In the early 80s, teachers were taught to create flexible ability grouping within the classroom as well as across the grade levels. This practice allowed students to access curriculum at their ability level. Needs of each students were more easily addressed. Students were more comfortable to be with others at their ability levels and would openly ask questions. Teachers could more easily create, differentiate, and redirect lessons based on student needs.
I, for example, would have the low reading group out of six 6th grade classes. I LOVED IT! That group was broken up into three sub-groups within the classroom based on a book choice that the students themselves made of the three choices provided. We based reading on the classic novels chosen for each grade level. Students sat in small groups. I had one aid that would work with one group, I worked with one group and the others were working on assignment that went with their book. Small groups read aloud, sometimes round robin and sometimes teacher read to model expression. After 20 minutes, we switched groups. Another 20 minutes, switch again, until all three groups had seen the teacher, worked with the aid and worked independently. I could see the growth on a daily basis with these students. Excitement about finishing a book for the first time was incredible. Comprehending the plot, connecting with the characters, creating their own ending…it was all so much fun!
We worked our mathematics classes the same way. Manipulatives were used throughout all math levels. Students or parents could ask for students to be moved into different groups and we, as teachers, would make the move to see if the another group was a better fit.
I soon saw this mode of teaching dissolve as complaints about “ineffective teachers teaching far below basic students” and “student self-esteem being squashed” grew louder. Then no ability grouping was allowed but all teachers had to teach all levels within their own walls. Professional Learning Communities that were part of the daily routine to discuss common students soon diminished as each teacher was trying to survive to meet all the needs within the classroom. Soon after that, mainstreaming for all special needs students came into the practice. Special needs students were not having access to the same level of instruction as fellow classmates. Due to the fact that students were placed in special education based on the discrepancy of ability and progress. So, highly intelligent students whom had a learning disability could not get past lower-grade level expectation.
After that, we started focusing on Standardized Testing with the No Child Left Behind monies tied to test scores. Testing was always important as the natural desire to be good at our teaching passion. Teaching started leaving the hands and creativeness of teachers and became scripted by others not within the walls of the classroom.
In education, we tend to change too HUGE CHANGES instead of fine tuning or focusing on issues that make the real differences. Highly effective creative teachers that are given the freedom to practice and develop their craft of teaching is the number one item that makes a difference for students. You could be deserted on an island with a group of learners and do a fabulous job. Learning to work with what you have to do the best job you can.
I am excited to see where education is going with Problem-Based Learning and Ability Grouping coming back. I hope we see the novels return to the classroom as well.
Learn more at USA today about Updates with Ability Grouping:
: http://www.usatoday.com/story/news/nation/2013/03/18/elementary-teachers-grouping-reading-ability/1990917/
