Groupings
Winch, G., Ross-Johnston, R., March, P., Ljungdahl, L. & Holliday, M. (2011) advocate grouping students in a variety of formats - working individually, in pairs, in small groups and as a whole class - to address student’s particular needs. Winch et al. (2011) highlights the benefits of flexible grouping to include:
- catering for students diverse learning needs and abilities
- encouraging students to develop independent learning skills
- promotion of peer interaction and collaborative learning
- maximising teacher time to focus on, observe and assess students in a variety of learning scenarios
IndividualIndividual work encourages students to play an active role in their learning (Winch et al., 2011).
For example, independent reading sessions allow students to remain focused on the details of the text and task requirements (Winch et al., 2011). Teachers can assess an individual student’s knowledge, skills and understanding by conducting a running record during this time (Winch et al., 2011). |
Small GroupSmall group work or pairing can be made up of same-ability, mixed-ability or interest-based groups (Winch et al., 2011).
Same ability groups allow the teacher to deliver instruction that directly meets the learning needs of the group, such as in Guided Reading activities (Winch et al., 2011). Mixed-ability groups promote peer-to-peer interaction, sharing of knowledge and exposure to multiple perspectives and interpretations (Winch et al., 2011). |
Whole ClassWhole-class grouping provides students with an opportunity to share their knowledge, experiences and viewpoints (Winch et al., 2011).
It also creates a platform of shared experiences that further conversations and learning can be built upon (Winch et al., 2011). |
Both Winch et al. (2011) and Tomlinson (2001) warn against homogenous grouping of students throughout the year. Flexible grouping formats are key as they support students with their strengths and weaknesses and different rates of learning in diverse areas (Tomlinson, 2001).
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