Homogeneous Groups
Homogeneous small-group structures are a common approach to differentiating instruction in elementary schools in the United States (Graham et al., 2020). As noted previously, skill-based homogeneous grouping is related to positive academic outcomes regardless of students’ ability levels (Steenbergen-Hu et al., 2016). This approach is valuable when the teacher’s goal is to deliver targeted instructional support to students with similar skills in need of further development (Bondie et al., 2019; Hall & Burns, 2018). The similarity or more narrow range in students’ skill levels within skill- based homogeneous small groups allows teachers to differentiate instruction in a way that better meets students’ needs. There are potential disadvantages to skill-based homogeneous grouping that teachers should be aware of. One concern is that teachers may lower their expectations for groups of students who have less proficiency in each area. Additionally, the use of skill-based homogeneous small groups may deny opportunities for lower-achieving students to interact with and learn from higher-achieving peers (Boaler et al., 2000). Finally, students may identify and internalize the labels associated with their skill-based homogeneous small groups, leading to perceptions such as “those are the good readers and we are the struggling readers” (Park & Datnow, 2017). Regularly regrouping students based on varying characteristics, including skill proficiency, can be a potential solution to these problems.
Heterogeneous Groups
Teachers may opt to use heterogeneous or mixed-ability small groups if their goal is to (a) stretch students with higher levels of knowledge or skill to work on articulating or modeling their thought processes (and to use metacognition to identify what they are doing in a way that allows them to teach and model for others) and (b) scaffold learning for students with lower levels of knowledge or skill by providing access to a peer who can serve as an expert model (Wilkinson & Fung, 2002). All learners can further develop competency in a skill by observing and interacting with individuals with strong competency (i.e., from observing and imitating expert models). Student modeling may offer an advantage over teacher-led demonstrations: peers often share learning experiences, ways of using language, and cultural knowledge; as a result, peer models may be able to describe and model a skill in a way that makes more sense to their less-expert peers than if a teacher had described or modeled the same skill (Schunk & Zimmerman, 2007; Völlinger et al., 2023). Heterogeneous grouping has the collateral benefit of fostering interaction and collaboration among diverse groups of classmates.
ALIGNING PRACTICE WITH RESEARCH TOPIC PAPER 13
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