In a recent blog post, Shirley Clarke wrote about how ability grouping doesn't work, and it raised quite a stir. I would suggest that mixed-ability grouping doesn't either, because many people use it by name alone.


The challenge for all schools is to decide what story the data they collect will tell them, and this is one way to help weed that out.


Why is it that straight teachers can talk about their lives, but as soon as a gay teacher talks about hers it has to be about pushing an agenda?


Many classrooms still look like they did yesterday and yesteryear. We need to be talking about tomorrow's classrooms today, and there is a venue where this will be happening, and some awesome educators leading the discussion.


Why is it that when we talk about ELL/ENL and indigenous students we seem to focus on what they can't do rather than what they can do?


How do we get leaders and policymakers to step away from the autopsy model of assessment that state tests seem to focus on?


We consume more than we conserve, and there are some pretty simple things schools can do to teach students how to conserve. And it starts with Nude Food Mondays.


Summer school has been a waste of time for students all around the country. Something has got to give!


We know that collaboration around a goal works well. So why doesn't it always work?


With random talk partners as the classroom set-up, students are already involved in mixed-ability learning, which is important because we need to take account of the substantial research which shows that grouping students by ability makes them less successful.


The opinions expressed in Finding Common Ground are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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