When in doubt, default to mixed abi

When in doubt, default to mixed ability groups. Ability grouping has its place, but it has some serious disadvantages. It can quickly define a culture of haves and have-nots. The effect of this will be to undermine the sense of community in the class. Mixed ability groups have many advantages including providing opportunities for stronger students to take on the role of peer tutor and weaker students to benefit from having the stronger students in their groups. If you do feel the need to ability group, try to limit it to situations in which the ability level is mostly related to previous experience rather than students’ perceptions of innate intelligence. For example, if we created groups of experienced computer users and groups of less experienced users and had students self-select, in this case it is less likely that students will feel stratified than if we placed them into high and low ability groups in an area that they felt represented a fundamental aptitude.



Random grouping often produces relatively desirable results and can be done rather efficiently. For example, with a little practice (but we do need to practice), our students can get used to numbering off into groups in a matter of a minute or two. The following sequence can be effective. First, count the students. Second, mentally divide the number of students by the number that you want to have in each group; that is your count-off number. Third, instruct them to count off. Be sure that the students say their group numbers out loud. This will save you the trouble of learning that when you say the numbers, the groups often end up with disproportionate sizes. Having students say their numbers promotes both memory and honesty. Another system is for you to create random groups before the event and then simply read them off.



Numbering off -- sample direction sequence:

1. Cue -- wait for 100% attention.

2. “We are going to number off into seven groups of four for the next activity. When we get into groups, I will explain what we are doing.”

3. “Let’s begin counting by sevens. When we are done the ones should go (determine spot), the twos should go (determine spot),” etc.

4. Students count (and stay put until they are all done).

5. a) Early in the year, or if the students have taken a long time to get into groups on their previous effort, say, “Ok it should take us about 30 seconds to get into groups, ready Go!” b) When students have learned to move with urgency and efficiency to their group. “Ready, Go!”



It is best when grouping by learning style to use mixed-style groups. To create the most heterogeneous combination in terms of learning style, first identify each student’s preference on the Extroversion/E vs. Introversion/I and Concrete (Sensate/S) vs. Abstract (Intuitive/N) scales. This can be done in a variety of ways including administering the Paragon Learning Style Inventory, Myers-Briggs Type Indicator or the Kolb Learning Style Inventory. Once you have determined each student’s style preference, try to create groups that include all four type combinations,

e.g., IN, EN, IS and ES (Figure 12.4). Refer to the previous chapter for more ideas related to how to translate your knowledge of learning style into student success.


Figure 12.4: The Cognitive Dimension Factor Combinations that Most Significantly Influence Academic Orientation/Style

The two factor dimensions that most affect how one acts and learns in school are those of introversion/extroversion and sensation/intuition. Introverts may be more reflective while extroverts may be more outgoing. Practical skills may come more easily to sensates, while intuitives may be more comfortable with imagination. When considering learning style as a means to creating heterogeneous groups, teachers may be most successful in their efforts by attempting to find students for each group from each of the four academic types described below. The chart below shows the four possible combinations or academic types.






Extroverts (E)


Introverts (I)

Sensates (S)


ES Action Oriented Realists (@40%)

This type loves action and things happening. They like to get practical results from their work and like to work in groups. For them too much watching is a waste of time, they want to do. They like to share what they are doing and thinking. They get impatient when things are too slow, complicated, or abstract.




IS Thoughtful Realists (@25%)

This type is the most careful and steady. They don't mind working alone or with one other. They like practical results and are good with details and technical things. They are often the least expressive; they see much but usually share little. They don't like careless ideas, plans, or too many new things at once.



Intuitives (N)


EN Action Oriented Innovators (@25%)

This type is really motivated and likes to make things happen. They like to work in groups on new and interesting things. They like to take their theories and apply them with others. They share easily, especially what's inside. They don't like details, routines, or the same old thing for too long.




IN Thoughtful Innovators (@10%)

This type is the best at solving problems. They like to work at their own pace on their own ideas. They like to make creative and scientific things. They would rather express themselves through their thoughts, instead of socializing with lots of others. They don't like doing busy work or things that don't make sense





Grouping using the principles prescribed by the Situational Leadership Model (Appendix E) will involve the highest level of complexity and the lowest level of convenience but will bring other less obvious variables into the equation. It has the potential to have a substantially positive effect on the social dynamics in the class. Moreover, it has the added benefit of maintaining our level of awareness on valuable ingredients such as each student’s investment level and the political dynamics in the group.



It may seem like the process of grouping is a formality. To us it may simply represent a line on our lesson plan and a procedural necessity. But to students it is significant (Lotan, 2006; Rubin, 2003). The make-up of their group is the major defining factor in their experience. During this process it will be essential to mirror the affect that will be the most beneficial for our students to take on. If students are tentative about their team, we need to mirror to them optimism about how great the groups look and how we see great combinations. If the groups look a bit unhappy about their membership we need to send the message, “in this class, we have only great team members and it is a certainty that we are all going to be highly productive and supportive quickly if not immediately.” No matter what we are confronted with as far as student complaints or requests to be traded to other groups, we need to project a positive expectancy. If we buy in to the temptation to make changes and adjust groups based on friendships or who is or is not getting along, we: 1) send the message that we believe that some students are not capable of getting along with others; and 2) put ourselves a position to be asked to do so in the future because we have just reinforced that behavior (re: the social learning model). No matter the reality with which we start, we need to project implicitly and explicitly: “in this class, we all get along, we all like each other, we can all trust each other to do our part, and as the teacher I believe in you.”



As a matter of protocol, it seems to be a more effective practice to create groups first and then give out the task and directions. It may not make a great difference, but in some cases students may be preoccupied with the “who” rather than the “what,” and miss what we are saying about the task. Doing things in this order will help students be in the moment and attentive when we explain to them the task they are about to undertake.

Results (Vietnamese) 1:

When in doubt, default to mixed ability groups. Ability grouping has its place, but it has some serious disadvantages. It can quickly define a culture of haves and have-nots. The effect of this will be to undermine the sense of community in the class. Mixed ability groups have many advantages including providing opportunities for stronger students to take on the role of peer tutor and weaker students to benefit from having the stronger students in their groups. If you do feel the need to ability group, try to limit it to situations in which the ability level is mostly related to previous experience rather than students’ perceptions of innate intelligence. For example, if we created groups of experienced computer users and groups of less experienced users and had students self-select, in this case it is less likely that students will feel stratified than if we placed them into high and low ability groups in an area that they felt represented a fundamental aptitude. Ngẫu nhiên nhóm thường cho kết quả tương đối mong muốn và có thể được thực hiện khá hiệu quả. Ví dụ, với một chút luyện tập (Tuy nhiên, chúng tôi cần phải thực hành), sinh viên của chúng tôi có thể sử dụng để đánh số thành nhóm trong một vấn đề của một hoặc hai phút. Theo trình tự sau có thể được hiệu quả. Trước tiên, tính các sinh viên. Thứ hai, tinh thần chia số sinh viên theo số mà bạn muốn có trong mỗi nhóm; đó là số đếm tắt của bạn. Thứ ba, hướng dẫn họ để đếm. Hãy chắc chắn rằng các sinh viên nói số nhóm của họ lớn tiếng. Điều này sẽ giúp bạn tiết kiệm những rắc rối của việc học mà khi bạn nói những con số, các nhóm thường kết thúc với kích thước không cân xứng. Có sinh viên nói rằng số tiền của họ khuyến khích cả hai bộ nhớ và trung thực. Một hệ thống là để bạn có thể tạo các nhóm ngẫu nhiên trước khi sự kiện này và sau đó chỉ đơn giản là đọc chúng ra. Số ra--mẫu hướng trình tự:1. cue--đợi 100% sự chú ý.2. "chúng tôi sẽ để số thành 7 nhóm của bốn cho các hoạt động tiếp theo. Khi chúng tôi nhận được vào nhóm, tôi sẽ giải thích những gì chúng tôi đang làm."3. "chúng ta hãy bắt đầu đếm bởi sevens. Khi chúng tôi đang thực hiện những nên đi (xác định vị trí), các twos nên đi (xác định vị trí),"vv.4. sinh viên đếm (và ở lại cho đến khi chúng được tất cả các thực hiện).5. một) đầu năm đó, hoặc nếu các sinh viên đã thực hiện một thời gian dài để có được vào nhóm trên những nỗ lực trước đó, nói, "Ok nó nên chúng tôi khoảng 30 giây để có được vào nhóm, sẵn sàng đi!" b) khi sinh viên đã học được để di chuyển với mức độ khẩn cấp và hiệu quả để nhóm của họ. "Sẵn sàng, Go!" It is best when grouping by learning style to use mixed-style groups. To create the most heterogeneous combination in terms of learning style, first identify each student’s preference on the Extroversion/E vs. Introversion/I and Concrete (Sensate/S) vs. Abstract (Intuitive/N) scales. This can be done in a variety of ways including administering the Paragon Learning Style Inventory, Myers-Briggs Type Indicator or the Kolb Learning Style Inventory. Once you have determined each student’s style preference, try to create groups that include all four type combinations,e.g., IN, EN, IS and ES (Figure 12.4). Refer to the previous chapter for more ideas related to how to translate your knowledge of learning style into student success. Figure 12.4: The Cognitive Dimension Factor Combinations that Most Significantly Influence Academic Orientation/StyleThe two factor dimensions that most affect how one acts and learns in school are those of introversion/extroversion and sensation/intuition. Introverts may be more reflective while extroverts may be more outgoing. Practical skills may come more easily to sensates, while intuitives may be more comfortable with imagination. When considering learning style as a means to creating heterogeneous groups, teachers may be most successful in their efforts by attempting to find students for each group from each of the four academic types described below. The chart below shows the four possible combinations or academic types. Extroverts (E) Introverts (I)Sensates (S) ES Action Oriented Realists (@40%)This type loves action and things happening. They like to get practical results from their work and like to work in groups. For them too much watching is a waste of time, they want to do. They like to share what they are doing and thinking. They get impatient when things are too slow, complicated, or abstract. IS Thoughtful Realists (@25%)This type is the most careful and steady. They don't mind working alone or with one other. They like practical results and are good with details and technical things. They are often the least expressive; they see much but usually share little. They don't like careless ideas, plans, or too many new things at once. Intuitives (N) EN Action Oriented Innovators (@25%)This type is really motivated and likes to make things happen. They like to work in groups on new and interesting things. They like to take their theories and apply them with others. They share easily, especially what's inside. They don't like details, routines, or the same old thing for too long. IN Thoughtful Innovators (@10%)This type is the best at solving problems. They like to work at their own pace on their own ideas. They like to make creative and scientific things. They would rather express themselves through their thoughts, instead of socializing with lots of others. They don't like doing busy work or things that don't make sense Nhóm bằng cách sử dụng các nguyên tắc quy định bởi các mô hình lãnh đạo tình huống (phụ lục E) sẽ liên quan đến mức cao nhất của phức tạp và mức thấp nhất của tiện lợi nhưng sẽ mang lại cho các biến chưa rõ ràng vào phương trình. Đô thị này có tiềm năng để có một tác động đáng kể tích cực vào các động thái xã hội trong lớp. Hơn nữa, nó có thêm lợi ích của việc duy trì mức độ chúng tôi về nhận thức về các thành phần có giá trị như trình độ đầu tư của mỗi học sinh và các động thái chính trị trong nhóm. It may seem like the process of grouping is a formality. To us it may simply represent a line on our lesson plan and a procedural necessity. But to students it is significant (Lotan, 2006; Rubin, 2003). The make-up of their group is the major defining factor in their experience. During this process it will be essential to mirror the affect that will be the most beneficial for our students to take on. If students are tentative about their team, we need to mirror to them optimism about how great the groups look and how we see great combinations. If the groups look a bit unhappy about their membership we need to send the message, “in this class, we have only great team members and it is a certainty that we are all going to be highly productive and supportive quickly if not immediately.” No matter what we are confronted with as far as student complaints or requests to be traded to other groups, we need to project a positive expectancy. If we buy in to the temptation to make changes and adjust groups based on friendships or who is or is not getting along, we: 1) send the message that we believe that some students are not capable of getting along with others; and 2) put ourselves a position to be asked to do so in the future because we have just reinforced that behavior (re: the social learning model). No matter the reality with which we start, we need to project implicitly and explicitly: “in this class, we all get along, we all like each other, we can all trust each other to do our part, and as the teacher I believe in you.” Như một vấn đề của giao thức, nó có vẻ là một thực hành hiệu quả hơn để tạo ra các nhóm đầu tiên và sau đó đưa ra các nhiệm vụ và hướng dẫn. Nó không thể làm cho một sự khác biệt rất lớn, nhưng trong một số trường hợp sinh viên có thể được preoccupied với "người" thay vì "gì", và bỏ lỡ những gì chúng tôi đang nói về nhiệm vụ. Làm việc theo thứ tự này sẽ giúp sinh viên trong thời điểm này và chu đáo khi chúng tôi giải thích cho họ công việc họ đang về để thực hiện.