Module 21 Post 1

This module focuses on the idea of different grouping practices. There are groups with students who show variation on an attribute, heterogeneity groups, and groups were students have little variability, homogeneity groups. There are also groups that are made by ability, ability grouping. One of the main approaches of learning, cooperative learning, is a method of grouping students to work collaboratively with students of different achievement levels within each group. Grouping by ability has two different types, within-class ability grouping and between-class ability grouping. Within-class ability grouping is the practice of dividing students within a self-contained classroom into groups that are homogeneous in ability. Between-class ability grouping is a common practice in high school and sometimes middle school, in which students are placed into homogeneous classes based on their level of achievement. This idea is also sometimes called tracking, and puts students on a path based on their achievement. Also, there is flexible grouping, which involves regrouping. Regrouping is a method in which sudents receive reading or math instruction in homogeneous groups bsaed on their current skill level but reamin heterogeneous classrooms for all other subjects. Cooperative learning, a method of grouping students to work collaboratively has become an increasingly popular approach in education, used for learners from preschool age through college. For group work to be considered cooperative learning, it must contain five elements, positive interdependence, individual and group accountability, face-to-face interaction, interpersonal skills, and group processing. Cooperative learning proves to effect in learning situations because more time is spent on tasks, students are willing to take on more difficult tasks, they show persistence on tasks, despite difficulties, exhibit positive attitudes, demonstrate higher-level reasoning, and achieve better long term retention. When using within-class ability grouping, teachers must group effectively by adapting instructional methods and materials to meet the needs of students within each group, keep group size small, and change placement frequently. Tracking proves to be a hot topic in this chapter with regards of to track or not to track. There must be improvement in the quality of instruction for students in lower tracks for tracking to work. When using cooperative learning effectively, teachers must prepare students for a cooperative activity, form cooperative groups, and provide time for group processing.

I have a question regarding tracking. I believe that tracking in high school is essential to do because students learn at different rates. I know, as a student who took Advanced Placement courses, that there are more opportunities for those who are a higher track. I wonder if there is a way to make more course options for those on a lower track. How do you make those on a lower track still interested, and intrigued to take their courses when the the higher track children receive all the advantages?

Vygotsky believed that social interaction was essential to learning, and therefore he would support grouping in the classrooms. Vygotsky would encourage heterogeneous grouping because of the idea that students are not on the same level while assisting each other. He would encourage peers of higher achievement to help those of lower achievement because sometimes duel learning happens from this process as well. The idea of children interacting and teaching each other encourages social skills and learning.

Piaget and Vygotsky differ on views of learning because Piaget believes that development must happen first before learning can happen. He relies on development preceding learning in his theory, whereas Vygotsky believes that social interaction is important in learning, and focuses on social aspects and zones where one can learn.

My thought and action are being influenced because right at this moment I am in my sorority's study doing this blog post. I am influenced to work on my work because my sorority sisters are next to me doing work as well. We are in a quiet space, and that is influencing me to continue thoughtful work. My planner is also influencing me because I wrote down the assignment for the week and I am influenced to want to cross it off to say that I have done it.