Ability grouping final final

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<ul><li> 1. Ability Grouping Presentation byStephen Bennett,Sinead Carroll, Shane Curran,Niall Kelly, Rachael Rysz,Sinead Wright.</li></ul> <p> 2. What is ability grouping? Definition Between-class ability grouping Within-class ability grouping 3. How are students grouped bytheir abilities and how are theytaught? Grouped Based on a review of performance data May be re-grouped based on skill levelimprovement/disimprovement Teaching Teaching depends on curriculum and studentgrade level Groups usually begin at comfortable level, thenincrease difficulty as appropriate Pace of instruction and increase of difficultydependent on the group level (high or low) 4. What is the theory behind abilitygrouping? Theory Assumption Debate and research 5. Our Proposition Propose the use of Ability Grouping, in acontrolled and appropriate way. Importance of non-academic constructs, forexample, friendships, self-esteem, anxietylevels, enthusiasm, etc. Avoid complete segregation of students, andpromote mingling of groups in specificsituations. Continuous monitoring of progress, and ofteachers adherence to curriculum guidelines. 6. Arguments for Ability Grouping: Within class ability grouping and differentiationof instruction is seen as effective. Children with high ability benefit from moredifficulty. Children work better when assigned work suitedto their ability. But, Full day separation is not as effective. Greater curricular adjustment leads to greaterimprovements in student grades. Also, better more positive student attitudestowards class-work are seen. 7. Arguments Against Ability Grouping Potential risks to Students self esteem. Can be Difficult to implement and monitorproperly. Potentially unnecessary expense on tighteducation budgets. May cause development of anti-authoritygroups More Research is needed before it can bedeemed positive. 8. The Power of Research Findings: Research can be divided into two mainareas within this field: For Ability-Grouping Against Ability-Grouping 9. For Ability-Grouping: Classes shows higher achievement Lower self-esteem shown in heterogenousclass Promotes formation of friendships within groups Smaller group sizes are shown to producehigher benefits 10. Against Ability-Grouping Achievements of lower and averageability students higher in mixed classes Reduce self-esteem of higher abilitystudents Associated with reduced curriculum, lessexperienced teachers, reducedexpectations, negative self esteem 11. Ability Grouping- Strengths ofthe Research Findings Strengths: Allows teachers to challenge high-achievers, whileproviding remediation, repetition and review for low-achievers.-Slavin, 1987. Findings confirm that higher aptitude achievers benefitfrom ability grouping. Aids in student achievement by creating a gap in studentlearning-levels, therefore enabling the teacher to providemore or less instruction to the groups of students. 12. Ability Grouping- Weaknesses ofthe Research Findings Weaknesses: Findings show that ability grouping has lesseffect on middle and lower aptitude learners. Creates a diversion in which students of thelower-level learning are not shown the exampleprovided by the high-achieving students, soessentially there is no bar set. Labeling students lowers their self-esteem andwillpower to work harder. 13. Strengths and Weaknesses ofResearch Methodologies Strengths Weaknesses Diverse, large population Sample studies are not asthat can be generalized.credible Kindergarten children were No control groupchildrenmonitored in three differentwere measured simply bylevels, all of which were the environments they werecontrolled by the in.researchers. Correlational in nature. Controlling for backgroundvariables, like ethnicity andhome situation. 14. Final Recommendation Starting positions aside, ability grouping can be highly beneficial, if usedcorrectly Important to Monitor progress carefully Use regular feedback Employ regular evaluations Ability grouping works well and can improve students learningenvironment and outcomes Therefore, if conditions for efficacy are satisfied, ability grouping shouldbe implemented in schools 15. References: Adelson J. and Carpenter B. (2011) Grouping for achievement gains: For whomdoes achievement grouping Increase kindergarten reading growth? GiftedChild Quaterly, 55 (4) pp. 265 278. Allan, S., (1991). Ability-Grouping Research Reviews: What do they say aboutgrouping and the gifted? Educational Leadership, March. Cheung, C. &amp; Rudowicz, E. (2003). Academic outcomes of ability groupingamong junior high school students in Hong Kong. [Electronic Version] The Journalof Educational Research, 96 (4) 241-254. Hallinan, M. T. &amp; Sorenson, A. B. (1985). Ability grouping and student friendships. [Electronic Version] American Educational Research Journal, 22 (4) 485- 499. Hamilton L., OHora P. (2010) The tyranny of setting (ability grouping): challenges to inclusion in Scottish primary schools. Teaching and Teacher Education, 27 (4) pp 712 - 721 Ireson, J. &amp; Hallam, S. (1999). Raising Standards: Is ability grouping the answer?[Electronic Version] Oxford Review of Education, 25 (3) 343-358. Ireson, J. &amp; Hallam, S (2001). Ability Grouping in Education. Thousand Oaks, CA:Sage Publications Inc. 16. References: Kulik, J. A., &amp; Kulik C, C. (1992). Meta-analytic Findings on Grouping Programs.Gifted Child Quarterly, 36 (2). Linchenski, L. &amp; Kutscher, B. (1998). Tell me with whom youre learning, and Ill tell you how much youve learned: Mixed-ability versus same-abillitygrouping in mathematics. [Electronic Version] Journal for Research inMathematics Education, 29 (5) 533-554. Logsdon, A. (2008). What is ability grouping?. About Learning Disabilities.Retreived from http://learningdisabilities.about.com/od/ac/a/ability_groups.htm Macqueen, S. (2008). Between-class achievement grouping for literacy andnumeracy: academic outcomes for primary students. Paper presented at theAustralian Association for Research in Education Conference, Brisbane.http://www.aare.edu.au/08pap/mac08085.pdf Slavin, R. E., (1987) Ability Grouping and student achievement in elementaryschool: A Best evidence Synthesis, Review of educational research, 57 (3)no. 293-336. </p>