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4.13 GROUP DIFFERENTIATED METHOD

Group differentiated method is based on the principle that no student is particularly different from any group or class of students. All students are equally capable and efficient. It is a balanced instruction for individuals and groups.

Thus, we may define group instruction as, “this nstruction is imparted collectively to a group of students at the same time and place” so we can say that it is not specified /restricted to a single student rather it focuses on all students equally.

In modern and democratic system of education it is defined as, “this is a process whereby a group endeavours to solve a problem through mutual discussion, thinking, planning,determination and analysis”. Through co-operation and creative thinking, the members of such group achieve their goal.

Latest research findings have proved that individual attention is important and effective in teaching-learning process. Such larger groups are divided into sub-groups of 5- 6, keeping in view the equality of capability, efficiency and aptitudes of students.

Every group learns and makes progress in uniform manner. This type of instruction yields both individual and collective benefits. It promote intimacy and affection among the students. Kurts Lewin made first attention towards group instruction in Lowa University on experimental basis. This system of education is prevalent in Pakistan.

PRINCIPLES OF GROUP INSTRUCTION

The success of group instruction is conditioned with proper organization based on the following principles:

  • Equality While organizing a group, the competence and intelligence of students must be well considered. They should be almost equally capable and efficient in each group.
  • Classification and Blending Equality must be observed in classification of group. Every group should be a well blend of intelligent, mediocre and weak students.
  • Participation In running teaching-learning process all group members should participate actively. All affairs should be run with cooperation of all students.
  • Evaluation Group work must be evaluated against the set standards with both strategic i.e., formative and summative evaluation.It would help a lot towards keeping them on track.
  • Period of Existence Strength of students in a group should be fixed according to the subject and nature of assignment. However, freedom of choice should be maintained.
  • Group Size Size of a group should be restricted to 5-6 members otherwise it would become very difficult to pay individuals attention.
  • Emphasis As the method itself is competition oriented, too much emphasis should not be laid on competition.
  • Assignments Different assignments should be assigned to each group, as variant activities and tasks promote a sense of collective participation and social harmony among the students.
  • Capability Task assigned must be in accordance with the capabilities, need and choice of students. Discussions and debates should be encouraged. Tasks should include problems of day-to-day life.
  • Supervision The responsibility of teacher does not end after assigning tasks to the students. He must be available for supervision, help and guidance without too much interference
  • Appreciation The teacher should perform his role well and encourage and appreciate his students for their performance and achievements.

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