To start, I broke up the seating chart by ability level. Rather than my normal mixed-ability groups where they all help each other, I put the more motivated students together on one side of the room. I could tell they instantly felt better. As much as I wish I could have their behavior and motivation rub off on the other half, it isn't fair to them to have to go so slowly when other kids at their table still can't find a pencil 5 minutes into the activity.
STEP 2: FROM WHOLE CLASS TO SMALL GROUPS
I created these supplemental presentations for each unit.
1. Everyone has to participate
2. I can give more individualized feedback
3. All kids can work at their own pace
4. Kids seem to appreciate not being forced to speak in front of the whole group.
1. No aural input, only written. They don't hear me repeat the questions and pronounce the words.
2. It's a little more chaotic and I have to quickly bounce between groups in order to hear everyone speak.
3. What to do with the fast kids when they finish?