One approach is to set older or more advanced students the task of tutoring their peers.
Galbraith and Winterbottom (2010) report a study in the journal Educational studies where 16-17 year-old students taking biology acted as peer tutors for 14-15 year-old students. The study focused on the peer-tutors’ experiences of the process (collecting data through a shared Wiki). Galbraith and Winterbottom found, as might be expected, that acting in a teaching role supported the learning processes of the tutors. They report that the process: