Some strategies we can employ allow us to engage learners of different levels in the same lesson. For example, one technique suggested by an English teacher, Larry Ferlazzo, is to conduct a “jigsaw” activity in the class. The students can be divided into groups of learners with similar levels. Then, they can be provided with different texts on the same topic but with difficulty levels that are appropriate for them. For example, various texts about the life of Mahatma Gandhi would be distributed to the students, each with an appropriate level of difficulty. Then, the students would be asked to prepare a poster and a short presentation on the text to give to the whole class.
Some strategies we can employ allow us to engage learners of different levels in the same lesson. For example, one technique suggested by an English teacher, Larry Ferlazzo, is to conduct a “jigsaw” activity in the class. The students can be divided into groups of learners with similar levels. Then, they can be provided with different texts on the same topic but with difficulty levels that are appropriate for them. For example, various texts about the life of Mahatma Gandhi would be distributed to the students, each with an appropriate level of difficulty. Then, the students would be asked to prepare a poster and a short presentation on the text to give to the whole class.
Another way to manage this is to start with the exact text and ask the students in different groups to work on tasks that suit their level. Lower-level students could be asked to find specific information that they list down. Higher-level students might be asked to read a text and make a summary. Another level might be asked to think about the implications of the text.
Another technique focusing on writing skills is to give students different versions of a comic strip, one with no dialogue (the most complex version), and ask them to write a paragraph on what they think is happening in the comic strip. They could also be asked to create the dialogue. Lower-level learners could be given a version of the conversation with words missing but no support for the terms. A further level might have the first letters of the words, several letters, or maybe a list of the words to choose from to fill in the blanks. This way, we can include students in a multilevel classroom in one activity.
https://www.cambridge.org/elt/blog/2019/06/21/engage-mixed-ability-groups-young-learners/