Grouping Strategies
Grouping mostly applies in situations where almost all the graduates understand the concept of selection and implementation of what is required of them in a discussion. The main aim for using grouping is to help students understands, share, and evaluate the concept of discussion in their own personal level. Researchers have shown that students who are slow learners can learn from other students better as compared to their tutor or lecturer. The size of groupings may depend on the students’ speed of learning and level of understanding a concept as well as the number of students available in a class. The modes of regrouping students depend on certain factors such as the speed and mode of students understanding among others. This paper entails the following areas to describe use of combination of whole grouping Competency grouping, adjusting the size of groups based on students` skill, and regrouping according to learning levels (Wrubel, 2002).
Competency Grouping
This one area calls for the use of whole-groupings. Competency grouping refers to the kind of grouping applied to assess students’ capability in certain areas. This area may include the following, understanding level, application capability, and relation to others toward team building. This kind of grouping may be applied in cases when students fail to understand certain concepts or areas in class and when the lecturer wants to test team-building skills of the students. It also applies when he or she wants to test how fast the students can learn from one another especially in areas they do not understand from the lecturer. It also improves students’ communication skills (Wrubel, 2002).
Adjusting Size Groups Based On the Students Skills
Students’ skill also depicts when whole-grouping system is appropriate. In situations where some students understanding level is better than other or when some students seems to have excellent knowledge on a certain issue the grouping size is affected. When most students do not understand area of discussion, the grouping size is normally small to pave way for deep research on those areas. This aid the lecturer in knowing the capability of his or her students since it is easier to handle small groupings. This mostly applies in classroom settings with a few students and the students have a difficulty in understanding, evaluation and implementation (Wrubel, 2002).
Regrouping According To Learning Levels
After the first grouping, lecturers or tutors may regroup students based on their learning levels. In this case, certain students are grouped together; others removed or separated from their initial groups while some may maintain their initial groups. First learners, who have higher capability of understanding than others may head the new groups. Those with poor or low learning skills but were on the same initial groups are separated from each other. In the regrouping stage, first learners, moderate learners, and slow learners are all grouped together. This ensures that they assist one another in the learning process (Wrubel, 2002).
Conclusion
Whole-groupings depend on a number of factors from the description this paper. These include students’ communications skills, learning or understanding levels, and the number of students among other factors. For instance, level levels dictates grouping mode since one cannot place all the slow learners together and the fast learners together. This kind of grouping is not effective at all. Grouping also depends on the following competency test and students’ skills test.
References
Wrubel, R. M. (2002). Great grouping strategies: Ways to formally and informally group students to maximize their social, emotional, and academic learning. New York: Scholastic Professional Books.
