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Ability Grouping     Presentation by    Stephen Bennett,      Sinead Carroll,       Shane Curran,          Niall Kelly,   ...
What is ability grouping?• Definition• Between-class ability grouping• Within-class ability grouping
How are students grouped bytheir abilities and how are theytaught?• Grouped   Based on a review of performance data   Ma...
What is the theory behind abilitygrouping?•   Theory•   Assumption•   Debate and research
Our Proposition • Propose the use of Ability Grouping, in a  controlled and appropriate way.• Importance of non-academic ...
Arguments for Ability Grouping:• Within class ability grouping and differentiation  of instruction is seen as effective.• ...
Arguments Against Ability Grouping• Potential risks to Students’ self esteem.• Can be Difficult to implement and monitor  ...
The Power of Research Findings:• Research can be divided into two main  areas within this field:     For Ability-Grouping ...
For Ability-Grouping:• Classes shows higher achievement• Lower self-esteem shown in heterogenous  class• Promotes formatio...
Against Ability-Grouping• Achievements of lower and average  ability students higher in mixed classes• Reduce self-esteem ...
Ability Grouping- Strengths ofthe Research Findings•   Strengths:•   ‘Allows teachers to challenge high-achievers, while  ...
Ability Grouping- Weaknesses ofthe Research Findings• Weaknesses:• Findings show that ability grouping has less  effect on...
Strengths and Weaknesses ofResearch Methodologies• Strengths                         • Weaknesses•   Diverse, large popula...
Final Recommendation•   Starting positions aside, ability grouping can be highly beneficial, if used    correctly•   Impor...
References:•   Adelson J. and Carpenter B. (2011) Grouping for achievement gains: For whom          does achievement group...
References:•   Kulik, J. A., & Kulik C, C. (1992). Meta-analytic Findings on Grouping Programs.            Gifted Child Qu...
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Ability grouping final final

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Ability grouping final final

  1. 1. Ability Grouping Presentation by Stephen Bennett, Sinead Carroll, Shane Curran, Niall Kelly, Rachael Rysz, Sinead Wright.
  2. 2. What is ability grouping?• Definition• Between-class ability grouping• Within-class ability grouping
  3. 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 level improvement/disimprovement• Teaching  Teaching depends on curriculum and student grade level  Groups usually begin at comfortable level, then increase difficulty as appropriate  Pace of instruction and increase of difficulty dependent on the group level (high or low)
  4. 4. What is the theory behind abilitygrouping?• Theory• Assumption• Debate and research
  5. 5. Our Proposition • Propose the use of Ability Grouping, in a controlled and appropriate way.• Importance of non-academic constructs, for example, friendships, self-esteem, anxiety levels, enthusiasm, etc.• Avoid complete segregation of students, and promote mingling of groups in specific situations.• Continuous monitoring of progress, and of teachers’ adherence to curriculum guidelines.
  6. 6. Arguments for Ability Grouping:• Within class ability grouping and differentiation of instruction is seen as effective.• Children with high ability benefit from more difficulty.• Children work better when assigned work suited to their ability. But, Full day separation is not as effective.• Greater curricular adjustment leads to greater improvements in student grades.• Also, better more positive student attitudes towards class-work are seen.
  7. 7. Arguments Against Ability Grouping• Potential risks to Students’ self esteem.• Can be Difficult to implement and monitor properly.• Potentially unnecessary expense on tight education budgets.• May cause development of anti-authority groups• More Research is needed before it can be deemed positive.
  8. 8. The Power of Research Findings:• Research can be divided into two main areas within this field: For Ability-Grouping Against Ability-Grouping
  9. 9. For Ability-Grouping:• Classes shows higher achievement• Lower self-esteem shown in heterogenous class• Promotes formation of friendships within groups• Smaller group sizes are shown to produce higher benefits
  10. 10. Against Ability-Grouping• Achievements of lower and average ability students higher in mixed classes• Reduce self-esteem of higher ability students• Associated with reduced curriculum, less experienced teachers, reduced expectations, negative self esteem
  11. 11. Ability Grouping- Strengths ofthe Research Findings• Strengths:• ‘Allows teachers to challenge high-achievers, while providing remediation, repetition and review for low- achievers.’-Slavin, 1987.• Findings confirm that higher –aptitude achievers benefit from ability grouping.• Aids in student achievement by creating a gap in student learning-levels, therefore enabling the teacher to provide more or less instruction to the groups of students.
  12. 12. Ability Grouping- Weaknesses ofthe Research Findings• Weaknesses:• Findings show that ability grouping has less effect on middle and lower aptitude learners.• Creates a diversion in which students of the lower-level learning are not shown the example provided by the high-achieving students, so essentially there is no bar set.• Labeling students lowers their self-esteem and willpower to work harder.
  13. 13. Strengths and Weaknesses ofResearch Methodologies• Strengths • Weaknesses• Diverse, large population • Sample studies are not as that can be generalized. credible• Kindergarten children were • No control group—children monitored in three different were measured simply by levels, all of which were the environments they were controlled by the in. researchers. • Correlational in nature.• Controlling for background variables, like ethnicity and home situation.
  14. 14. Final Recommendation• Starting positions aside, ability grouping can be highly beneficial, if used correctly• Important to  Monitor progress carefully  Use regular feedback  Employ regular evaluations• Ability grouping – works well and can improve student’s learning environment and outcomes• Therefore, if conditions for efficacy are satisfied, ability grouping should be implemented in schools
  15. 15. References:• Adelson J. and Carpenter B. (2011) Grouping for achievement gains: For whom does achievement grouping Increase kindergarten reading growth? Gifted Child Quaterly, 55 (4) pp. 265 – 278.• Allan, S., (1991). Ability-Grouping Research Reviews: What do they say about grouping and the gifted? Educational Leadership, March.• Cheung, C. & Rudowicz, E. (2003). Academic outcomes of ability grouping among junior high school students in Hong Kong. [Electronic Version] The Journal of Educational Research, 96 (4) 241-254.• Hallinan, M. T. & Sorenson, A. B. (1985). Ability grouping and student friendships. [Electronic Version] American Educational Research Journal, 22 (4) 485- 499.• Hamilton L., O’Hora 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. & Hallam, S. (1999). Raising Standards: Is ability grouping the answer? [Electronic Version] Oxford Review of Education, 25 (3) 343-358.• Ireson, J. & Hallam, S (2001). Ability Grouping in Education. Thousand Oaks, CA: Sage Publications Inc.
  16. 16. References:• Kulik, J. A., & Kulik C, C. (1992). Meta-analytic Findings on Grouping Programs. Gifted Child Quarterly, 36 (2).• Linchenski, L. & Kutscher, B. (1998). Tell me with whom you’re learning, and I’ll tell you how much you’ve learned: Mixed-ability versus same-abillity grouping in mathematics. [Electronic Version] Journal for Research in Mathematics 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 and numeracy: academic outcomes for primary students. Paper presented at the Australian 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 elementary school: A Best evidence Synthesis, Review of educational research, 57 (3) no. 293-336.

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