Grouping Strategy to Accommodate Student Differences Achievement

Differences prior knowledge and speed of learning in the classroom is difficult to overcome.However, teachers sometimes overlook this and teach with the same speed for a heterogeneous class. Obviously this would be very detrimental for students who have low or high achievement. Students who have low achievement will probably fail because they do not have the prerequisite skills, and students who have high achievement will get bored with something for them is teaching a slow rate. Therefore a teacher must be able to accommodate differences in students. In this discussion I will discuss a bit about grouping strategies to accommodate differences in student achievement, of course, so that teaching becomes effective.

Inter-class ability grouping
   
Namely grouping students into classes according to their abilities.Inter-class ability grouping has many forms.In high school there may be a college preparatory path that divides students according to abilities that can be measured. In some junior high school, students are placed in a class based on general ability, and they then are in class by moving from one teacher to another teacher.Can also group students by ability for the massing of these subjects, so that students can be in the person of a class of high-performance mathematical and natural sciences are average performers.

Although the inter-class ability grouping has been widely used, but research on this strategy is not supported for use.Researchers have found that although ability grouping may have a slight advantage for students who are placed in high-grade brindle but cause harm to students who are placed in low-grade brindle.

Here are some inter-class ability grouping disadvantages:

• At least a positive role model for students in low-grade brindle.
• Many teachers do not like to teach a class like that and may communicate low expectations to students in the class.
• The quality of teaching is usually lower in class brindle brindle lower than in middle or high class.
• Effect stigmatization of students who are placed in the lower track.
• Loss of confidence.
• Students in low-track classes have had a much greater possibility of a bad boy, truant, and dropping out of school.

The research does not support this practice at any grade level, and special track should be avoided whenever possible.But there is justification for the accelerated program.

Specific Track Removal

Recommendations focused on the elimination of special track for placing students into mixed ability groups and maintain them in a high standard but provides many ways for them to achieve those standards, including additional assistance for students who struggle to follow.The use of cooperative learning and project-based learning is an appropriate means to open up opportunities for high performance for all children.

Grouping Back

Ability grouping method where students are in mixed ability classes for most of the day but are placed in reading or math class based on their performance.Thus, students whose low achievement is not separated as a class and given the stigma. This method is commonly used in elementary school.This method generally been found to improve student achievement.

Without Classes  Programs / Cross-Age Grouping Programs.

Programs that are generally at the elementary school level that incorporates children of different ages into one class. Most often children aged 5-7 years or 6-8 years can be mixed in one class. Students are flexibly grouped for instruction according to their needs and performance. Such a combined class has not been found to enhance the effects of student achievement and may actually harm.

Ability Grouping in the Classroom

Namely the method of grouping students in classes, usually in subjects reading in elementary school, teachers divide students into groups based on their abilities. Research on this has been found that students in the subjects grouped according to ability to learn more than students who are not grouped. But this grouping is not necessary if the condition does not require class grouping of students, and this method is only useful for traditional teaching methods but when using a constructivist approach in-class grouping may not be necessary.

Thus had a little discussion about the methods of the class groupings, I hope this can be beneficial to all who read.

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