The Importance Of Ability Schooling In Elementary School Students

Ability grouping is the concept of placing students into learning groups within the classroom based on their academic ability level (National Education Association, 2015). This happens more frequently at the primary level when students have only one teacher and one classroom (Loveless, 2013). Ability grouping can be used to teach any subject but is most commonly used in English language arts and mathematics (Loveless, 2013). Ability tracking uses the same concept of grouping students by their academic ability level, but tracking happens at the middle and high school levels (Loveless, 2013). Tracking is the practice of testing students’ ability levels, placing them in groups based on these

When teachers have the opportunity to work with students in smaller groups they can provide extended intensive lessons in addition to whole group instruction. The study showed that when children receive information in whole group instruction and then the information is reinforced in small group instruction they build a stronger vocabulary, and they are able to retell more facts. Overall, this study creates awareness of the benefits of small group instruction.

Research has shown that students from low socioeconomic status, or SES, academic skills have developed at a slower rate compared to other students from higher level SES groups. (Morgan, Farkas, Hillemeier, & Maczuga, 2009) Schools in which most students are apart of the low SES group tend to have communities with a higher rate of unemployment, low retention rate of competent teachers, and receive lower scores on the achievement tests. Due to the fact that a large number of quality of teachers are leaving the schools, the class sizes are larger. This prohibits teachers from being able to give individualized instruction to the students who are really struggling. Similarly, these schools located in regions that typically have a low SES have fewer resources. Typically children from these communities also receive less supervision by parents or adults.

Belair Elementary School has four hundred twenty-five students, of those students forty-four have IEPs (Individualized Education Plan) or 10.3 percent. One instructional strategy that I could implement for these students is that of small group work. Small group work has many benefits such as the students will receive support from others in the group. So they are not just doing independent work but learning from others and interacting with others. Also, group work focuses on specific skills of those students. With that I could match instruction to each students’ needs and have them work with students who will help them learn. The teacher can place students in specific groups based on their specific groups so they will learn from the group and

Pros: Supporters suggest gifted classes as a way of tracking to keep the talented students out of mixed ability classes that otherwise would restrict their learning and would place these students in boring classes. Duflo, Duppas, and Kremer (2011) state that the benefits of math ability tracking along with pedagogy that narrowly targets specifics may outweigh the affect of being in a classroom with classmates having lower math skill sets. Ansalone believes a more positive self-concept of students with low IQ when grouped homogeneously (2010). Vanfossen agrees that tracking improves self-concept and motivation (1987). Grouping is often seen as a way to maximize learning potential with the smallest financial investment. Teachers accept tracking because teaching is made easier by limiting the wide range of academic diversity in the individual classroom. Successful teachers often incorporate tracking within their classroom based on students’ ability now commonly called differentiation which stirs a moan within most teacher collaboratives. Ability tracking can be used as an aid to cover the most standards as quickly as possible. Gifted students in mixed ability classes get impatient with their peers who are struggling with the material and continue to ask questions when the majority of the class is ready to move on to newer concepts. Lower ability students may not ask questions they need answered because they are embarrassed to admit they do not understand the standard

They describe that overall the advantages of ability grouping outweigh the disadvantages of “reduced overall instructional time and unsupervised seatwork” (Hallinan and Sorenson, 1987, p. 63). However, Hallinan and Sorenson (1987) point out that many studies show that ability grouping favors students in the high group and disadvantages those who are in the lowest group. This is because high-ability groups are characterized by students who have a positive attitude towards learning and who are highly motivated; while, students in the lowest group are those who are easily distracted and have more behavior problems. If the teacher is spending the group’s instructional time on discipline and redirecting, the group has a smaller amount of instructional time and as a result the amount of learning taking place is

My goal in teaching is to educate students and equip them with the tools necessary to think critically and logically so they will be able to draw conclusions and conceptually understand material they will be given in the future. Before this semester of service learning, I was expecting to teach younger students somewhere between kindergarten and third grade. After working with fourth through sixth grade students this semester, I feel as though teaching students in an older age range might be more fitting more me. I also feel as though I would now like to pursue a dual bachelor 's degree in both Elementary Education and Special Education. Growing up in these today’s world, our generations are torn between accepting each other as we come and discrimination and prejudice toward people who may be different than us. It is my belief that children aren’t born with a prejudgement toward varying cultures and skin colors, but that it is learned by those around us including family, friends, society, even television. It is in my role that I must show by example how people who may be different on the outside, are indeed all the same on the inside with feelings, brains, and hearts. As a teacher, I will dedicate time with my classroom exploring and embracing our differences that make us who we are and I will show my students that it is alright if we are different and that we can coexist and be friends even though we may not be identical. With the increasing number of English language

With ability grouping it allows students to move at their own pace. According to New Approaches to Learning it states that the kids that do not understand the concept will fall behind because the class

The focus of reading in EDAT 6115 this week was on utilizing student grouping to improve achievement within the classroom. In addition, there is a focus on strategies teachers can use to differentiate instruction to meet individual student needs. When thinking about effective instruction it is important to think about and reflect upon grouping our students and differentiating and personalizing our instruction to meet the needs of our students.

Research into ability grouping has raised questions about the process of creating homogeneous ability groups. Evidence suggests it is not uncommon for students to be placed in an inappropriate group for their ability level (Ireson & Hallam 1999; MacIntyre & Ireson 2002, as cited in Muijs & Dunne, 2010). Muijs and Dunne (2010) uncovered during their research that middle bands and even the high band contained students with low-test scores. The findings of Muijs and Dunne (2010) suggest the process in place to group students according to their ability is unreliable. Hallinan (2003) reported the process teachers were taking was to group students by standardised test scores, prior achievement and the recommendations of teachers and counselors. The benefit of homogeneous ability grouping is the opportunity to provide students with differentiated instruction based on their ability level. The result of heterogeneous ability groups created through the grouping process is one of many concerns.

To respect every individual’s values and beliefs, growing by achieving their potentials in an inclusive environment is the key to children’s success. Every child is born differently; I believe each child has the potential to achieve irrespective of their abilities. As Dewey argued (Nodding 1998, p.9) education has to be tailored to the needs and interests of individual children. Current educational settings have classrooms with children of various abilities. However, children are differentiated according to their ability groups in schools. Alternatively by grouping children in mixed abilities will enhance social interaction by stimulating and motivating self-esteem. In addition, social constructivists approach states if children are scaffold by more knowledgeable other the progressive learning outcomes are witnessed (Jarvis 2003, p.37). Eventually, motivating children with low abilities to interact with higher ability will gain an opportunity to learn from peer group with a sense self belongings. As supported by Mc Namara and Moreton (1998 cited Adami 2004, p.93) higher ability children peer tutoring and acting as More Knowledgeable Other to the lower ability might benefit learning for both groups. Much of my philosophy supports philosophers like Aristotle, Plato and Dewey as they supported social interaction, constructivism and creativity to shape a better citizen. As Plato’s (Nodding 1998, p.13) thought of education, that educators are capable of producing people, having

Those kids that learn faster than others need guidance. Schools with Gifted and Talented Programs have reported that 71% of students liked being able to accelerated through classes better than what they were offered before. Schools even noted saying that, “Students who are in these classes outperform non accelerates of the same age and IQ by almost a full year,”(“Gifted Education Works”). Many more states around the United States have started adding programs and extra things to their classes. Students are able to learn things in a shorter amount of time and spend less time on a specific subject then the rest of the class. For example, instead of the class taking 5 days to learn something now, the student(s) take about 3 days (“Why are Gifted...). Some states even allow schools to decide whether or not students can move up a grade in a subject such as math, reading, etc., benefitting students from

Gearheart suggests that the academic needs of gifted and talented students can be served in many ways. Some of the ways include ability grouping, enrichment and acceleration (Gearheart, 1995, p 437). Ability grouping consists of separate classes for gifted and talented students where they spend short amounts of time together but spend the majority of their school day in regular education classrooms (Gearheart, 1995, p 437).

One reason why elementary schools should have smaller class sizes is because students are able to receive more one on one time with their teacher. Students are allowed to enhance their learning by being able to concentrate fully and receive the proper engagement with their teacher. According to Garrett Delavan, 12 students per class is more beneficial. He proclaims that, “Common sense and research suggest that there is an optimal grouping size range where peer and adult interaction mutually benefit one another” (94). While agreeing with Delavan, students should be given the chance to be more familiar with their peers and teacher. Allowing 12 students per class, provides students the chance to interact with each other regularly. This is beneficial to both the student and the teacher’s by allowing them to build a stronger relationship. Teachers can easily split these 12 students into groups and have more time to recognize each student. Students are also allowed to focus

In my Language Arts and History classes, there are predictable groups of students who finish tasks early or late, while the bulk of the students finish at the same rate. For the most part, the early finishers are gifted students who are hungry for a challenge which goes beyond the regular assignment. Many of my slow finishers are also learning disabled; they often struggle with reading comprehension and/or writing. The Iris reading’s discussion of flexible groupings, where assignments are varied to provide