During some class activities, flexibility can be sometimes offered for the way students demonstrate their understanding of a particular topic or concept (as written essays, oral presentations, or multimedia project). By giving students the liberty to choose how they demonstrate their knowledge, they will be engaged in the learning.

2.Tier lessons based on Bloom's Taxonomy: Use Bloom's Taxonomy as a guide creating tiered activities that test students at various levels of thinking. (For instance, low achievers can be allocated simple comprehension questions or tasks with scaffolding, while higher-level learners can be given analysis or synthesis questions. Always ensure that the learning outcome of all learners (HA,MA, LA) are all the same.) This can ensure that all students are working at a level that is suitable for them. It can be tackled as a ladder-based approach.

3. Use collaborative learning approaches: Students should be grouped according to their learning styles and abilities, and use cooperative learning strategies (peer teaching, buddy system, collaborative projects). This can aid to shape a sense of community and inspire students to work collectively to accomplish a common goal.

4. Incorporate anchor activities: Provide anchor activities that students can work on independently when they finish their assignments. These activities should be related to the subject matter and should be engaging and challenging. This will help to ensure that all students are working productively throughout the class period.

5. Provide feedback: We should provide students with feedback that is tailored to their individual strengths and weakness. It is best to give constructive and diagnostic feedback that includes comments on specific learning goals, or on areas of strength or weakness. Individualized feedback can ensure that all students are making progress and thriving at their best potential.

Sheba Mary Mathew