[Oz-gifted] RE: Ability grouping

[Alison Miller]

> Alison
> I think part of the problem is that his ability is 2 years higher than his
> "age" grouping, and they only stream across 2 years.  So he needs to be in
> an ability group with the next age group up.

our school does only 3/4s 5/6s


 > happy with that - although she is working at least a year ahead of her
age
> grouping).
>
> Lynda

sometimes there's a small extension group within the group!
alison
gd luck
>
>
> >From: "Alison Miller" <rmil6566 at bigpond.net.au>
> >Reply-To: oz-gifted at rite.ed.qut.edu.au
> >To: <oz-gifted at rite.ed.qut.edu.au>
> >Subject: Re: [Oz-gifted] RE: Ability grouping
> >Date: Tue, 29 Nov 2005 06:21:26 +1100
> >
> >
> > > Kristy
> > > Then you get the problem of getting to the top of the grouping, and
> >having
> > > nowhere to go.  BTDT with my son at the moment.  Timetabling means he
> >misses
> > > out on other stuff.
> >
> >must be bADLY TIMETABLED! My school abilty grps english./maths and they
> >have
> >sport/ music together.
> >alsion
> > >
> > > Lynda B
> > >
> > >
> > > >From: "Kristy" <ankone at bigpond.com>
> > > >Reply-To: oz-gifted at rite.ed.qut.edu.au
> > > >To: <oz-gifted at rite.ed.qut.edu.au>
> > > >Subject: Re: [Oz-gifted] RE: Ability grouping
> > > >Date: Mon, 28 Nov 2005 08:34:33 +0800
> > > >
> > > >Hi Lynda,
> > > >
> > > >Not sure. I brought it up to see what others had to say about it as I
> >didnt
> > > >know alot. I think ability grouping across the whole school would be
> >too
> > > >difficult to program as you suggested. Early on it was mentioned
about
> > > >combining age and ability grouping and I think this would help with
the
> > > >timetabling. Grouping across two or 3 years for example as the basis.
> > > >
> > > >Kristy
> > > >
> > > >----- Original Message ----- From: "L B" <lmb400 at hotmail.com>
> > > >To: <oz-gifted at rite.ed.qut.edu.au>
> > > >Sent: Monday, November 28, 2005 8:05 AM
> > > >Subject: Re: [Oz-gifted] RE: Ability grouping
> > > >
> > > >
> > > >>Kristy
> > > >>Just a thought.  I am for ability grouping, but are you suggesting
> > > >>differerent groups for different abilities.  For example would a
child
> >be
> > > >>in a different grouping for maths and english/reading?  How would
you
> > > >>timetable this?  Would you have the whole school doing maths and
> >english
> > > >>at the same time?  How would you timetable everything else in, such
as
> > > >>sports using limited resources (that only one or two classes can use
> >at
> >a
> > > >>time)?
> > > >>
> > > >>My son has been accelerated from his kinder class for maths, up to
> >year
> >2
> > > >>now, and logistically it has been difficult. He has had to miss
> >certain
> > > >>classes of his kinder stuff to do it because the streaming is
usually
> >done
> > > >>across years 1 - 2, 3 - 4 and 5 - 6, although in ability groups too
> >(so
> > > >>the top ability group in year 2 may be doing year 3 or 4 work).
> > > >>
> > > >>Lynda
> > > >>
> > > >>
> > > >>>From: "Kristy" <ankone at bigpond.com>
> > > >>>Reply-To: oz-gifted at rite.ed.qut.edu.au
> > > >>>To: <oz-gifted at rite.ed.qut.edu.au>
> > > >>>Subject: Re: [Oz-gifted] RE:  Ability grouping
> > > >>>Date: Thu, 24 Nov 2005 13:45:58 +0800
> > > >>>
> > > >>>Just had another thought.
> > > >>>
> > > >>>Education should enable a child to learn and develop to the best of
> >THEIR
> > > >>>ability. Ed systems still seem stuck on giving all children the
same
> >when
> > > >>>the needs of the children differ. Why introduce, for ex, algebra to
a
> > > >>>child that has not yet master basic addition or multiplication
> >because
> > > >>>this is what 'needs' to be taught to this age/year group? Wouldnt
> >this
> > > >>>child benefit from being with a group of kids all of similar
ability
> >who
> > > >>>need to spend more time with the basics so they can master them?
> > > >>>Similarly why should children in the higher spectrum be stuck
> >repeating
> > > >>>concepts they have already mastered because the harder concepts are
> >not
> > > >>>taught until a year or two later? If they were ability grouped it
> >would
> > > >>>allow the children to learn at a pace that suits their needs.
> > > >>>
> > > >>>I am repeatedly told that the curriculum framework allows for this
> >and
> > > >>>that each child will be given work for their own level but I dont
see
> > > >>>this in practice. There is some ability grouping within my
childrens
> > > >>>classes but its hard for the teachers to program for such varying
> >needs.
> > > >>>Within each class they have children from the entire spectrum. How
is
> >it
> > > >>>possible for one teacher to manage such a range of needs for so
many
> > > >>>children without some missing out? With ability grouping the
teachers
> >can
> > > >>>focus on one ability group.This would have to be beneficial both
for
> >the
> > > >>>teachers and children.
> > > >>>
> > > >>>uh oh, think I am on a mission here. Appointment with our schools
> >deputy
> > > >>>on Monday to throw some ideas around with him lol.
> > > >>>
> > > >>>Kristy
> > > >>>
> > > >>>
> > > >>>_______________________________________________
> > > >>>oz-gifted mailing list
> > > >>>oz-gifted at rite.ed.qut.edu.au
> > > >>>http://lists.rite.ed.qut.edu.au/mailman/listinfo/oz-gifted
> > > >>
> > > >>
> > > >>
> > > >>_______________________________________________
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> > > >>oz-gifted at rite.ed.qut.edu.au
> > > >>http://lists.rite.ed.qut.edu.au/mailman/listinfo/oz-gifted
> > > >
> > > >
> > > >_______________________________________________
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> > > >http://lists.rite.ed.qut.edu.au/mailman/listinfo/oz-gifted
> > >
> > >
> > >
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> > >
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> >
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