The best way is to engage the children in the class with some easy questions so that the slow learners may take the lead. Further on the children who are smarter can be given some good questions after the engagement with the slow learners or not so bright students is made by the teacher. The teacher has to at the same time motivate the children who are not so well versed with an applause and encourage more and more questions of similar nature with periodic engagements. The ultimate catch has to be the connect.

I find one of the best ways to manage fast learners and slow learners is through making tests open book and not-timed and make the tests available on Blackboard/Moodle for a 2 week period prior to the due date.

As well, I provide powerpoint slides before I talk about the chapters to enable people to read them before and after our in class meetings.

One other tip: I do several in class assignments that require application of the reading and randomly assign groups to work on them, and vary the groups each class.

In design of curriculum, setting learning goals which address the appropriate level for the age group,, adding extension activities for independent learners or advanced extension with higher levels of challenge, will satisfy eager or fast learners.

These extensions may be pre-planned, and added as options for individual assignments which extend the learning point. These activities may be individual, pair or small group activities which meet independent learner needs. Average or slow learners may be provided with less strenuous practice of the learning point.

A minimum evaluation activity which tests desired competencies will signal which learners require review or more focused practice of the learning point. The facilitator may then address prompting and or assistance to slower or average learners during practical portion of lesson while fast learners are engaged in advanced or independent activities.