Classroom Grouping Models PDF

UNIT 5 HOW TO ORGANISE STUDENTS,GROUPING CRITERIA.CLASSROOM GROUPING MODELS PART I GROUPING OF STUDENTS According to current legislation, educational Criteria for assigning centres have the power to distribute the...

UNIT 5 HOW TO ORGANISE STUDENTS,GROUPING CRITERIA.CLASSROOM GROUPING MODELS PART I GROUPING OF STUDENTS According to current legislation, educational Criteria for assigning centres have the power to distribute the students to groups: students of a year in different groups. PRE-PRIMARY EDUCATION PRIMARY EDUCATION School performance Equitable distribution by sex Special Education Needs Date of birth New students Peculiarities Problems with students, teachers... At the beginning of each year, the Head of Studies will analyse the resulting lists with the form teachers of the previous year to detect imbalances GROUPING ACCORDING TO THE NUMBER OF STUDENTS TYPES Number of students Big (50-100 students) Medium-sized (20-30) Work team (3-8) Individual work MODELS OF STUDENT ORGANISATION VERTICAL HORIZONTAL How students will be grouped How students will be grouped throughout their schooling in similar academic circumstances. HORIZONTAL MODEL  - Classroom corners - Workers Classroom grouping models - Project-based learning - Cooperative learning CLASSROOM CORNERS Methodological strategy by arranging different areas for different activities, students can work either individually or in small groups, each focused on a specific task or activity. It allows the class to use space and time in a differentiated way. This strategy enables active participation and cooperative work in the learning process. It increases the flexibility of the teaching and learning process, encourages creativity, and allows both directed and free work. (reading corner) (simbolic place with costumes and interpretating different roles) WORKSHOPS Set of activities whose objective is for students to acquire and/or improve strategies and skills for the development of the basic competences of the curriculum. Workshops aim to support and deepen learning in different areas from an instrumental perspective. Workshops must lead to a final product or work. They can work at different levels of competence. They allow teachers to carry out tasks that involve reflection and reasoning. They encourage students to participate and take an active role in class. Cookery workshops Handcraft workshop Science workshop  PROJECT-BASED LEARNING A more global and interdisciplinary approach to learning. It involves designing work situations in which students learn procedures that help them organise, understand and assimilate information. Project theme determines the activity, on which students and teachers will work in all its complexity, integrating various perspectives, intentions, purposes, etc. A balanced presence of all curricular areas and disciplines is not required. Full participation of the students when undertaking project: they choose the subject/topic, design a work plan, look for the necessary information, contribute materials, prepare documents, etc COOPERATIVE LEARNING Cooperative learning is and reflects a whole philosophy of life, which aims to combine (Ovejero, 2013): - Cooperation. - Solidarity. - Critical thinking. VERTICAL MODEL How students will be grouped throughout their schooling GRADED STRUCTURE NON-GRADED STRUCTURE GRADED STRUCTURE Most popular model today. Learning is structured into levels or grades. Each educational stage is divided into as many levels as the number of school years students must remain in each stage. (Primary Education– 6 levels). Each level or grade is assigned a closed set of objectives and contents. (Each level has its own curriculum). Best-known model with a long tradition. It is the least complicated model to distribute students in classrooms and among several teachers. CRITICISMS: Inflexibility. Students are grouped by chronological age. It limits students’ free progress and gives more importance to the group and to time, while individual interests and needs are largely overlooked. NON-GRADED STRUCTURE (NO GRADUADA) It guarantees the constant and free progression of students, recognising and considering the particularities of each child. It allows progress in learning based on the learning pace of each student and emphasises individualised teaching. It becomes a resource problem for the educational system. It is applicable, above all, in nonformal educational institutions.