Heterogeneous
Classrooms in Small Schools
This piece is based on interviews with teachers at small schools. It
touches on differing philosophies about student achievement, the need
for multiple entry points for students to engage with the material,
and the importance of long-term professional development.
Definitions
of Heterogeneous Groupings and Other Terms
Heterogeneous classes and the topic of tracking can be hot-button issues.
In order to have productive conversations, and use the resources on
this website, a definition of terms is critical. The Lexicon of Learning
website offers these useful definitions of ability groupings, heterogeneous
groupings, homogenous grouping, and tracking.
Implementing Heterogeneous Classes Pamela Wise, Chuck Estin, and Jeff Petty
Small Schools Coaches Collaborative
Members of the Small Schools Coaches Collaborative compiled resources
related to creating heterogeneous classes and eliminating what is often
referred to as a system of "tracking." The resources include:
a Tracking
Self-Assessment tool to help schools look at their own practices
and identify aspects of tracking; pedagogical
principles of heterogeneity; answers to commonly articulated concerns
regarding college admissions; and readings
about de-tracking on the subject.
Differentiated Instruction The Learning Network article, Differentiated
Instruction profiles Clover Park High School's introduction
to differentiated instruction and some teachers' first steps at
changing their classroom practice. Differentiated
Instruction—What it is & What it is not is an instructive
in-depth chart outlining the term.
These lessons are part of an online course that provides opportunities to examine the characteristics of a differentiated classroom; direction on how to frame instruction around concepts and essential understandings; techniques for differentiating content, process, and product; and tools for differentiating on the basis of students' readiness, interest, and learning profile.
Inclusive Classroom:
Meeting the Needs of Gifted Students:
Differentiating Mathematics and Science Instruction Northwest Regional Educational Laboratory, December 1999
Available in html format, this booklet offers teachers a variety of
strategies and resources for providing different levels of content and
activities that will challenge all students, including gifted learners.
Some of the topics included are The Learning Environment, Classroom
Organization and Management, Social and Emotional Climate, Support for
Gifted Minority Students, Support for Gifted Girls, Curriculum Compacting
and Flexible Pacing, and Models for Differentiating Content.
The
Heterogeneous Classroom Interactive Mathematics Program
The Interactive Mathematics Program (IMP) has created a four-year program
of problem-based mathematics that replaces the traditional Algebra I-Geometry-Algebra
II/Trigonometry-Precalculus sequence. IMP units are generally structured
around a complex central problem. This article discusses why IMP believes
in heterogeneous math classes and how they designed their curriculum
to be used in them. The philosophy and principles apply to any heterogeneous
class.
Group
Work Attitude Assessment
Cooperative learning is a key component of heterogeneous groupings.
This chart is a tool for teachers to begin thinking about their own
beliefs about group work. The chart uses five principles developed by
Dee Dishon and Pat Wilson that distinguish cooperative learning from
typical classroom groups.
Group Activity Checklist Excerpted from NCREL Pathways to School Improvement
This checklist will help you reflect on how well you form student work
groups and assign group tasks. You might also consider how these factors
are addressed in your own professional work groups and how that experience
informs your classroom practice.
