There are many factors associated with effective instruction that
should be taken into account by school policy, the school as an institution and
each individual teacher. The teacher’s role is of utmost importance when it comes
to factors influencing the didactic design of instruction, among which we focus
on within-class pupil grouping. The paper presents a study that examined
attitudes and experiences of Slovenian primary school teachers with planning,
implementing and evaluating within-class pupil grouping. The results of teacher
assessments of the effectiveness of each form of grouping show that teachers
give the highest rating to individualised learning. Among the disadvantages of
interactive grouping, teachers emphasize time consumption. Thus, we present the
didactic innovation of flipped learning and teaching, which offers the opportunity
for more frequent use of interactive grouping.
|
