I divided the 24 pupils into six groups of four, and gave each pair of pupils a coloured A4 sheet with a topic, plus a textbook page reference on it. I had prepared these, after asking the class which topics they really wanted to go over. Each pair had 20 minutes to fill their sheet with appropriate definitions, formulae, methods and at least one worked example.
They then swapped with another pair and checked for sense and accuracy.
Some pairs presented their topic to the class. I was delighted by comments such as "I never understood algebraic fractions before" and "so that's why you do cumulative frequency". I then photocopied the sheets for the whole class.
We tried this approach with mixed ability groups and split sets 1 and 2.
The brighter pupils motivated the less able, and also developed a deeper understanding by having to explain every step. The set 2 pupils also appreciated having the undivided attention of their more confident peers, and occasionally corrected them.
Rosemary Shuttlewood Wellingborough School, Northants