Hereogeneity

Lesson Summary 23.5/2012 by Lousianne hatukai & Sophie Shapso
=**Heterogeneity in the Classroom - Tracking**=
 * Tracking is defined as sorting and grouping the pupils for instruction based on assessment of academic ability. The question is : How many of us English teachers think classes should be tracked? What reasons can we think of FOR or AGAINST tracking? Orly has given a couple of minutes for each teacher to write down.**
 * The reasons mentioned FOR tracking were mostly pedagogical. Tracking allows individual attention as some teachers declared. Others said that pupils learn in accordance with their own level and pace. Some teachers think it is easier for the teacher's instruction and that it prevents frustration from the studends. The reasons AGAINST tracking were mostly educational and social. Some teachers said that it encourages social gaps and labels and creates inequalities in socity (Mathew effect). Some pupils may suffer from stigma or even social allination and and teachers will be under pressure out of administrative expectations. In mixed classes, srtonger pupils can help the weaker one and serve as a leading model. When issues such as motivational factors and discipline problems were mentioned, it was argued/ agreed that it can go both ways.**
 * We have also discussed how important for tracking to be based on more than one test but rather a process. Some teachers have also mentioned the problem that happens in schools where which usually better groups are assigned by the best teachers in school and that should be the other way around. Better pupils are more capable to manage by themselves and it is the weaker ones who need more investment and help.**
 * As to detracking, it is considered a reform in which pupils are placed intentionally in mixed- ability heterogenous classes. In the last 20 years, the general movement was to detracking.**


 * Interestingly, literature of recent researches were quite inconclusive about the advantages and disadvantages of tracking. This may lead to the thought that perhaps a flexible policy might be more beneficial because tracking may be good or bad depending on the situation of a specific class.**
 * Researches show that we have to deal with both teacher's beliefs and student's in order to succeed. Teachers who believe in the advantages of detracking have more opportunities to do better. Detracking helps building a community that respects and makes productive use of diverse contribution from varied learners. It provides opportunities for diverse ways of learnong. It challenges all students and keeps learners more actively involved. Detracking also practices building a year long curriculum promoting the recycling of structures and ideas at deepening levels of complexity.**
 * What does this mean in practice? It means a curruculum that provides multiple entrty points and is accessible to students at various levels. The materials that are enticing open to student's interests are varied. the student's experiences and culture are taken into account. It also means to build in academic support and strategy instruction and institutional support, such as providing more hours and so on.**


 * From her personal experience, Orly shares her story in the seventh grade, when she together with some of her classmates were given a special Math book other than the whole other group. They sat back in the classroom around the table, read instructions for dependant work and did exercises and tasks. Their book also provided answers in the end and her group was encouraged to proceed and work alone as a high ability group. She still remembers how this gave her a very good feeling of power and being in charge as she was given the chance to do what she decides.**