Grouping Students to Maximize Learning

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Grouping Students to Maximize Learning

Activities

Station Rotations (enables differentiation)

Group by ability

Same content, different depth of exploration

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

Jigsaw

Teacher-Assigned vs. Student-Chosen

Student-chosen

possible complacency/distraction

higher group cohesion/more fun

Teacher-Assigned

delegate roles

• Timekeeper
• Recorder
• Presenter
• Illustrator

role cards to clarify expectations

leverage different strengths of group members

interdependence

Homogenous vs Heterogenous

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

Don't stick with same method. Students learn to adapt.

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

Heterogenous

Teaching to the middle, ignoring 60% of students

Less preparation needed

Learn to support each other.

Strong students may resent it or be deprived of own learning

Homogenous

Reduced diversity

Teacher perpetuate initial assessment

Damage self-esteem to low

Perpetuate inequality

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

For teachers, multiple lesson plans

Avoids teacher teaching to the middle

Able to differentiate learning content for each group

High/Middle performers more likely to challenge each other

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