11 Ability Grouping
Definition
Purposefully grouping a student with those who have a slightly higher level of ability on a specific skill with the purpose of embedded peer support.
In action
The teacher creates small groups of students for group work based on achievement levels or abilities with a specific skill and tailors the expectations according to each group’s abilities.
*Important note: Overuse or misapplication of ability groups can be problematic. Teachers should avoid creating low and high achieving sub groups within a classroom and instead ensure that all students’ strengths are appreciated and highlighted through use of ability groups across content and other beneficial accommodations.
Support Strategies
- The teacher can use within-class grouping (i.e., making groups of students from the same class) when all students can be grouped with those who are working at a similar level.
- The teacher can use between-class grouping (i.e., making groups of students from more than one class) when students will benefit from working with those in a different class or grade level.
- The teacher can differentiate the task expectations so that groups are working on tasks based on their abilities.
- The teacher can create groups of different sizes when necessary, prioritizing ability grouping over uniform grouping.
- The teacher can conference with each group throughout class to determine the level of support required, as well as to assess whether groups are suitable for future use.
- The teacher should ensure that work activities in each group are equally stimulating and enjoyable.
Case Study
Student: Grade 3 student in a math class.
Content: Students are working in random groups to solve addition and subtraction problems using math manipulatives.
Problem: The student is having difficulty understanding how the manipulatives relate to the problems their peers are solving.
Solution: Students with similar math proficiency are placed into groups with one another. The teacher conferences with groups according to need to ensure all group members understand the task and how the manipulatives represent the numbers used in the problems. The teacher provides groups who need additional support with other resources, such as counting blocks, visual cues, and strategies (e.g., counting up on their fingers). The teacher checks in with this group more frequently to ensure they are on the right track.
Additional Resources
- Article on using reciprocal teaching and co-operative grouping to support literacy instruction for students with intellectual disability
- Article outlining different strategies for using group work in the classroom, including peer tutoring and combined grouping formats
- The Learning for All document details how ability grouping can be used in the creation of a class profile
- An introduction to the Multi-tiered Systems of Support (MTSS) from PBIS
- Video describing typical instructional supports in Tier 2 & 3 (RTI/ MTSS) from McGraw Hill
- Guide for implementing tiered supports from Edutopia- including important section on reducing stigma
