What is Ability Grouping?

Why Small Groups?

The use of within-class small groups is one commonly used strategy by teachers that can also incorporate differentiation and targeted skill instruction.  Condron (2008) states, “…teachers may opt to instruct all students together by moving through the material at a pace thought to be appropriate for most of the students in the class” (p. 364).  He then gives examples of ‘side effects’ that can arise from whole-class instruction and how these ‘side effects’ often result in teachers’ opting for small group instruction instead:  “However, in this [the above] scenario, the faster learners might not be challenged by the pace and difficulty of instruction, while, at the same time, the slower learners might be unable to keep up.  One common way in which teachers respond to this challenge…is by conducting lessons with students placed into small groups” (p. 364).

Small groups can be created in two ways by teachers—

•  Mixed-ability groups (heterogeneous)

• Ability-based groups (homogenous)

Note:  Ability-based grouping is occasionally referred to as ‘tracking’, although tracking is typically a term used to describe the practice of between-class ability grouping.  Between-class ability grouping or tracking is an extremely controversial topic, however because it is rarely used in elementary schools, the focus of this weblog is within-class ability grouping.

What is Ability Grouping?

“Ability grouping refers to the process of teaching students in groups that are stratified by achievement, skill, or ability levels” (McCoach, O’Connell, & Levitt, 2006, p. 339).

How does it Work in the Classroom?

Ability grouping is used by many elementary school teachers to place students into small groups, most commonly for targeted reading instruction in early elementary and for reading or math in upper elementary.  While the teacher works with one group, the other students work on their own doing things such as cooperative group activities, computer instruction, or completing assignments to reinforce skills. The teacher rotates between groups so that each student receives differentiated instruction.  http://www.brookings.edu/research/reports/2013/03/18-tracking-ability-grouping-loveless

 

Example of an elementary classroom using ability-based groups for reading instruction.  The groups take turns working directly with the teacher.