Ability grouping has singular problems
In this era of performance data, league tables and data points seem to be the main driver of teaching and learning. As a result, pupils fall victim to an emphasis on exam results. But what about grouping by ability? Is it not just normal classroom practice to assist differentiation?
In my studies, I have researched these questions and discovered a variety of hidden consequences of ability grouping, from self-fulfilling prophecies of expectation to reduced self-esteem, increased bullying and, crucially, no obvious improvement in results. Why do we continue to use such methods when research shows them to be ineffective and costly?
Trainee primary teacher
Short and tweet
To all of our pupils: hope the sun shines on the last day of your holidays. Enjoy and we will see you refreshed and ready to learn on Tuesday.
Welcome back to all our teachers after the summer holidays, especially to our new staff members! See you all tomorrow!
Happy back to school 2015, everyone! I hope your summers were refreshing and that your in-service days are not too dull ;-) #teaching #aaah
Hall has been painted and looking good!
Good luck to all our former P7 pupils as they start S1. We are thinking about you! Looking forward to seeing all our current pupils today.
P6 had lots of fun getting to know each other and drew our own summer selfies.
Teachers must share assessment information with their pupils to highlight strengths, identity gaps in learning and to establish next steps.
Big picture of learning - pupils need to see their learning and where they need to go! High expectations!
Letters for publication in TESS should arrive by 10am Monday. Send your letters, ideally of no more than 250 words in length, including contact address and phone number, by email to email@example.com. Letters may be edited