Hi Komal,
One way I would suggest implementing differentiation activities is to think of the outcome your most capable students would achieve and decrease the complexity of that task for your other groups.
For example, if students were required to write about the life cycle of a frog for science.
First build concept knowledge as a class by maybe watching an informational video and reading information to the class, displaying a class poster of the life cycle of a frog.
Then, think of the ability stages / expected outcomes of your students. I'm not sure what level they are, but here's an example:
Group 1's outcome may be sequencing pictures of the life cycle.
Group 2's outcome may be sequencing pictures of the life cycle and writing notes next to each picture what is happening at that stage
Group 3's outcome may be writing grammatically correct sentences of the life stages
Group 4's outcome may be writing a structured paragraph on the life cycle
Group 5's outcome may be writing a short introductory paragraph about a frog being an amphibian, then writing a structured paragraph on the life cycle
For independence in the groups you could provide them with an example to look at to assist them. For example the life cycle of a different (familiar) animal. Also the 'see 3 before me' class management strategy works well here. This is to seek help in 3 different ways before asking you (eg: look at your example, ask a peer, check the class poster)
An example for vertical addition in Maths could be:
Group 1's outcome to add single digit numbers
Group 2's outcome to add two double digit numbers with no regrouping
Group 3's outcome to add two double digit numbers with regrouping only in the ones column etc
Think about how you can set some groups work they will be independent with so you are free to assist others with new developing concepts.
I hope this helps, happy teaching

Hi Komal,
One way I would suggest implementing differentiation activities is to think of the outcome your most capable students would achieve and decrease the complexity of that task for your other groups.
For example, if students were required to write about the life cycle of a frog for science.
First build concept knowledge as a class by maybe watching an informational video and reading information to the class, displaying a class poster of the life cycle of a frog.
Then, think of the ability stages / expected outcomes of your students. I'm not sure what level they are, but here's an example:
Group 1's outcome may be sequencing pictures of the life cycle.
Group 2's outcome may be sequencing pictures of the life cycle and writing notes next to each picture what is happening at that stage
Group 3's outcome may be writing grammatically correct sentences of the life stages
Group 4's outcome may be writing a structured paragraph on the life cycle
Group 5's outcome may be writing a short introductory paragraph about a frog being an amphibian, then writing a structured paragraph on the life cycle
For independence in the groups you could provide them with an example to look at to assist them. For example the life cycle of a different (familiar) animal. Also the 'see 3 before me' class management strategy works well here. This is to seek help in 3 different ways before asking you (eg: look at your example, ask a peer, check the class poster)
An example for vertical addition in Maths could be:
Group 1's outcome to add single digit numbers
Group 2's outcome to add two double digit numbers with no regrouping
Group 3's outcome to add two double digit numbers with regrouping only in the ones column etc
Think about how you can set some groups work they will be independent with so you are free to assist others with new developing concepts.
I hope this helps, happy teaching

Relationships – this is the word that immediately comes to mind when I read your post. Building positive relationships and allowing students to see that you care. The very fact that you notice this about your students shows that you recognise this.
Some activities I’ve previously used to support students’ mood and wellbeing are:
Greet each student as they enter the room and have an established, pre-arranged signal that students can discretely show you as they pass to quickly let you know how they are feeling today. Eg: thumbs up, to the side, or down. This silent communication can quickly let you know which students may require more of your support and a quiet check in that day. (again also shows that you care).
I have also had success with establishing a short breathing, calming work music or meditation activity to begin the lesson.
A further beginner routine activity is to have a ‘thinking’ image on the screen every lesson. For 3 minutes students ‘think’ about the image, share ideas (there are no wrong or write answers). You can then show the ‘real’ story behind the image at the end. This focuses students and can bring their mind into the lesson space.
It completely depends on your class – you know your students best.