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Mixed Ability Grouping
Presented by,
Shambavi Yoganandhan B.tech, B.Ed
Government College of Education for Women
Mixed Ability Classes
• Different levels of proficiency
• Students are not clones
• Grouping students with all different abilities
together
“We really needed a way to help all
students to learn
without preventing the higher
ability students from
completing the curriculum.”
SOLUTION
that
BUILDS on the
LEARNING
of more
ABLE STUDENTS
by giving them
OPPORTUNITIES
to
SUPPORT
the less able
Forming - Mixed Ability Groups
• Organizing - Students in
classes into small,
mixed groups of high
and low ability students
• Responsibility - Higher-
ability students to help
out their peers once
they have completed
their own task
• Students able to explain
concepts in a way that
their peers will easily
understand
• Help students work
together in a positive
way
• It does take work to
help them learn to do
this and at first they
may not cooperate well
with each other
What factors do we need to
consider?
• Learning Styles
–Advanced
–Intermediate
–Low
• Background
–Academic
–Country and
Culture of origin
–Family
• Individuality
–Age
–Motivation
–Intelligence
–Attitude
Planning mixed-ability grouping in
classrooms
• Creating a culture classroom - students
are supportive of each other
• Give students clear guidance and
expectations about how they should
work together; but will not do the work
for them
• Different students can be in the
supporting role at different times
Preparation And Resources Required
• Develop a seating plan for
the children - group
students according to their
ability .Can, use data from
tests to support in creating
the groups – this will help to
ensure a genuine mix of
learning levels
• Plan time into your lesson
plans for students to work
together and support each
other
Encourage peer learning
1. Ask students to sit
according to your new
seating plan
2. Set very clear
expectations
– a) Be polite with peers
while supporting each
other to learn
– b) Guide your buddies with
the work but do not
complete their work for
them
– c) Ask the teacher if you
are both stuck! It is a good
thing to ask for help as
long as you have thought
about the problem first
3. Assign work to students.
4. If certain students in each
group finish the task first,
they become responsible
for helping others.
However, those finishing
their own work should
check it carefully first to
ensure they have
completed the tasks to the
best of their ability.
5. As a teacher, you should
support them, and walk
around the room
monitoring student
progress. Encourage
students not just with their
academic work but also to
work well together.
Advantages
• Students grouped with
other students who are not
like themselves
• Opportunity to learn about
and accept differences
• Increasing interaction
• Can promote tolerance and
the understanding
• Builds self-confidence
academically and socially,
along with patience and
kindness
• Higher-level students can
help to push lower-level
students by modeling and
encouraging them
• Builds higher-level students'
skills in consolidating
information and mentoring
others
• Exposes lower-level
students to some of the
higher-level thinking
questions and problem-
solving skills
Possible problem teachers may face
THANK YOU
Questions?
Concerns?
Comments?

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Mixed Ability Grouping

  • 1. Mixed Ability Grouping Presented by, Shambavi Yoganandhan B.tech, B.Ed Government College of Education for Women
  • 2.
  • 3. Mixed Ability Classes • Different levels of proficiency • Students are not clones • Grouping students with all different abilities together
  • 4. “We really needed a way to help all students to learn without preventing the higher ability students from completing the curriculum.”
  • 5. SOLUTION that BUILDS on the LEARNING of more ABLE STUDENTS by giving them OPPORTUNITIES to SUPPORT the less able
  • 6. Forming - Mixed Ability Groups • Organizing - Students in classes into small, mixed groups of high and low ability students • Responsibility - Higher- ability students to help out their peers once they have completed their own task
  • 7. • Students able to explain concepts in a way that their peers will easily understand • Help students work together in a positive way • It does take work to help them learn to do this and at first they may not cooperate well with each other
  • 8. What factors do we need to consider?
  • 9. • Learning Styles –Advanced –Intermediate –Low • Background –Academic –Country and Culture of origin –Family • Individuality –Age –Motivation –Intelligence –Attitude
  • 10. Planning mixed-ability grouping in classrooms • Creating a culture classroom - students are supportive of each other • Give students clear guidance and expectations about how they should work together; but will not do the work for them • Different students can be in the supporting role at different times
  • 11. Preparation And Resources Required • Develop a seating plan for the children - group students according to their ability .Can, use data from tests to support in creating the groups – this will help to ensure a genuine mix of learning levels • Plan time into your lesson plans for students to work together and support each other
  • 13. 1. Ask students to sit according to your new seating plan 2. Set very clear expectations – a) Be polite with peers while supporting each other to learn – b) Guide your buddies with the work but do not complete their work for them – c) Ask the teacher if you are both stuck! It is a good thing to ask for help as long as you have thought about the problem first
  • 14. 3. Assign work to students. 4. If certain students in each group finish the task first, they become responsible for helping others. However, those finishing their own work should check it carefully first to ensure they have completed the tasks to the best of their ability. 5. As a teacher, you should support them, and walk around the room monitoring student progress. Encourage students not just with their academic work but also to work well together.
  • 15. Advantages • Students grouped with other students who are not like themselves • Opportunity to learn about and accept differences • Increasing interaction • Can promote tolerance and the understanding • Builds self-confidence academically and socially, along with patience and kindness
  • 16. • Higher-level students can help to push lower-level students by modeling and encouraging them • Builds higher-level students' skills in consolidating information and mentoring others • Exposes lower-level students to some of the higher-level thinking questions and problem- solving skills