by Jonathan Moody » Tue Mar 06, 2012 2:20 pm
1.What factors do you consider important in causing mixed ability? (previous exposure, attitude, learning style, personality, aptitude, motivation)
Clearly there are many factors affecting a student’s ability to learn. Although all of the above factors have a massive bearing on a student’s grasp of material, without a general aptitude a student will struggle to learn. However, combined with motivation, a good attitude and an effective learning style, a student is far more likely to be able to comprehend a subject. Similarly, having familiarity with a particular learning environment perhaps gives a student an advantage. On the other hand, without motivation for learning, and without a positive attitude, a student is unlikely to learn affectively.
With all of the above factors combined, an ideal learning environment is created. A good attitude and motivation are essential to learn, and can perhaps make up for a lack of other qualities or learning exposure.
4. Mixed ability is usually considered to be a problem. But is it? Could there be some advantages to having students of different levels and abilities in the same class?
Having a class of children with mixed abilities certainly has its advantages, but only if these differences are recognised. If students of differing abilities are allowed to work together and solve problems together, then this is not only going to improve their understanding of the subject, but also their communication skills. Learning to work together despite differences is key. It gives children and teenagers the opportunity to notice and appreciate differences in aptitude and learning styles. However it is the teacher´s duty to remind the students to share the work: one student shouldn´t be shouldering the whole work-load.
It is important to remember that students helping and being helped should benefit the whole class. Not only should it leave the teacher with more time to concentrate on other students, who perhaps need more attention, but it should increase the confidence of the whole class. Children who advise others might feel as if they´ve been given some responsibility, and would gain confidence as a result. Ultimately, solving problems together gives students the confidence to speak in class about future problems. A class in which everyone has a voice is far less likely to leave students behind and the ability divide will decrease as a result.
Turning mixed ability groups to the class´s advantage is only achievable if the differences are acknowledged. If they are not, the ability differentiation could widen, when the aim is to have all of the students learn and improve at a high rate.
1.What factors do you consider important in causing mixed ability? (previous exposure, attitude, learning style, personality, aptitude, motivation)
Clearly there are many factors affecting a student’s ability to learn. Although all of the above factors have a massive bearing on a student’s grasp of material, without a general aptitude a student will struggle to learn. However, combined with motivation, a good attitude and an effective learning style, a student is far more likely to be able to comprehend a subject. Similarly, having familiarity with a particular learning environment perhaps gives a student an advantage. On the other hand, without motivation for learning, and without a positive attitude, a student is unlikely to learn affectively.
With all of the above factors combined, an ideal learning environment is created. A good attitude and motivation are essential to learn, and can perhaps make up for a lack of other qualities or learning exposure.
4. Mixed ability is usually considered to be a problem. But is it? Could there be some advantages to having students of different levels and abilities in the same class?
Having a class of children with mixed abilities certainly has its advantages, but only if these differences are recognised. If students of differing abilities are allowed to work together and solve problems together, then this is not only going to improve their understanding of the subject, but also their communication skills. Learning to work together despite differences is key. It gives children and teenagers the opportunity to notice and appreciate differences in aptitude and learning styles. However it is the teacher´s duty to remind the students to share the work: one student shouldn´t be shouldering the whole work-load.
It is important to remember that students helping and being helped should benefit the whole class. Not only should it leave the teacher with more time to concentrate on other students, who perhaps need more attention, but it should increase the confidence of the whole class. Children who advise others might feel as if they´ve been given some responsibility, and would gain confidence as a result. Ultimately, solving problems together gives students the confidence to speak in class about future problems. A class in which everyone has a voice is far less likely to leave students behind and the ability divide will decrease as a result.
Turning mixed ability groups to the class´s advantage is only achievable if the differences are acknowledged. If they are not, the ability differentiation could widen, when the aim is to have all of the students learn and improve at a high rate.
