I have one very large math class. It is nearing 30 students and the ability levels run the gamut. I have very strong math students as well as very weak math students, who require very targeted a individualized instruction.
I have found that the most effective groups are mixed ability groups....for some kids. My goal is always to keep the groups to 3 or 4. I try to put together 1 student who performs above average, 1 or 2 who are right on grade level in ability and 1 who is slightly below average in ability. I find that the student who is above average in ability is "forced" to explain him/herself when choosing a strategy. The process of explaining the steps he/she is taking and the way he/she is choosing to solve the problem helps that student develop the language skills needed to orally communicate problem solving strategies. The mid-level students can contribute at times and at others need to listen and strategize on their own. The slightly below average student will be pulled up by hearing the discussion and will (hopefully) apply the skills he/she is learning to another, similar, problem.
2. Similar Ability Groups
Groups of similar learners also serve a purpose. When doing a group activity where there are different levels of independent practice, the similar ability group can serve a very useful purpose. Students needing to be challenged can work on a more rigorous task designed to promote useful dialogue and debate between the students aimed at encouraging higher-order thinking.
When consistently below-average students work together - several useful outcomes can happen. One, I always recommend that a teacher sit and work directly with this group. A facilitator in the form of the classroom teacher serves to promote discussion and prompt the students when the conversation and debate stagnates. Also, within that low level group will be various abilities. There will always be 1 or 2 students who emerge as the "role model" in the group. When he/she is able to share their thought process in a more safe space, confidence is built. When a facilitator is working with underperforming students, the task can be very targeted toward that level of comprehension, with the goal being to bring the students up to the next level of understanding.
3. Pairs
When students work in pairs - something very special can happen. It is here that student begin to form bonds with students who are just like them in their learning. I like to pair students up who are at similar levels of ability and give a task that is targeted at the level that promotes higher order thinking.
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Whenever I was doing group work and circulating the room or working with one group, I was noticing several students off task. I know this is a common problem because I have talked with other teachers who have experienced the same thing in their classes. After some observation, I realized that it might have something to do with students not knowing how to work in a group. What happens when you disagree with someone in a group? What do you do if you don't have the interpersonal skills to work through it and come up with a solution to the problem at hand? Often, students will simply disengage and start discussing something else.
Below, is a document I created based on Reciprocal Reading groups protocol used by the ELA teachers on my team. I tweaked it a bit to be based on math group work. The self-assessment at the end is critical because it gives students the criteria for being a productive worker.
How do you like to group your students?
