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teachers need to recognise that a class is mixed ability because children have different strengths and weaknesses and develop at different rates. They have different preferences for learning and displaying their work.
Mar 20, 2018 · The analysis of the explanations students give for their opinions on mixed-attainment practice demonstrates how the learner identities of different groups of students are constituted in various ways by the discourses around ‘ability’, and constrained by the dominant ideology of ‘ability’ hierarchy. Keywords:
- Antonina Tereshchenko, Becky Francis, Louise Archer, Jeremy Hodgen, Anna Mazenod, Becky Taylor, Davi...
- 2019
- Research design
- Research Results
- School C: Mainly White, middle-class school with very high attainment:
- B Low sets, low expectations & limited opportunities
- C Restricted pedagogy and pace
- Discussion
The schools in our study have been chosen to provide a range of learning environments and contexts. All are regarded as providing a satisfactory or good standard of education and all are partner schools with Higher Education Institutions for initial teacher training. The schools are located in five different local education authorities, all in the ...
When students moved from year 8 to year 9 in our study, it became clear from questionnaire, lesson observation and interview data that many students in the setted schools began to face negative repercussions as a result of the change from mixed-ability to setted teaching. Students were chosen for interview by asking teachers of high, medium and lo...
L: This year find it really hard and I haven’t been doing as well as I wanted to be. Int: Did you enjoy it more last year? [in mixed-ability groups] L: Yeah definitely, because it’s a whole different process, you’re doing different books, you’re able to be teached more, you just feel that you’re not being rushed all the time. (Lena, school C, set ...
Students in low sets at the four schools appear to be experiencing the reverse of the students in high sets, with repercussions that are, if anything, even more severe and damaging. Indeed, the most worrying reports of the implications of the setting process for students in our sample came from students in lower groups. These students reported a w...
In mixed-ability classes teachers have to cater for a range of students whose previous attainment varies considerably. Most teachers respond to this challenge by providing work that is differentiated either by providing different tasks for different students within the same class (‘differentiation by task’), or by giving all students a task that c...
The students interviewed from our setted schools create an image of setted mathematics lessons that reflects disaffection and polarisation, which is broadly substantiated by our observations of lessons and by questionnaire data. It seems that when students were taught in mixed-ability groups, their mathematics teachers gave them work that was at a...
- Jo Boaler, Dylan Wiliam, Margaret Brown, Margaret Brown
- 2000
Jan 6, 2021 · Mixed ability grouping has the benefit of exposing pupils to the wider knowledge, background, and experience of others. In these environments, problems with different layers of complexity and multiple learning routes are often used.
Abstract Mixed-attainment teaching has strong support from research and yet English schools are far more likely to teach students in ‘ability’ groups. Although research has considered some of the …
Sep 22, 2021 · What is a mixed-ability class? There is no such thing as an ‘average student’. Students have different skills and abilities in different areas, both linguistic and non-linguistic. However, when teaching large classes, it can be difficult to find out what these different skills are.
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Apr 6, 2022 · The research reported in this paper employs enactment theory to provide original insights into the diverse practices and complex contextual factors that shape students’ perceptions and experiences of mixed-ability grouping in physical education (PE).
