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Grouping Practices

grouping practices that support differentiated learning environments
by

Marcie Donaldson

on 17 October 2013

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Transcript of Grouping Practices

Grouping Practices that Support Differentiated Learning Environments.
Excellence vs Equality
"...everyone would be free to perform at the level of his or her ability, motivation, and qualities of character and be rewarded accordingly" (Gardner, 1984)

If "all men are created equal," how to we provide unequal treatment of some in order to make them more equal?

Are gifted students being deprived of opportunities to develop their potential?



Grouping Practices
XYZ
Within-Class Grouping
Cluster Grouping
Advanced Placement
Flexible Grouping
Ability Grouping
XYZ
Ability Grouping
Within-Class Grouping
Ability Grouping
Cluster Grouping
A class within a class of four-six high ability students
Differentiated curriculum
Frequently used in rural schools
Positive results (gain 1.2 years)
Ability Grouping
Advanced Placement (AP)
Offered by the College Board
Able and motivated high-school students
College-credit courses
Rigorous 3-hr. exam using a 5 pt. scale (must score 3, 4, or 4 for a school to accept; most schools generally accept a score of 4 or 5)

What has research about grouping practices shown?
high, middle and low ability
same curricula
different placement but not different treatment
also called tracking
little educational advantages for gifted students
grouped according to achievement
types of grouping: mastery learning or individualized instruction or regrouping by subject
regrouping by subject would study material from different textbooks at different levels (often reading and math)
positive results (gains average 1.2 to 1.5 years)

Flexible Grouping
Students move in and out of groups (depending on task and subject)
when used with high-challenged materials, produced academic games
curriculum should be adapted
References

Piirto, J. (2007). Talented children and adults : their
development and education. Waco, Tex: Prufrock Press.

VanTassel-Baska, J., Benbow, C. & Feldhusen, J. (1998).
Excellence in educating gifted & talented learners.
Denver, Colo: Love Pub. Co.


Group Grades?
What are your thoughts?
Read p. 127-8 in
Fair Isn't Always Equal
for Wormeli's thoughts.

When does grouping benefit students?
When does grouping facilitate instruction?
Which activities lend themselves to group work?
How do you determine group membership?

Questions to Consider...
Flexible grouping can be determined by:
Readiness
Interest
Reading Level
Skill Level
Background Knowledge
Social Skills

Table Talk

What are some problems with grouping students?

What are some solutions to these problems?

*Problem 5 min. of loss time each day equals 100 minutes a month or 16 instructional days over the course of a year.

How can we reduce transitional time and still get students to engage in academic collaborative discussions?

Create a safe environment (sitting near friends at the beginning)
Good movement
Practice listening- so you don’t repeat
Desk Olympics
Rows into pairs/groups (Build a grid)
Turn your torso
Two packs, four packs, six packs
Full transcript