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Heterogeneous versus Homogenous Grouping: A Constant Debate

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Title: Heterogeneous versus Homogenous Grouping: A Constant Debate


1
Heterogeneous versus Homogenous Grouping A
Constant Debate
  • Erica Wolfe
  • Slippery Rock University

2
Table of Contents
  • Effectiveness of Homogenous Grouping
  • Effectiveness of Heterogeneous Grouping
  • Criticisms of Both
  • Personal Experiences

3
Homogenous Grouping
www.hollidaysburglibrary.org
4
  • Homogenous (or ability) grouping refers to the
    process of teaching students in groups that are
    stratified by achievement, skill, or level.
  • -McCoach et al

5
Homogeneous Grouping The Positive
  • Effective for high students.
  • These students may sometimes be pulled back by
    others. Thus, by grouping them, they have ample
    opportunities for good skill review.
  • -Deborah Poole
  • Appropriate during times when classrooms are
    becoming increasingly diverse academically
  • Teachers agree that they choose to group based on
    ability because it helps them better meet their
    individual needs.

6
Homogeneous Grouping The Positive
  • At a practical level, proponents of within-class
    ability grouping note that it allows teachers to
    adapt learning outcomes, instructional
    activities, and pace to better meet students
    individual characteristics, such as by providing
    remedial assistance or enrichment activities as
    needed.
  • -Barbara Fink Chorzempa

7
What is being taught?
  • In Chorzempas study, she found that teachers
    most often teach the following during ability
    groups.
  • Comprehension
  • Reading vocabulary
  • Sight vocabulary
  • Phonics
  • Phonological Awareness

8
Impact of Praise
  • In several studies, students in lower achieving
    groups received more praise and support from
    teachers than those in the higher achieving
    groups.
  • -Chorzempa

9
How are Students Grouped?
  • Students can be grouped based on a variety of
    criteria
  • Formal and/or informal reading assessment (e.g.
    running records, portfolios, etc.)
  • Teacher observance of class performance
  • Students strengths and weaknesses as well as
    amount of help needed
  • Oral reading skills (e.g. oral reading fluency)
  • Reading level
  • Sight-word skills
  • Social behaviors (e.g. ability to work with
    others, work ethic, motivation to learn)
  • Letter and/or vowel recognition and phonemic
    awareness ability
  • Writing Skills
  • Use of reading strategies
  • Level of English proficiency
  • -Chorzempa

10
Flexible Grouping
  • The purpose of flexible grouping is to group and
    regroup students based on particular student
    learning needs as determined through continuous
    assessment.
  • To keep grouping effective, teachers must blur
    the grouping lines and keep it such that students
    can easily transfer between groups based on
    learning needs.
  • The ultimate goal is so that each student
    ultimately is challenged and succeeds.
  • -Deborah Poole

11
Targeting Specific Content Areas
  • Once students are grouped, they can transfer
    groups based on material being delivered.
  • Arrangements can be targeted for phonics
    instruction, then re-grouped for comprehension
    instruction.
  • Therefore, all individual needs are catered.
  • -McCoach et al

12
Four Features that Affect Grouping
  • Extent of curricular differentiation that occurs
    within groups
  • Flexibility of the grouping arrangement
  • Method by which students are assigned to
    instructional groups
  • Specificity of the grouping arrangement
  • -McCoach et al

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13
Lets Look at Those a Little Further
  • Extent of Curricular Differentiation that Occurs
    within flexible groups
  • It is imperative for teachers to cover material
    that focuses on the groups needs.
  • From that, the teacher can work one on one with
    students to help them with individual skills that
    need reinforced.

14
Lets Look at Those a Little Further
  • Flexibility of the grouping arrangement
  • Once the students are divided into homogeneous
    groups, the teacher must look at what skills are
    going to be taught.
  • From there, it is CRUCIAL for teachers to
    recognize the need for flexible grouping.
  • Students are not going to be grouped and frozen
    there. There is always room for switching among
    the groups.

15
Lets Look at Those a Little Further
  • Method by which students are assigned to
    instructional groups
  • Again, students can be grouped based on a variety
    of criteria.
  • Specificity of the grouping arrangement
  • Must be based on student needs/achievement

16
Guided Reading
17
Guided Reading
  • Guided reading is one component of a balanced
    literacy program.
  • It gives teachers the chance to listen to each
    child read aloud. By doing this, teachers will
    be able to determine students reading behaviors
    and whether or not the are using appropriate
    reading strategies.
  • Students are grouped based on reading level.
  • -E.F. Guastello C. Lenz

18
  • The ultimate goal of guided reading is to help
    students learn how to use independent reading
    strategies successfully.
  • -Fountas and Pinnell (1996) in E.F. Guastello
    C.Lenz

19
Steps to a Successful Guided Reading Program
  • Determining the independent level of each student
  • Leveling the books in the classroom library
  • Arranging students in flexible groups of no more
    than four by ability, interest, or skill
    development
  • Selecting a book for each group to read
    independently with 90 95 accuracy
  • -E.F. Guastello C. Lenz

20
Guided Reading
  • Teachers monitor students ability to
  • Self-monitor
  • Decode unfamiliar words
  • Check predictions
  • Determine if words make sense
  • Self correct
  • Read with expression, intonation, proper phrasing
    and fluency
  • -E.F. Guastello C. Lenz

21
Heterogeneous Grouping
22
Heterogeneous Grouping The Positive
  • A major rationale for mixed groupings is the
    idea that less proficient readers have the
    opportunity to learn from more proficient
    counterparts.
  • Peer Assistance
  • Students are willing to help their counterparts.
    This is a benefit for the struggling reader.
  • -Deborah Poole

23
Cooperative Learning
  • Students are typically given specific roles.
  • Students often work together to complete a
    specific project or reach a collective goal.
  • Productive and flexible partner group work are
    essential in flexible grouping.
  • Example for Literacy Instruction
  • Literature Circles
  • Book talks
  • -Deborah Poole

guide.ceit.metu.edu.tr
24
  • Of great importance to this discussion are the
    Lou and others (1996) findings that students of
    all ability levels benefit from ability grouping
    when compared with not grouping at all-students
    of low ability actually perform worse when they
    are placed in homogeneous groups with students
    of low ability-as opposed to students of low
    ability placed in heterogeneous groups.
  • -Marzano, Pickering, Pollack, 2001 in Gregory
    Chapman

25
How can I group my students?
  • Stick Picks
  • Wagon Wheel Teaming

26
Stick Picks
  • When using sticks, you can often and quickly
    create random groups.
  • The following is a chart that can be used when
    grouping students at random.
  • Popsicle sticks or tongue depressors can be used.
  • -Gregory Chapman

27
Stick Picks
28
Stick Picks
29
How to Separate and Group Students
  • Every group of four sticks (1-4, 5-8, etc) has
    all four colors green, blue, yellow, and red.
  • When that group of four is a team, then the
    teacher can assign specific roles for each team
    member.
  • The teacher can also assign students together if
    they have the same color. Some groups will have
    2 students, some three, some four.
  • To get 4 larger groups, use the colors yellow,
    green, red, and blue as group identifiers.
  • To form 3 large groups, use the colors orange,
    pink, and purple.
  • To get partners, use 1 and 2 as a pair 3 and 4,
    etc.

30
Wagon Wheel Teaming Rotating Concentric Circles
to Form Teams of Three or Four Learners
B Beginning Level Student A Average Level
Student E Expert Level Student
-Gregory Chapman
31
Wagon Wheel Teaming
  • This was based on an idea developed by Sheila
    Silversides.
  • It can be used to group students randomly and
    quickly.
  • The model can be used to quickly group students
    based on ability level, but still heterogeneous.
  • For example, the model will consist of a
    beginning level student, two average level
    students, and an expert level student.
  • -Gregory Chapman

32
Wagon Wheel Teaming
  • Students names are written inside each section of
    the circle, based on readiness or capability
    relating to a particular skill or concept.
  • Names can also be assigned based on learning
    styles, multiple intelligences, or reading
    levels.
  • To mix up the groups, keep the first wheel
    stationary, move the next wheel one turn, the
    next wheel two turns, and the following wheel
    three turns to keep the groups mixed.
  • -Gregory Chapman

33
Criticisms of Homogeneous Grouping
  • Fewer words were read aloud, more interruptions,
    and the potential for stigmatization is present.
    (Poole)
  • The history of American education is filled with
    examples of the misuse of ability grouping in
    schools as a way to enforce racial and cultural
    separation and to reinforce racial stereotypes.
    (Wood)
  • Often restricts children from further education
    rather than encouraging them (Wood)

34
Criticisms of Heterogeneous Grouping
  • In the study conducted by Poole, she found that
    struggling readers in heterogeneous groups often
    feel differentiated from their peers.
  • Intervention to help them may make them feel
    vulnerable to other students and in turn
    signaling their weak abilities.
  • Low performing students recognize their status in
    the group and as a result often participate less.
  • It is difficult for the reading proficiency of
    low performing students to improve in these
    groups if instruction is not explicit.
  • These students need instruction in decoding and
    other reading strategies that other members of
    the group already possess.

35
Recommendations for Both Sides Homogeneous Groups
  • Instruction must be explicit skill instruction or
    ineffective. (Poole)
  • Be sure to use grouping strategies that are
    objective, rather than subjective.
  • Prove research wrong by doing other activities
    rather than worksheets and skill and practice
    sheets in the lower performing groups.

36
Recommendations for Both Sides Heterogeneous
Groups
  • Mix students in small groups so that all students
    have clear and sought out tasks that contribute
    to the group.
  • Give each students a task so that they feel as if
    they have a purpose for the group.
  • Balance instruction so that all students benefit.

37
Where do students perform best?
  • McCoach et al found that
  • Low ability students performed best in
    heterogeneous groups.
  • Medium ability students performed best in
    homogeneous groups.
  • High ability students performed equally well in
    either type of group.

38
Personal Experiences with Homogeneous Grouping
39
Overview of Program
  • The positive effects of ability grouping with
    first grade students is presented in the
    following slides.
  • All five first grade classes at my building
    divided students into nine homogenous groups.
  • Leading the groups were the five classroom
    teachers, an intern, the school principal, one of
    the reading specialists, and the first grade
    learning support teacher.
  • The following presents the groups and material
    presented in each group.

40
The Groups
  • High Readers- Students reading at at least a
    second grade level
  • Focus Chapter Book Study, Flat Stanley
  • Students read independently and respond in a
    journal.

www.discoverdalian.com
41
The Groups
  • Slightly above benchmark- These students are
    reading slightly above where they should be in
    the fall of first grade
  • Focus These students worked on comprehension
    skills with a guided reading book from the site
    www.readinga-z.com
  • Students will create story maps, venn diagrams,
    and other graphic organizers for comprehension
  • Students would work on reading strategies, as
    well.

42
The Groups
  • Benchmark- These students are reading at grade
    level for the fall of first grade.
  • Focus These students worked on comprehension
    skills with a guided reading book from the site
    www.readinga-z.com
  • Students would work on reading strategies, as
    well.
  • (This groups objective is very similar to the
    previous.)

43
The Groups
  • Slightly Below Grade Level These students are
    reading below grade level and need reinforcement.
    (There are four sections of this group.)
  • Focus These students worked on many different
    word building and phonics skills.
  • Students would work on a decodable book with the
    word family/short vowel sound.
  • The group also did word wall/family dictations.
  • The purpose of this group was to reinforce skills
    covered during the week.

44
The Groups
  • Special Needs These students are all receiving
    support from the special education teacher. They
    have a wide range of disabilities including
    autism and other learning disabilities.
  • Focus These students worked on the same skills
    as the previous group. They worked on many
    different word building and phonics skills.
  • Students would work on a decodable book with the
    word family/short vowel sound.
  • The group also did word wall/family dictations.
  • The purpose of this group was to reinforce skills
    covered during the week.

45
Effectiveness
  • From September until the end of November, 2009-
    all students made progress.
  • Also, these groups are flexible in the sense that
    many students have changed groups since then.
  • But, isnt that the point? Students ARE
    succeeding.
  • From these groups, more individual attention is
    focused on the students individual needs.

46
Effectiveness Lets Look at Numbers
  • The following information is in accordance to
    Running Records scores. The Dominie Series was
    used.

47
What is Considered Benchmark?
  • In August- students who were reading at or above
    a Level 3 were considered benchmark.
  • In August- 52 students were benchmark.
  • In November- students who were reading at or
    above a Level 4 were considered benchmark.
  • In November- 64 students were benchmark.

48
What about Below Benchmark?
  • In August- students who were reading at a Level 1
    or 2 were considered below benchmark.
  • In August- 48 students were below benchmark.
  • In November- students who were reading at a Level
    1, 2, or 3 were considered below benchmark.
  • In November- 35 students were below benchmark.

49
Results
  • Almost all students showed improvement in their
    reading ability.
  • From the data, it is clear that the leveled
    reading groups were effective.

50
Student Responses
  • A student from each group was interviewed and the
    following are their reactions to the reading
    groups.
  • I really liked being in different readings
    groups. I liked going to different classrooms.
    (from a student in the below benchmark group)
  • I like the activities we did. (from a student
    in the average group)
  • I really liked reading Flat Stanley. It was fun
    keeping my own journal. (from a student in the
    enrichment group)

51
Some thoughts to keep in mind
  • Both homogeneous and heterogeneous grouping have
    a time and place in literacy instruction.
  • It is important for teachers to plan activities
    and lessons that meet the needs of ALL students.
  • It is up to YOU to decide when it is appropriate
    to group students.

52
Sources
  • Chorzempa, B. F., Graham, S. (2006).
    Primary-grade teachers' use of within-lass
    ability grouping in reading. Journal of
    Educational Psychology. 98, 529-541.
  • Gregory, G., Chapman, C. (2007). Differentiated
    Instructional Strategies One Size Doesn't Fit
    All. Thousand Oaks Corwin Press.
  • Guastello, E.F., Lenz, C. (2005). Student
    accountability Guided reading kidstations. The
    Reading Teacher. 59, 145-156.

53
Sources
  • McCoach, D.B. , O'Connell, A.A., Levitt, H.
    (2006). Ability grouping across kindergarten
    using an early childhood longitudinal study. The
    Journal of Educational Research. 99, 339-346.
  • Poole, D. (2008). Interactional differentiation
    in the mixed-ability group a situated view of
    two struggling readers. Reading Research
    Quarterly. 43, 228-250.
  • Wood, C. (1997). Yardsticks. Greenfield, MA
    Northeast Foundation for Children.
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