I think that grouping children by ability can have its pro’s and cons. I think that in the classroom children of all abilities should be mixed and for most activities the children should be working off of each other. Each child has different strengths and when combined they can cover all areas of a projects. However, at times I do feel as though there are benefits to grouping a child by ability. This can be the case in terms of math and reading. You want a child to reach their potential and be challenged at a realistic rate. By surrounding them with those at their same ability, you can teach and explore the same developmentally appropriate strategies.
Like Abby said their are pros and cons to grouping students by level. We are going to try something new in December. Once a week the whole 3rd grade will be split by level for math, we are finding that there are still many students who are no up to grade level or not comfortable with many of the basics of math that are needed to move into harder topics such as multiplication. Students will work on math review and practice of what we are doing in our math at that time as well. They will be placed into smaller groups and the 3 main teachers will be able to help those that are more in need as well as the math coordinator. We will also have me, and the 2 teaching assistants if we do it during a day I am there and in the morning. The more teachers we have will make the groups smaller and benefit the students more. I think it will be interesting to see how it goes and if it works or what we will have to change on the way. We also have reading groups, the kids haven't quite caught on to the fact that they are based on ability but kind of have an idea. They keep asking when they will get to read another groups book, they don't understand that if they are in the lower groups they will not read what the higher groups are reading at times. We do reading groups 2 days a week, the other days we do whole class shared reading.
I think that in general students should mixed in with other student of all levels and not by ability, but their are times throughout the day when grouping students by ability is helpful not only to the teacher but to the students as well. At Stratton I love that we have students who are SLC students and the other students can learn about their differences and how to react to things or help them. Even though they are pulled out for almost the whole day the times they are in the classroom the other students can learn from them.
Kendra, We do this in Newton and call it Mix-up (Reading Mix up and Math Mix up). They do it throughout the school in grades 1-5. Second grade is called Scramble, third is called toss-up... and so on. It works out well b/c they re-assess every month to move the groups around, in order to give the kids what they need. The kids love it b/c they get to see friends from other classes. The school I work/stud.teach in has seen benefits b/c there is so much intervention through-out the week. I hope yours does too!! :)
i like your thoughts about grouping. Just try and make the "slower" groups not feel dumb. Maybe you can have them do something special for the whole class - or keep telling them if they try harder they can work (read) with another group. Keep assuring them they can do it!
I have mixed feelings about grouping children by ability.
Ability Grouping: I have seen the benefit of children begin grouped by ability for reading, and agree that this can be helpful for students to learn from one another, at a pace that seems comfortable but challenging enough, with appropriate materials for their particular level. In the same sense, it seems more helpful for students to be working in groups that have a common and specific goal, such as fluency, comprehension, or reading between the lines for content. When students are grouped with others who do not intimidate their learning, or make them feel embarrassed about being unequal academically, I feel that students thrive more without the discomfort of inadequacy. Also, it is important to note that it would be limiting for students to work at a pace that is too slow, when they are capable of learning and achieving much more, if there were no delays, disruptions, or limitations. Sometimes, I do feel as though it is appropriate to group students according to common learning goals.
Mixed Groups: In some instances, I do believe that students can work in groups of varying academic levels, which can be helpful for students at all levels. Children often learn very well from other children. Working with a student that needs concepts reinforced and explained, may be beneficial for both the student working at an advanced level and the student who needs things explained by a peer.
As everyone said so far, I think there are benefits in grouping by ability in Math and Reading- but not as far as whole class instruction. I think that the Reading and Math Mix ups that we do as part of intervention groups are wonderful. The kids get a double dose of Math 3X and week and a triple dose of Reading 3X a week b/c of guided reading groups. The first graders definitely benefit from this and from what I understand the entire school who does this, benefits from it. I do believe in an inclusion setting as far as a classroom environment goes. I think that each child can bring something special to the class and they will all learn from each other. If there is inclusion at a young age I feel that the kids who don't want to try as hard or struggle will benefit because they will learn from the other kids that have an easier time in school. The kids who don't have learning difficulties or a hard time with Math or Reading may be impatient or socially awkward so they will benefit from the more free spirits in class who maybe wouldn't be in their same ability group.
I think that there are pros and cons to grouping students by ability and then also by mixing ability levels in the groups. Sometimes when you group the students by ability students begin to look and see who is in what group and decide which group is the high group, which is the middle and which is lower. Students already do this every time we divide into groups and hand out differentiated worksheets or card games, “Is that the hard packet or the easy packet?” they ask. On the other hand grouping students by the same abilities helps some students feel like they are not alone when learning a new skill. They are more likely to take risks when they feel like the other students in their group are struggling with the same things or are on the same level. For me personally as a teacher I will do both. I will make both heterogeneous groups and homogeneous groups making sure to always be assessing and moving up or down students so they are continuously learning and are never stunted. I want students to be challenged in some groups and take risks in others. I want students to feel comfortable in their groups and I also want them to know and understand that they can always move around.
I think that grouping children by ability can have its pro’s and cons. I think that in the classroom children of all abilities should be mixed and for most activities the children should be working off of each other. Each child has different strengths and when combined they can cover all areas of a projects. However, at times I do feel as though there are benefits to grouping a child by ability. This can be the case in terms of math and reading. You want a child to reach their potential and be challenged at a realistic rate. By surrounding them with those at their same ability, you can teach and explore the same developmentally appropriate strategies.
ReplyDeleteVery reasonable answer. I hope, as a teacher, you always have the option of what to do.
DeleteLike Abby said their are pros and cons to grouping students by level. We are going to try something new in December. Once a week the whole 3rd grade will be split by level for math, we are finding that there are still many students who are no up to grade level or not comfortable with many of the basics of math that are needed to move into harder topics such as multiplication. Students will work on math review and practice of what we are doing in our math at that time as well. They will be placed into smaller groups and the 3 main teachers will be able to help those that are more in need as well as the math coordinator. We will also have me, and the 2 teaching assistants if we do it during a day I am there and in the morning. The more teachers we have will make the groups smaller and benefit the students more. I think it will be interesting to see how it goes and if it works or what we will have to change on the way. We also have reading groups, the kids haven't quite caught on to the fact that they are based on ability but kind of have an idea. They keep asking when they will get to read another groups book, they don't understand that if they are in the lower groups they will not read what the higher groups are reading at times. We do reading groups 2 days a week, the other days we do whole class shared reading.
ReplyDeleteI think that in general students should mixed in with other student of all levels and not by ability, but their are times throughout the day when grouping students by ability is helpful not only to the teacher but to the students as well. At Stratton I love that we have students who are SLC students and the other students can learn about their differences and how to react to things or help them. Even though they are pulled out for almost the whole day the times they are in the classroom the other students can learn from them.
Kendra,
DeleteWe do this in Newton and call it Mix-up (Reading Mix up and Math Mix up). They do it throughout the school in grades 1-5. Second grade is called Scramble, third is called toss-up... and so on. It works out well b/c they re-assess every month to move the groups around, in order to give the kids what they need. The kids love it b/c they get to see friends from other classes. The school I work/stud.teach in has seen benefits b/c there is so much intervention through-out the week. I hope yours does too!! :)
i like your thoughts about grouping. Just try and make the "slower" groups not feel dumb. Maybe you can have them do something special for the whole class - or keep telling them if they try harder they can work (read) with another group. Keep assuring them they can do it!
ReplyDelete
ReplyDeleteI have mixed feelings about grouping children by ability.
Ability Grouping: I have seen the benefit of children begin grouped by ability for reading, and agree that this can be helpful for students to learn from one another, at a pace that seems comfortable but challenging enough, with appropriate materials for their particular level. In the same sense, it seems more helpful for students to be working in groups that have a common and specific goal, such as fluency, comprehension, or reading between the lines for content. When students are grouped with others who do not intimidate their learning, or make them feel embarrassed about being unequal academically, I feel that students thrive more without the discomfort of inadequacy. Also, it is important to note that it would be limiting for students to work at a pace that is too slow, when they are capable of learning and achieving much more, if there were no delays, disruptions, or limitations. Sometimes, I do feel as though it is appropriate to group students according to common learning goals.
Mixed Groups: In some instances, I do believe that students can work in groups of varying academic levels, which can be helpful for students at all levels. Children often learn very well from other children. Working with a student that needs concepts reinforced and explained, may be beneficial for both the student working at an advanced level and the student who needs things explained by a peer.
Sounds like if you follow your intuition all will be fine!
DeleteAs everyone said so far, I think there are benefits in grouping by ability in Math and Reading- but not as far as whole class instruction. I think that the Reading and Math Mix ups that we do as part of intervention groups are wonderful. The kids get a double dose of Math 3X and week and a triple dose of Reading 3X a week b/c of guided reading groups. The first graders definitely benefit from this and from what I understand the entire school who does this, benefits from it.
ReplyDeleteI do believe in an inclusion setting as far as a classroom environment goes. I think that each child can bring something special to the class and they will all learn from each other. If there is inclusion at a young age I feel that the kids who don't want to try as hard or struggle will benefit because they will learn from the other kids that have an easier time in school. The kids who don't have learning difficulties or a hard time with Math or Reading may be impatient or socially awkward so they will benefit from the more free spirits in class who maybe wouldn't be in their same ability group.
For Mary:
ReplyDeleteI think that there are pros and cons to grouping students by ability and then also by mixing ability levels in the groups. Sometimes when you group the students by ability students begin to look and see who is in what group and decide which group is the high group, which is the middle and which is lower. Students already do this every time we divide into groups and hand out differentiated worksheets or card games, “Is that the hard packet or the easy packet?” they ask. On the other hand grouping students by the same abilities helps some students feel like they are not alone when learning a new skill. They are more likely to take risks when they feel like the other students in their group are struggling with the same things or are on the same level.
For me personally as a teacher I will do both. I will make both heterogeneous groups and homogeneous groups making sure to always be assessing and moving up or down students so they are continuously learning and are never stunted. I want students to be challenged in some groups and take risks in others. I want students to feel comfortable in their groups and I also want them to know and understand that they can always move around.