In her article, Kathleen Cotton states, "In view of the overwhelming research evidence in support of nongraded primary education, virtually every writer whose work was consulted in preparation of this report advocates widespread implementation of this practice.
Research evidence supporting the academic advantages of heterogeneous groupings seems to be inconclusive. Several studies favored the arrangement eg. Way writes, "Multi-age grouping skeptics have generally expressed concern that achievement would suffer if children of different ages were to be grouped in a multi-age classroom.
The results from both this study and previous studies indicate that such concern may be unwarranted. Achievement in multi-age classrooms appears to be no different from achievement in single-age classrooms. Once we expand our definition on success, we come to the conclusion that research strongly supports the positive effects of heterogeneous groupings of students because of its noticeable effects on; attitude toward school, increase of self-concepts as learners, relationships with peers, reduction of anxiety, and future aspirations.
Students in a nongraded setting increased their interactions with other students and their teachers. Leadership skills increased in older children, Prosocial behaviors increased while aggression among students lessened. According to Payan and Scrankler, school attendance rates increased. Pratt mentions that increased harmony and nurturance developed within multi-age groupings and further maintains that the drop-out rate is significantly lower in the non-graded school.
One concern voiced by teachers and parents of gifted students is that the advantages of high-achieving students would be compromised. Parents criticize schools for not offering separate enrichment classes. For the teacher, the increased time spent for lesson preparation is also a drawback. The results of the studies mentioned here indicate that educators cannot assume that students who are in multi-age classrooms will perform better academically, but they can safely conclude that students probably will do no worse.
Multi-age grouping can be an effective way of dealing with different rates of development so that instruction is appropriate for all students, not just those who happen to be on grade level. As we enter the new millennium, we must work even harder to ensure that no student is left behind. Multi-age classrooms can help make this goal a reality. Anderson, R.
Rather than learning new concepts at their own speed, they must slow down to assist other students or curtail their own study to proceed at the rate of the whole class. In a heterogeneous grouping, advanced students may take the role of co-teacher, rather than advancing their own skills. Students of lesser abilities may fall behind in a heterogeneous group and may be criticized for slowing the rate of the whole class or group.
In a study or work group, unmotivated or academically challenged students may be ignored rather than assisted by their peers. Teachers need to remain aware and recognize when a heterogeneous grouping does not function properly for a student at any level.
Teachers should support advanced students by supplying additional academic challenges and help students who fall behind receive the assistance they need to catch up. And students in the middle of a heterogeneous group face the risk of getting lost in the shuffle as the teacher concentrates on the special needs of students at either end of the spectrum. Actively scan device characteristics for identification.
Use precise geolocation data. Select personalised content. Create a personalised content profile. Measure ad performance. Select basic ads. This requires that we trust students to make good decisions and hold them accountable for following the norms of learning in groups. According to Marzano, Pickering and Pollock, effective learning in groups must have at least the following elements:.
Remember that the desks are not attached to the floor—we can mix things up in heterogeneous and homogeneous groups in interesting and creative ways: eye color, left- or right-handedness, preferred pizza toppings, number of siblings, music preferences, gender, nationality, hair length, shoe laces, genetic traits, learning styles, etc.
Identifying Purposes If the purpose of the group learning activity is to help struggling students, the research shows that heterogeneous groups may help most. Deciding Which Is Best Because of this epiphany, I remember vowing that I would further differentiate my teaching by also seeking ways to give the upper-level students challenging and engaging learning activities. According to Marzano, Pickering and Pollock, effective learning in groups must have at least the following elements: The work must involve every member of the group.
Each person has a valid job to perform with a known standard of completion. For this reason, more educational institutions focus on placing ADHD, autistic, or emotionally disturbed children into a homogeneous classroom as it stands as the best solution for all parties involved.
According to numerous studies and empirical data, there is more than a single advantage of heterogeneous grouping. They are put in an environment that requires more focus and a faster pace, eliminating the existing stigma.
While there are several advantages to heterogeneous grouping , a lot of them being productivity or socially related, it is a fact that the exceptionally gifted kids may be quite bored learning in such a setting. This is because they will likely be a minority, and the pace would still be adapted more towards those students with the average ability.
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