Attainment Grouping CPD Pack Issue 2 Impact The

Attainment Grouping CPD Pack Issue 2 - Impact - The Science of Learning

This issue of Impact is edited by Professor Sarah-Jayne Blakemore and shares classroom insights from neuroscience and cognitive psychology. The materials that follow are related to “The Problematic Interface between research, policy and practice: the case of attainment grouping” by Prof Becky Francis and Dr Becky Taylor, UCL Institute of Education. The materials will enable you to explore the impact of attainment grouping within your own context, whether it is currently in place or not. This pack, in line with the article, will also generate conversation about the problematic relationship that exists between research, policy and practice.

Session aims 1. Engage critically with research about attainment grouping. 1. Consider implications for teaching and learning. 1. Reflect on the challenges surrounding the relationship between research, policy and practice.

Discussion points In pairs, or small groups, read the quotes provided. Organise these into piles - agree/disagree/not sure. Then diamond rank the quotes, with those you most agree with at the top, and least agree with at the bottom.

Attainment grouping Read the Impact article ‘The Problematic Interface between research, policy and practice: the case of attainment grouping” by Prof Becky Francis and Dr Becky Taylor. Discuss in a pair/group: • What reason do the authors give for preferring the term ‘grouping by attainment’ rather than ‘ability grouping’? What are your opinions on this? Does the distinction matter? • According to the research cited, what is the impact of attainment grouping on pupils? Does this impact vary for different pupils?

The article lists 7 explanations for poor outcomes of students in lower sets and streams: ● Students are misallocated to sets/streams based on socioeconomic ● ● ● factors Once allocated to groups, there is lack of fluidity and students do not move between groups Quality of teaching is lower for lower sets and streams Teacher expectations are lower for lower sets and streams and pedagogy Students in lower groups are offered an impoverished curriculum and qualifications Student engagement and attitudes to school are poorer in lower groups A self-fulfilling prophecy is created whereby allocation to a lower set results in poor outcomes

Whilst considering these 7 reasons, think about or discuss the following…. If these issues were effectively overcome, would grouping students by attainment be good practice? To what extent might these statements be true in your experience? How can these issues be avoided?

Exploring further. . . ➢ What are the challenges surrounding the interface between research, policy and practice? Why does research sometimes not translate into educational practice? Is this a problem? If so, what steps can be taken towards solving it? How and why should pedagogy be researchinformed, even if this is not always reflected in policies?

Reflection ● Is there anything that has particularly resonated with you from today’s session? ● Has is affirmed/consolidated any aspects of your thinking or practice? ● Has it led you to consider re-thinking or adapting anything? ● Is there anything you’d like to explore further?

Further reading Information about the ‘Best Practice in Grouping’ research project: https: //educationendowmentfoundation. org. uk/projects-andevaluation/projects/best-practice-in-grouping-students http: //www. ucl. ac. uk/ioe/departments-centres/groupingstudents Articles Is the debate around setting and streaming more complex than we thought? https: //www. suttontrust. com/newsarchive/teaching-matters-more-thansetting/ Books Hart, S. , 2004. Learning without limits. Mc. Graw-Hill Education (UK). Additional reading suggestions, along with links can be also accessed here: http: //maximisingtas. co. uk/assets/content/mixedattainment. pdf

Further reading Research Papers (unless otherwise stated, all papers are available free for members of the Chartered College of Teaching at https: //members. chartered. college/ebsco) FRANCIS, B. , ARCHER, L. , HODGEN, J. , PEPPER, D. , TAYLOR, B. & TRAVERS, M. -C. 2016. Exploring the relative lack of impact of research on ‘ability grouping’ in England: a discourse analytic account. Cambridge Journal of Education, 47, 117. HALLAM, S. & PARSONS, S. 2013 The incidence and make up of ability grouped sets in the UK primary school. Research Papers in Education, 28, 393 -420. HALLAM, S. & PARSONS, S. 2013 Prevalence of streaming in UK primary schools: Evidence from the Millennium Cohort Study. British Educational Research Journal, 39, 514 -544.