What is an effective strategy for a teacher to support lower-achieving students in a major research project?

Breaking the project into manageable subtasks and providing ongoing assistance is an effective strategy for supporting lower-achieving students. This approach allows these students to tackle the project step by step, reducing feelings of overwhelm that often accompany larger assignments. By dividing the work into smaller, more achievable parts, teachers can help lower-achieving students grasp each phase of the research process, from selecting a topic to conducting research and presenting their findings.

Ongoing assistance further reinforces this strategy by ensuring that students receive help when they encounter challenges at each subtask stage. This support can come in various forms, such as check-ins, workshops, or one-on-one guidance. This structure not only aids in comprehension but also builds students' confidence as they complete each small milestone, making the larger project seem less daunting and more attainable.

While allowing substantial student choice in topics and timelines can promote engagement and autonomy, it may not provide the targeted support that lower-achieving students need to stay focused and organized. Similarly, providing a checklist emphasizing process skills can be beneficial, but without breaking down the project into smaller pieces, students may still struggle with overall comprehension and execution. Pairing lower-achieving students with higher-achieving peers can facilitate collaboration and provide some support, but it may not specifically address the