14 Groupement par capacités
Definition
Deliberately grouping a student with those who have a slightly higher level of ability on a specific skill for the purpose of integrated 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 adapts expectations based on the abilities of each group.
*Important Note: Overuse or misapplication of ability groups can be problematic. Teachers should avoid creating low-performing and high-performing subgroups within a class. Instead, ensure that the strengths of all students are appreciated and enhanced through the use of heterogeneous ability groups across content and other beneficial adaptations.
Support strategies
- Form groups of students within the same class when all students can be grouped with those working at a similar level.
- Form groups of students from different classes when students will benefit from working with those from a different class or grade level.
- Differentiate task expectations so that groups work on tasks based on their abilities.
- Create groups of different sizes if necessary, favoring ability grouping over uniform grouping.
- Discuss with each group throughout the class to determine the level of support required, as well as to assess whether the groups are appropriate for future use.
- Ensure that work activities in each group are equally stimulating and enjoyable in order to assign everyone work that matches their abilities and needs.
Case study
Student: 3rd grade student in a math class.
Content: Students work in random groups to solve addition and subtraction problems using manipulatives.
Problem: The student has difficulty understanding the connection between the manipulative material and the problems his peers are solving.
Solution: Students with similar math skills are placed in groups with each other. The teacher checks in with the groups as needed to ensure that all group members understand the task and how the manipulatives represent the numbers used in the problems. The teacher provides groups that need additional support with other resources, such as counting blocks, visual cues, and strategies (eg, counting on their fingers). The teacher checks in with this group more often to ensure they are on track.
Additional Resources
- Article on the use of reciprocal teaching and cooperative grouping to support literacy instruction for students with intellectual disabilities
- An Introduction to PBIS Support Systems (SSPM)
- Video describing typical McGraw Hill Levels 2 and 3 (RTI/MTSS) instructional materials
- Edutopia’s Guide to Implementing Multi-Level Supports – including a major section on stigma reduction