When planning collaborative group work for a 6th-grade class with students who have varying levels of support needs, what is the best approach?

The best approach in planning collaborative group work for a 6th-grade class with students who have varying levels of support needs is to provide differentiated roles that utilize each student's strengths. This method acknowledges the diverse abilities within the classroom and enables all students to contribute in ways that align with their individual skills and talents. By assigning specific roles based on strengths, students are more likely to engage meaningfully in the group project, which can enhance their confidence and promote a sense of belonging and teamwork.

This approach fosters an inclusive environment where every student has the opportunity to take ownership of their contributions, encouraging peer interaction and collaborative learning. It can also help students develop skills tailored to their needs, thus ensuring that support is appropriately matched to their capabilities. In contrast, having students rotate roles frequently or assigning the same roles to each student may not leverage the unique strengths of individuals, and forming groups of only high-functioning students risks isolating those who may benefit from collaboration with peers who have different abilities.