Ability Grouping- Anna Smith

Ability grouping is the systemic organization of students according to ability levels. I was surprised to read that there is a considerable amount of of opposition to this practice, considering the many benefits and the long history of different appearances of ability grouping throughout time. While the chapter does recognize some drawbacks to ability grouping that have been researched, most of these theories seemed to be discounted.

Of the downsides to ability grouping discussed, Oakes contributed two. The first is that it is simply ineffective, although the chapter doesn't share any of the the data to prove this. Secondly, she alleges that it is discriminatory. My initial response to that, is that it would be discriminatory to deny a group of students' right to be challenged and fully meet their potential. If ability grouping for GT students is discriminatory, then special education and resource classes would also be considered discriminatory, yet I can't imagine denying the latter students these classes and opportunities to build the skills they need and deserve.

The many benefits of ability grouping were apparent to me throughout the chapter, both for GT students as well as non-gifted. I've worried and dealt with the dilemma of having my more advanced students have to 'wait' for their peers to understand a concept, or sit through a lesson that I'm reteaching to them, or simply learn a less complicated concept because their classmates aren't as likely to be able to master it, for example. To provide them with a group of co-learners who are similarly able and motivated would lessen that issue. Especially when it comes to group work, GT students were disadvantaged. They often do the bulk of the work and/or their partners "get away" with doing less; this leaves the GT student feeling slighted, taken advantage of, or frustrating which of course, is not conducive to their best learning. 

Likewise, cooperative learning groups (of mixed ability) are not beneficial to gifted students. They may like to work alone, or they end up "teaching" their group and not learning anything new. I am guilty of doing this, and have been taught that this is a beneficial way to facilitate a lesson. Even when I was being taught, I asked myself "what does the gifted student end up learning though?" and "how do you organize the groups so that everyone is paired with someone of the right ability?"

The chapter seemed to support to me the benefits of grouping students together by their ability. It says that non-gifted students do better in this environment too. This year, my ELA classes are grouped by reading level and there are very obvious differences between my classes. To be able to take certain activities to my higher or lower classes rather than try to reach all levels inside one class period is a precious opportunity that I am enjoying! I also like that they spoke about Gardner's multiple intelligences, although I try to incorporate the variety of those different learning styles in all of my classes, not just my higher level students. I think they are important and valid for all learners.