Start with a shared task, then vary the support and the response you expect. You do not always need a separate lesson for every learner. You do need a way to see what each child understands and an appropriate next step.
Treat “level” as more than how quickly someone answers. A child may recognize spoken language well but need help reading it; another may know the words but hesitate to speak.
How can one picture support several responses?
Use a picture of a room as an example. Keep the topic shared while changing the task:
| Learner's current need | Possible task |
|---|---|
| Recognizing familiar words | Point to the object you name |
| Producing vocabulary | Name an object without a model |
| Building a phrase | Complete “There is a…” with a picture cue |
| Adding detail | Describe the object and its position |
| Sustaining interaction | Ask a partner a question about the picture |
These are examples of scaffolding, not fixed labels to assign permanently to children. Move between them as you observe what a learner can do.
What can you prepare in advance?
Have a small set of supports ready: pictures, a word bank, a sentence beginning and a completed example. Also prepare an extension that deepens the task instead of simply giving fast finishers more of the same.
For a vocabulary task, an extension might be choosing a second word and explaining the connection. For a description, it might be asking a follow-up question.
Should stronger learners always help others?
No. Occasional peer support can be useful, but the same child should not become a permanent assistant. Give everyone chances to practise and be challenged.
Change groupings according to the activity. Sometimes learners benefit from a partner working on a similar challenge; sometimes a model helps. Explain the task and responsibilities so nobody simply completes it for someone else.
The British Council's pair and group work article is useful further reading on organizing these interactions.
How do you check individual progress?
Use a short final task that everyone attempts independently, with appropriate support. Note what help was needed. A correct answer copied from a partner tells you less than a simpler answer produced independently.
Keep the notes specific: “named two objects without a prompt” is more useful for planning than “weak student.” Use the observation to decide what to revisit.
What if the gap is too wide?
Discuss the evidence with the person responsible for class placement or curriculum. Adapting an activity cannot solve every mismatch in age, learning needs or course expectations.
For practical examples, try five small-class games and the first-lesson structure.