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Method
Class split into four groups, each with four students.
Results
The following is a graphical representation of the data collected
MixedAbilityClassroom
Conclusion
After analysing the data collected it was rather clear:
That if group work conducted correctly, as suggested by Tomlinson (2001), could be benecial for struggling students to learn more effectively.
Advanced students had the opportunity to become leaders.
Taking Deans (1996), suggestion:
The planned lesson contained many elements to engage all levels of learning.
This brought out a creative side of students that surprised them as well.
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Objectives
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To determine whether mixedability classrooms are benecial to struggling students. Whether mixed-ability classrooms hinder the progress of advanced students. Whether group work is a benecial strategy to use in a mixed-ability classroom.
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This graph clearly shows the success of mixed ability groups. Both mixed groups ability have a higher number of students who selected the Green card and when questioned they were condent in the knowledge they had gained from the exercise.
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Refernces
Dean, J. (1996). Beginning Teaching In The Secondary School. Buckingham: Open Universities Press.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed Ability Classrooms (2nd ed). Moorabbin: Hawkner Brownlow Education.
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RESEARCH POSTER PRESENTATION DESIGN 2011
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