones they think are appropriate or add others they can think of. (They may use online dictionaries to check for unknown words in this exercise.) Exercise 4: They choose a problem and possible solutions and present it to class. (In this oral presentation they can organize it as they see fit and be creative. These students may also take some notes to look at - similar to a TV program host. However, they musn´t read them out to the class.) High-skilled learners: Exercise 1: A cloze text which they have to complete with what they hear in the listening text. Exercise 2: Completing a table with all problems mentioned in the listening text. Exercise 3: Gathering solutions they think are appropriate for the problems. Exercise 4: They choose a problem and possible solutions and presented it to class. (In this oral presentation they can organize it as they see fit and be creative.) Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Maria Rosaria Buono Italy To personalise a learning task with different activities for two kinds of learners (high-skilled and low-skilled learners) is quite normal in Italian school where we often give subjective tasks with more options to choose according their personal skills and interests more than objective ones, giving, in this way, importance to quality and personal output more than quantity. Sofia Tsigara, Greece Sofia Tsigara, Greece In kindergarten school , I use different types of activities. For example, drawing and constactions. Sara, Portugal Sara, Portugal A development activity would be the demographic, economic and social research of an African country. For a struggling student, he assigned a question card with multiple answers. Clara, Italy Clara, Italy I do this everyday. I try to prepare different kind of input for the same content. Images, videos, audiofiles, schemes, mindmaps so that my action can meet tha different ways of learning. Then I ask to do graduated activities. Everybody start from the simplest. At the end, the most capable does a pair activity to help the weakest student to go up a level. At the very end, an activity of higher level to let the most capable students express themselves how they want. Iva,Croatia Iva,Croatia I will prepere different types of activites and methods for them. Also we must adapt learning to each of them. Iva,roatia Iva,roatia Selda Türkarslan, TURKEY Selda Türkarslan, TURKEY I would differentiate the activity by using some scaffolding structure, giving some help or example for low-skilled learner. Konstantinos-Greece Konstantinos-Greece We must adapt learning according to the level of pupils and their interests. high-medium-low goals. Nieves, Madrid Nieves, Madrid I would differentiate the activity to meet the needs of these two kinds of students. It could be differentiation based on ability or in students’ personal interests, allowing them to create something based on their different kind of intelligences. Grazia P., Italy Grazia P., Italy If the activity can be assigned in such a way that the two students work collaboratively, I think I would design a type of work in which both can test themselves, each with their own peculiarities and taking responsibility for carrying out their part. In fact, collaborative work allows to assign different roles. For example, one might be suitable for the student with the lowest level in writing, but at a higher level in the creative and design side of the activity. On the other hand, the best student in writing could perform the part of research and writing of the text. Let's say that it depends on the activity. I believe that no one is a genius in everything and even the less good students have propensities towards activities that can perform better than the so-called good in the class. Andrada, Romania Andrada, Romania I think that a teacher can use different types of activities suitable for many kinds of students and intelligences Paola T., Palestrina(Italy) Paola T., Palestrina(Italy) I'm Art History Teacher in the Secondary School. I’m teaching through ICT(padlet, tes teach, thinglink...) Digital learning resources support information processing by helping students to develop mental representations through the mix of media elements presented to them. mihaela, Romania mihaela, Romania The Conscientious Student would ask him to further document a notion that he was interested in during the lesson and to present to colleagues some interesting aspects related to that notion. The student who learns more slowly would ask for the lesson already taught by synthesizing it in some key concepts. Ana, Portugal Ana, Portugal I think I could plan a learning task composed by two activities. Each one of the activities would be focused in different ways of learning, so that they could reach the needs and interests of each one of the students. In the end I would ask students to present their results to each other and to join in both activities, once they would be a complement of each other. This way the students could understand that different ways of learning can help one another to create a more complete learning task. Carmen, Leon Carmen, Leon In general terms, I organize all my activities (I teach languages) in two different levels;if for example,we are learning a particular verbal tense,I have a set of exercises prepared for those who may need more time to learn it. Sometimes I don't need to use these extra exercises because they are able to understand it easily but should the need arise,I always have them within reach. Most times,what I really need are extra activities for those who go a bit ahead of the rest; these students are too quick and ,if I don't want to "lose" them, I have to offer them more difficult alternative tasks. Catherine, Ireland Catherine, Ireland As a history teacher, I often get students to write essays on historical figures. I generally have two activities prepared for students. For the more able students I provide them with a rubric to follow when writing their essay. For students who struggle with this task, I provide a fill in the blanks exercise, to ensure that they are still participating and engaging with the material. Before completing these activities, I would have pre-taught the required information through a variety of tasks including class discussions, videos and role-pay activities. Violeta Cumak, Lithuania Violeta Cumak, Lithuania In case want the student to reach for more or not to feel a loser, I would offer to them different type of activities and tasks. Of course in the very beginning need to recognize what type of intelligence the person is. Lidija Antolić, Croatia Lidija Antolić, Croatia I would make one activity easier and one activity more difficult to solve. After solving the tasks. There would be pair work. The high-skilled children help the low-skilled children. One activity would be group work. So children can develop their communication skills. Kata, Split-Croatia Kata, Split-Croatia I would give different kind of activities: listening activity, reading activity, calculating activity etc. The high-skilled children could help the low-skilled children with tasks. The tasks cuold be easy, medium and hard so everyone can do something. They can work at groups and at the end present their solutions of the tasks in front of the class. Ankica,Croatia Ankica,Croatia I would prepare different types of tasks, lots of exercise assignments and lots of independent work Re Re I believe I believe Sílvia, Portugal Sílvia, Portugal I believe that a good strategy will be to anticipate learning for students with more difficulty and to elaborate complementary tasks for those who feel that what they learn in the classroom is not enough and that they want to challenge themselves. On the other hand, either the teacher or the students can go to different learning environments where they feel more comfortable, for example, a library, using the computer / tablet / mobile phone, trying to relate the content in a day-to-day situation, seeing a film about it, seeking the help of another classmate or teacher for further support ... Isabel Carioca Isabel Carioca Portugal The two activities should be done in group work (each group has high-skilled and low-skilled learners) and each group choose how (time, support materials, place…) to make the activities. Massimiliano, Italy Massimiliano, Italy I would like to prepare exercises based on the characteristics of the students, favoring their positive aspects. Lucía, Spain Lucía, Spain I would try to do the first part of the class with all the levels and then I would separate them into the two different snows. They would be working in a group and I would attend to both groups equally. ort. ort. Pureza Pureza I would prepare different kind of activities and exercises. Lídia, Portugal Lídia, Portugal In a formal learning context, more exactly in the classroom I, as a teacher/facilitator, would have to bear in mind the fact that independently from their learning profiles, both the so-called high-skilled and low-skilled learners must reach the same goals in terms of formal learning at the end of the activity. I could, for example, try to plan the activity by means of a task-based methodology, within which both high- and low skilled learners would follow a set of tasks according to their interests, abilities and skills. Amongst the former, autonomy would be encouraged, along with hints for further investigation, and follow-up suggestions; the latter would receive more detailed instructions and would be provided with glossaries; audio and/or visual help, among other possible supports. I, as a teacher, would plan to spend more time assisting this group (and make up for it by putting students in charge in the other group). Project-based teaching methods also prove themselves effective and make it easier for learners to contribute according to their learning style. Concerning this method, I have often implemented the Learning Station method in my classroom amongst DaF learners with quite good results. Dimitra, Greece Dimitra, Greece I would try to find a task and separate my classroom into teams in which there will be both high-skilled and low-skilled learners and the first part of the task will be for the low-skilled learners and the second part of the task will be for the high-skilled learners. The tasks will be bresented in the classroom by every team. By that way, the high-skilled learners could help the low-skilled learners as well as the low-skilled learners will not feel marginalised and incapable of completing a high expetance task. Charo /Spain Charo /Spain I would do a task with different levels of learning. Firstly, an easy level; before a medium level and finally a high level. So, each pupil would do until she/he could it. Demet YILDIRIM, Turkey Demet YILDIRIM, Turkey I would use the "Station technique" which I often use during my class. I would prepare different stations and group students for example; "drawing a picture station", "writing a song station" "creating a game station" etc. I would want them to work on their tasks with their group outside the school with the help of tecnhology (optional). Carla, Portugal Carla, Portugal Different types of tasks, with different types of goals and expectations that appeal to different types of knowledge, learning and intelligence. Tasks should have different degrees of complexity. Maria, Italy Maria, Italy I have prepared different kind of exercises for different levels of learning. Mirela, Croatia Mirela, Croatia I would try to include several type of tasks, so every student can choose their own task. If they wont, after finishing one task they can try task that is level up. Ayşin/Turkey Ayşin/Turkey this is really hard work.because I'm a math teacher and the level difference between the students in the class makes my job very difficult. I would try to make I would try to make the activities include not just cognitive aspect, but the other ones as well, such as spacial, kynaestetic, sensory etc. Cornelia Melcu Cornelia Melcu Task: Understand the written message. According with the type of learners Read and write learners write the story report. Visual learners create a graphic organizer of the story. Auditory learners give an oral report. Kinesthetic learners build a diorama illustrating the story. Learning environment: Break some students into reading groups to discuss the assignment. Allow students to read individually if preferred. Create quiet spaces where there are no distractions. Why? Group working would facilitate both high- skilled and low-skilled students. ÖZNUR/ TURKEY ÖZNUR/ TURKEY Learning, methods and techniques should be adjusted according to the speed of the individuals. Objectives and expectations should be determined accordingly. Students should take part in the activities. Class dynamics should be tried to synchronize Ángel, Spain Ángel, Spain There are no learning goals for all students, but rather the objectives and learning methods and speed are adapted to the individual. Vasiliki Psaridou/Greece Vasiliki Psaridou/Greece Working the last 12 years with first grade Elementary pupils, I personalise my teaching methods so often. I have prepared different kind of exercises for different level of pupils. I also spend more individual time for those who need extra help.