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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
- Do Practice Differentiation
- Do Change In-Class Groupings Regularly
- Do Have High Expectations of All Students in The Class
- Don’T Teach to The Middle
- Don’T Establish Fixed Within-Class ‘Ability’ Groups
- Don’T Plan Three Lessons For Every Class
- Don’T Over-Rely on High Attainers Explaining to Others
Students will start your lesson with different levels of prior knowledge and understanding. We recommend differentiation through questioning, feedback and outcome. Pre-teaching may also be helpful.
Fixed table groups based on "ability" share many of the same negative impacts on low prior attainers as setting and streaming.
A key benefit of mixed attainment grouping is that teachers can communicate the same high expectations to all students and offer the same tasks, regardless of prior attainment.
It can be much more effective to teach to the top and ask yourself what you need to do to make the planned learning objectives accessible for all your students.
Fixed groups can mean that students develop ideas about their "ability" and "potential" being fixed. Flexibility avoids this, and ensures that groups are changed according to pedagogic demands of the particular lesson, as well as providing diversity in students’ learning from one another.
Mixed attainment grouping should not mean an unrealistic workload for teachers. Rather than differentiation by task or resource, try differentiation by questioning, feedback and outcome.
Explaining learning to others can be very effective, but be careful not to depend too often on using high attaining students as explainers, as this can be frustrating for high attainers and patronising to students at other attainment levels. Professor Francis and her colleague Jeremy Hodgen will outline the findings of the best practice in grouping...
Mar 11, 2024 · Mixed-ability grouping was the most preferred approach amongst Year 7 students, with a general increase in preference for setting and a decrease in preference for mixed-ability grouping as students moved through Key Stage 3. 36.2% of Year 7 students reported a preference for setting, rising to 48.3% of Year 8 students and 53.4% of Year 9 ...
- Shaun D. Wilkinson, Dawn Penney
- 50, Issue4
- 11 March 2024
Dec 1, 2017 · Within-class ability grouping: Ability groups are used within a class - usually sitting at different tables with different tasks and levels of support. This may occur in a mixed-ability class,...
Students benefit from working on a skill or learning target in small groups with others who are at different ability levels in that skill, likely through developing a growth mindset around the target skill and through gaining a better understanding of their own strengths.
Dec 1, 2021 · Opponents of ability grouping, in contrast, argue that high-ability pupils do at best only marginally better in ability-homogeneous classrooms than they would have done in mixed-ability settings, whereas low-ability pupils do significantly worse.
People also ask
What is the difference between a mixed-ability class & within-class ability grouping?
What is the difference between ability groups and mixed-ability groups?
Do students make sense of mixed-ability grouping?
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What is the practice of grouping students by 'ability'?
Apr 6, 2022 · Mixed-ability grouping, which is the prime focus in this paper, differs from streaming and setting insofar as there is no attempt to group together students of similar ability in forming class groups (Ireson & Hallam, 2001).
