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Psychology Applied to Teaching,
Eleventh Edition
Jack Snowman, Southern Illinois University
Robert Biehler
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Site Observations
Chapter 6: Accommodating Student Variability
- Record examples of ability grouping in the classroom or school where you are observing. Describe how ability grouping is employed. What type of ability grouping is used (e.g., within-class grouping)? How does the teacher's instruction differ for each group? In your opinion, how effective is the grouping? After you have observed the use of ability grouping, interview the teacher about his/her opinion of ability grouping. When does the teacher use ability grouping? What does he/she see as the strengths and weaknesses of ability grouping? What are some alternatives to ability grouping?
- Interview a teacher of gifted and talented students. What are the teacher's greatest joys or satisfactions of teaching gifted students? What are his/her greatest challenges with this group? Ask the teacher to describe the types of instructional strategies that he/she uses with gifted students. Gifted and talented students are often described as having a large discrepancy between their social and cognitive maturity with the social maturity falling behind the cognitive maturity. Does this teacher agree with this statement? Why or why not?
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