Most teachers use a variety of grouping strategies in their instruction. Instruction and tasks can be whole group, small group, or individual. Effectively grouping students promotes cooperation, collaboration, risk-taking, flexibility, motivation, and engagement. However, it can be difficult to determine how to group students. It is important to remember that grouping is only as effective as the function and design of the groups. Therefore, thought must go into how students are arranged and what students do in those groups. Here is an overview of several popular grouping strategies*.
Tracking--With tracking, students are placed in subject area groups based on achievement scores. The groups remain the same for the entire class or even the entire year. Depending on the size of the school, students can stay in the same groups year after year. Instruction is based on prior achievement/performance, and students have little ability to move in or out of a track. Critics of tracking say the practice assumes students have fixed academic abilities and the process can create opportunity gaps and promote segregation. Tracking is not allowed in NC schools and should not be practiced.
Ability/Aptitude Grouping--Standardized assessments are used to identify and place students based on their ability, skill level, or readiness. Students are placed so that teachers can match instruction to student needs. Placements are not permanent. Students can be placed in different groups based on their readiness to learn different tasks.
Flexible Grouping--Students are grouped based on their readiness, interests, or learning profiles. Teachers use a pre-assessment to identify a student's need or strengths prior to a lesson. Students work through differentiated activities that the teacher has created to address their different needs. Students are grouped and regrouped multiple times throughout the year based on their needs.
Cooperative Grouping--These groups can be determined by student or teacher choice. Groups can be created based on readiness, work habits, or randomly. Students are purposefully mixed to promote collaboration, team building, and social skills.
*Adapted from Heacox, D. and Richard M. Cash. Differentiation for Gifted Learners: Going Beyond the Basics. Minneapolis, MN: Free Spirit Publishing, 2020.