Spinoff-how should children with different abilities be accomodated in PS

[mommyoftwo]

I would love to have a discussion about the best way to work with different abilities within the same public school classroom.

I believe that someone mentioned that in the Charter school that they attend, kids moved up and down grade levels depending on their level in a particular subject. This sounded like such a great idea to me (for example my dd would move up for reading and writing but not for math, her weakness). The principal was doing away with this program because of too many hurt feelings and self esteem issues.

When I was in school we had the old fashioned reading and math groups within a class but it seems like this has been done away with because of self esteem issues.

So what is the best way to work with a large group of children with very different abilities? Should a PS teacher be expected to plan for multiple groups based on a child's level?

[mata]

In my dd's third grade class (which is a highly motivated group of kids from the look of it) her teacher buddies up with another teacher (who happens to be the GATE coordinator)-dd's teacher's area of specialty is social science, the other is science. The two classes will switch off for those subjects, which I think is wonderful. DD's strongest subject is science-now she'll be getting instruction from the GATE teacher in that area. I thought that was an excellent idea.

[williamsmommy2002]

My ds is in a class with 1-3 grades because it is a special ed class. They are all on different levels obviously. However, his teacher pushes the older kids to do harder things in the assignments. Instead of copying words, they write down there own words for things. It's almost like she teaches for the more advanced kids and breaks down the work for the ones who need more help. Obviously they do get more individual attention because it is sped but I do think it is possible.

[supervee]

How did they do it in one-room schoolhouses? I wish I knew someone to ask that.

[JERENAUD]

Originally Posted by supervee

How did they do it in one-room schoolhouses? I wish I knew someone to ask that.

If there's any accuracy in historical novels (Anne of Green Gables, Laura Ingalls, etc.) there was a lot of silent reading and memorization, then the kids would go up to the teach to recite/ demonstrate their knowledge. The entire system, including content and methods of learning, were very very different than our classrooms.

Erica

[kmeyrick]

I believe in leveled, *flexible* groups that change with growth. The groups should be shaken up on a regular basis so the kids view it as part of the school routine, not "He's moving up, I'm being left behind." The system the charter school had sounds great when you are advanced, but it is a slap in the face if you are behind.

[Belleweather]

Tracking. I know it's unpopular and not trendy, but I believe that children should be separated into different ability groupings by subject and taught with other children at a similar ability level. I don't believe that it's appropriate to sacrifice the education of the highest or lowest skilled cohort so that everyone can have "high self-esteem", even if they are either bored out of their mind and not learning anything or struggling and scared and in need of more help and not learning anything. The purpose of school is to LEARN, after all.

[eilonwy]

Originally Posted by supervee

How did they do it in one-room schoolhouses? I wish I knew someone to ask that.

There are actually a fair number of one-room schoolhouses in the area, so I can answer that for you: They're very, very small (indeed, that's why there are so many of them!). One teacher might have fifteen students or twenty students, tops. The children are then sorted into smaller groups of four or five, and she'll work with one group while the other groups work independantly.

[supervee]

Originally Posted by eilonwy

There are actually a fair number of one-room schoolhouses in the area, so I can answer that for you: They're very, very small (indeed, that's why there are so many of them!). One teacher might have fifteen students or twenty students, tops. The children are then sorted into smaller groups of four or five, and she'll work with one group while the other groups work independantly.

I think that sounds like a workable plan. It would require kids to be able to work quietly on their own, though.

I don't think the sorting affects self-esteem as much as we think. I had to correct one of my wards today about saying a little boy in her class last year was stupid and mocking him. I was flabbergasted, and emphasized that we don't talk like that about people, but it makes me think he's heard it from the other kids, tracking/grouping or not. In fact, if he was tracked into a classroom of kids who needed extra help with things, he might hear it less. Who knows?

[eilonwy]

Originally Posted by supervee

In fact, if he was tracked into a classroom of kids who needed extra help with things, he might hear it less. Who knows?

From what I remember reading, research supports this idea...

[Kushali]

I think there's a lot of value in breaking into smaller groups. I've heard of schools where every certified teacher has a reading group, including the PE teacher and art teacher.

I understand the concerns about ability grouping hurting kid's self esteem but I don't think it has to be that way. Having multiple groups per grade level, or perhaps groups based around learning style in addition to ability might make it harder for kids to tease each other based on their reading group.

I think this system really works when people break away from the idea of grouping by "reading level" or "math level" and instead base the groups around a specific set of skills. Perhaps you have two reading groups using the same books but one is focusing on decoding and fluency and the other is focusing on comprehension. Or you have two math groups one for the kids who need practice with carrying and borrowing and another for the kids who need practice on telling time and counting money.

If groups are broken up this way its not clear that one is more advanced than another. They're just working on different skills. You might also be able to save some teacher prep time with this method since Ms Smith could teach the same unit on telling time and counting money several times. Once to kids who did poorly with the concept the previous year. Once to kids on "grade level" and once to kids who are advanced and ready for more challenging work.