[PDF] Dos and Donts of attainment grouping

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There are well-documented challenges with

therein, is under-developed. As such, this

Students from all social backgrounds and

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curriculum, and to opportunities to progress

Key reading

Best Practice in Grouping Students project

Education Endowment Foundation Toolkit: Setting or Streaming

UCL INSTITUTE OF EDUCATION

Dos and Don'ts

Dos and don'ts of attainment grouping.

www.ucl.ac.uk/ioe-groupingstudents Enquiries regarding this resource should be sent to:

IOE.groupingstudents@ucl.ac.uk

Best Practice in Grouping Students

UCL Institute of Education

Further reading

Dunne, M., Humphreys, J., Sebba, J., Dyson, A., Gallannaugh, F. & Muijs, D. (2007).

Ɉ. London: DCSF.

among Year 7 students. , 86: 96-108. , 21(2): 217-231. . , 20(1),

0ZZ\LZPU:LJVUKHY`,K\JH[PVU. J. Dillon and M. Maguire (Eds.), 210-221. Maidenhead:

, 29(5): 533-554. , 7(1), 55-72.

21(1), 43-69.

86(4), 849-899.

English attainment and so on.

group students by attainment only teachers realising. retest regularly and move students between groups students can act as an incentive and also destigmatise belonging to use a lottery system when assigning borderline This mitigates the introduction of bias in assigning students from make sure all students have access to a rich curriculum on problem solving or creative opportunities. Keep expectations for learning opportunities, curriculum, behaviour set by timetable convenience Attainment grouping can be less fair when the timetable forces particular [VUHYYV^ opportunities for individual students as well as undermining the princip le give less homework to low sets provide low sets with a 'dumbed' down curriculum be impossible for students to move groups, as well as impoverishing leave students in sets without regular testing change in-class groupings regularly impacts on low prior attainers as setting and streaming. levels and receive feedback opportunities for feedback from peers as well as the teacher. encourage a classroom climate where students teach to the middle are changed according to pedagogic demands of the particular lesson, plan three lessons for every class Mixed attainment grouping should not mean an unrealistic workload depend too often on using high attaining students as explainers, as this

Dos and don'ts of setting

www.ucl.ac.uk/ioe-groupingstudentsquotesdbs_dbs47.pdfusesText_47

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