Grouping Students to Maximize Learning

Homogenous

Based on
- ability (reading, math)
- interest in the current unit subtopic
- unrelated interest (i.e. random) (e.g. preference of pet, shoe colour)

High/Middle performers more likely to challenge each other

Avoids teacher teaching to the middle

Able to differentiate learning content for each group

For teachers, multiple lesson plans

Teacher perpetuate initial assessment

low-level students need greater support but may not receive as much

Perpetuate inequality

Damage self-esteem to low

Reduced diversity

Heterogenous

Learn to support each other.

Strong students may resent it
or be deprived of own learning

Less preparation needed

Teaching to the middle,
ignoring 60% of students

flexible/dynamic grouping
(for as long as needed to develop skill/complete task)

Be adaptable:
If group not working, split up/rearrange.

Teacher-Assigned

delegate roles

leverage different strengths of group members

Student-chosen

higher group cohesion/more fun

possible complacency/distraction

Jigsaw

Each station, different modality
(Read+answer, manipulate with hands, discuss with T)

Group by ability

Same content,
different depth of exploration