Week 16 objective - Final Draft!

Is Ability Grouping really necessary for students?

It is true that Korean students are suffered from academic stress the most. According to the Korea Bang Jeong-hwan Foundation and Social Development Institute at Yonsei University said that Korean students' happiness degree came to 65.98 points in 2011. In other words, only 6 of 10 elementary school students feel happy about their lives. Surprisingly, it is the lowest among 23 OECD member countries. Also a researcher of the foundation said that Korean students' happiness is low because they are under great pressure to study. Even, elementary school students also get stress from studying. One reason why Korean students get stress is 'ability grouping'. Korean government implemented ‘ability grouping’ because of 7^th revised education curriculum until 2009. According to it, every Korean school started giving lessons with ability grouping. I strongly argue that, every school should NOT give lessons with ability grouping.

Ability grouping, also known as tracking, is the practice of grouping children together according to their scores. Korean government implemented ability grouping to enhance the effectiveness of education. Government’s original intention of it is that they can get help more from their friends and there will be increased scores if students get class with friends who have similar academic talents with them. If ability grouping has implemented according to this original purpose, there is no reason to disagree with it. The problem is that, however, ability grouping has not implemented like government’s original intention. Most teachers in schools claim that ‘ability grouping’ which government intended cannot be realized in reality. Jeong Eun-kyun, a teacher in Korea middle school, said that ability grouping justifies the way which dividing students according to their academic talents. 

There is an interesting experiment about ability grouping by King’s College. The experimenters divided students into five groups according to their academic scores. From students’ interviews, we can assume that ability grouping gives much stress to students in every levels.  

I mean I get really depressed — it really depressed me, the fact that everyone in the class is like really far ahead and I just don’t understand. Yeah ’cause like especially when everyone else understands it and you think ‘Oh my God I’m the only one in the class that doesn’t understand it’ If you don’t understand something, then it’s just like, you know, it really depresses you. (School F, 1^st level, girl). 

She was in high-level group. Even though she was in high-level class, she said she was depressed, because she felt that she couldn’t understand the class only. Many people think that there is no depressed students in high-level class because they are estimated ‘high’ level from school. However, even in high-level class, they also get much stress because they think that they are ‘underachievers’ themselves.

The SATS were hard because our classwork is so easy, so we hadn’t done it.I want to be brainy and go up and be good at maths, but I won’t go up if the work is too easy. (School R, 5^th level, boy)

He was in low-level group. Because he was in low-level group, he had no chance to get high-level math class. It can be interpreted that ability grouping violated the right to be educated. Every student has right to learn what they want, but ability grouping violates that boy’s right to learn what he wants. 

Ability grouping does not lead to students’ increased scores. It is the most serious problem of ability grouping. Korean government said that every school should give lessons with ability grouping because it is helpful to increase students’ academic scores. In other words, if there is no reason to give lessons with ability grouping. Unfortunately, it is true that there is NO positive effect originated from ability grouping. More than 2000 fifth and sixth grade public school students in New Your City provided the data, over a two-year period, upon which the conclusions are based. According to this data, the ability grouping had no significant effect on academic achievement. Differently with the original purpose of ability grouping, it has no positive effect on students' academic ability. Rather, it has many negative effects to students. It means, Korean schools don't have reason to implement ability grouping. Therefore, I argue that every school should NOT give lessons with ability grouping.

Ability grouping also makes inequality of education between students. The National Education Association believes that the use of discriminatory academic tracking must be eliminated in all public school settings (NEA Resolutions B-16, 1998, 2005). Adam Gamoran insisted that, more experienced and qualified teachers are assigned high levels when schools divide students according to their academic scores. Also, according to Nicholls in 1989, ability grouping makes inequality between students.

Plenty of people, especially parents of students may disagree with my opinion. They may think that ability grouping can improve student achievement. However, as I mentioned before, ability grouping had no academic improvement. In addition, they may think that ability grouping has lots of advantages. But, even though there are some advantages, it should not implement. According to investigation from George, in 1988, 85% of the research says ability grouping is not beneficial. Also, ability grouping does not do what it is expected to do with majority of the students. Finally, according to Nicholls in 1989, ability grouping makes inequality between students.

It is not hard to find sources that ability grouping is not good for students. Today, Korean students are suffered from studying and they get stress from it the most in the world. Even in Korean society, elementary school students also get stress very much from studying. This is because every Korean school started giving lessons with ability grouping. Ability grouping not only makes students get stress from it but it also makes students feel they are under achievers in studying. Ability grouping isn't good method to implement in every school. Therefore, I strongly argue that every school should NOT give lessons with ability grouping.

<References>

Standards, Inequality & Ability Grouping in Schools

http://www.ces.ed.ac.uk/PDF%20Files/Brief025.pdf

The Disadvantages and Ability Grouping : A Look at Cooperative Learning as an Alternative

http://www.dropoutprevention.org/sites/default/files/SS05.pdf

Research Spotlight on Academic Ability Grouping 

http://www.nea.org/tools/16899.htm

The Effects of Ability Grouping

http://eric.ed.gov/?id=ED031536

Did you get any benefit from ability grouping? (수준별 수업으로 재미 좀 보셨나요?)

http://www.ohmynews.com/nws_web/view/at_pg.aspx?CNTN_CD=A0001828810

Elementary school students also have 'sad' ability grouping (초등학생도 눈물의 '하'반)

http://www.hani.co.kr/arti/society/schooling/294144.html

Students experiences of ability grouping - disaffection, polarisation, and the construction of failure.
http://www.nottingham.ac.uk/csme/meas/papers/boaler.html

Implementing ability grouping in EFL contexts : Perceptions of teachers and students
http://ltr.sagepub.com/content/16/3/289.abstract

Korean students least happy in OECD
http://www.koreatimes.co.kr/www/news/nation/2011/05/113_86432.html

We don't need quite so much education
http://www.koreatimes.co.kr/www/news/nation/2011/05/113_86432.html

Week 14 objective - Peer Review 2

Peer Review for 20509 박상후


Grade
According to the rubric above, what grade would you give this essay? Why?
4점! classical argument 형식으로 에세이가 깔끔하게 잘 쓰였다.

How does this essay need to improve to get a better grade?
구체적인 자료들이나 통계들이 더 많았으면 좋겠다

Thesis
What is the thesis?
Government should not censor all music with violent or explicit lyrics.

Is the thesis clear and debatable?
Yes!

If you (The reviewer) wrote this essay, how would you have written the thesis?
똑같이

.Any other thoughts?
NO

Classical Argument
Can you easily identify the 5 parts of the classical argument? If no, what parts are missing?
Yes

Does the introduction catch your attention? Does it comfortably lead to the thesis? 
Yes

Does the narration give all the necessary background information to understand the topic?
Yes

Does the confirmation adequately support the thesis?
Yes

Does the refutation and concession address a realistic counterpoint? Does it adequately dispute the counterpoint, or respond in a reasonable manner?
Yes

Does the conclusion summarize the article and address the larger significance of the thesis? 
Yes

What suggestions do you have for improving the classical argument structure?
Perfect classical argument structure!

Persuasion
When you started reading the essay, did you agree or disagree with the thesis? 
Disagree

When you finished the essay, did you agree or disagree with the thesis?
Agree

If your mind changed, why? What parts of the essay were persuasive?
에세이에 써있는 대로 music censoring이 음악가의 표현의 자유를 침해한다는 점에 동의하고, 음악 검열을 하지 않아도 범죄율이 증가하지 않는다는 것이나, 음악을 듣는 아이들에게 교육을 하는 것으로 음악검열을 대신 할 수 있다는 점에 동의한다.

How could the author enhance the persuasive parts of their essay?
구체적인 통계자료가 더 많으면 좋을 것 같다

Research
Is the author using research effectively? 
Yes

Is the research from appropriate sources?
Yes

Are the sources obvious?
Yes

Are the pieces of evidence relevant to the thesis or essay?
Yes

Are there any parts of the essay that need evidence to support the claims?
Yes

Week 14 objective - Peer Review 1

Peer Review for 20508 민효민


Grade
According to the rubric above, what grade would you give this essay? Why?
4점! classical argument 형식으로 에세이가 깔끔하게 잘 쓰였다.

How does this essay need to improve to get a better grade?
영어 교육이 지금과 같다면 문제라는 의견에는 충분한 근거들이 있지만, 왜 현 영어교육이 지속된다면 한국이 글로벌 사회에서 뒤쳐질지에 대한 내용이 조금 더 언급되었으면 좋겠다.

Thesis
What is the thesis?If current English education system does not get to change in this way, Korea will fall behind global society.

Is the thesis clear and debatable?
Yes!

If you (The reviewer) wrote this essay, how would you have written the thesis?
Korea will fall behind global society if English education system would not change.Any other thoughts?
NO

Classical Argument
Can you easily identify the 5 parts of the classical argument? If no, what parts are missing?
Yes

Does the introduction catch your attention? Does it comfortably lead to the thesis? 
Yes

Does the narration give all the necessary background information to understand the topic?
Yes

Does the confirmation adequately support the thesis?
Yes

Does the refutation and concession address a realistic counterpoint? Does it adequately dispute the counterpoint, or respond in a reasonable manner?
Yes

Does the conclusion summarize the article and address the larger significance of the thesis? 
Yes

What suggestions do you have for improving the classical argument structure?
Perfect classical argument structure!

Persuasion
When you started reading the essay, did you agree or disagree with the thesis? 
Agree

When you finished the essay, did you agree or disagree with the thesis?
Still agree

If your mind changed, why? What parts of the essay were persuasive?
.

How could the author enhance the persuasive parts of their essay?
영어를 못하는 국가가 글로벌 사회에서 뒤쳐질 것이라는 사실에 대한 근거들이 조금 더 많았으면 좋겠다!

Research
Is the author using research effectively? 
Yes

Is the research from appropriate sources?
Yes

Are the sources obvious?
Yes

Are the pieces of evidence relevant to the thesis or essay?
Yes

Are there any parts of the essay that need evidence to support the claims?
Yes

Second Draft

It is true that Korean students are suffered from academic stress the most. According to the Korea Bang Jeong-hwan Foundation and Social Development Institute at Yonsei University said that Korean students' happiness degree came to 65.98 points in 2011. And it is the lowest among 23 OECD member countries or the third year in a row. Also a researcher of the foundation said that Korean students' happiness is low because they are under great pressure to study. Even, elementary school students also get stress from studying. One reason elementary school students get stress is 'ability grouping'. Nowadays, most Korean elementary schools start giving lessons with ability grouping. I strongly argue that, every elementary schools should NOT give lessons with ability grouping to lessen students' stress.

Ability grouping, also known as tracking, is the practice of grouping children together according to their scores. According to an experiment in King's College, we can infer how ability grouping makes students stressful. A girl who participated in this experiment said that, 
I mean I get really depressed — it really depressed me, the fact that everyone in the class is like really far ahead and I just don’t understand.
Yeah ’cause like especially when everyone else understands it and you think ‘Oh my God I’m the only one in the class that doesn’t understand it’
If you don’t understand something, then it’s just like, you know, it really depresses you. (School F, set 3, girls). 
Like she said, almost every student said that they got much stress from ability grouping. I strongly argue that, every elementary schools should NOT give lessons with ability grouping to lessen students' academic stress.

Except ability grouping, there are already many strange education systems which make students stressful. For example, there is a standardized exam called 일제고사 in Korean. Here is one example which exposures the compulsion of Korean education. In 20 January 2009, seven elementary and middle school teachers in Seoul have been fired for giving students and parents a choice about whether to take a standardized test - 일제고사. El General Secretary Fred Van Leeuwen said that "Across the OECD countries, teachers are becoming increasingly concerned about the uses and abuses of standardized testing and its vastly increased stress on students and teachers". This kind if standardized testing might raise unnecessary competition among studnts and give children a heavy, stressful burden. We can infer from this example that the South Korean education system is highly competitive, with government policy compelling all elementary and middle school students across the country to sit the standardized tests.

Korean education system makes students stressful. Even though Korean schools don't implement ability grouping, Korean students have the lowest happiness level of students between OECD nations. Further, after Korean schools start giving lessons with ability grouping, Korean students get more stress from it. The reason why Korean schools implement ability grouping is to make students study harder. Many elementary, middle and high schools in Korea started implementing ability grouping. Proponents of ability grouping say that the practice allows teachers to tailor the pace and content of instruction much better to students' needs and, thus, improve student achievement. In contrast, opponents contend that ability grouping not only fails to benefit any student, but it also channels poor and minority students to low tracks where they receive a lower quality of instruction than other groups. Also, ability grouping contributes to a widening of the achievement gaps. The National Education Association believes that the use of discriminatory academic tracking must be eliminated in all public school settings (NEA Resolutions B-16, 1998, 2005)

Then, is ability grouping really beneficial to improve students' academic performance? I don't think so. More than 2000 fifth and sixth grade public school students in New Your City provided the data, over a two-year period, upon which the conclusions are based. According to this data, the ability grouping had no significant effect on academic achievement. Differently with the original purpose of ability grouping, it have no positive effect on students' academic ability. Rather, it has many negative effects to students. It means, Korean schools don't have reason to implement ability grouping. Therefore, I argue that every elementary schools should NOT give lessons with ability grouping.

There may plenty of people who disagree with my opinion. First, they may think that studying is the most important thing for students. But, it is not true. There are many things more important than studying for students. According to some articles, we can find the other things more important than studying easily. For example, there is an article names 'Why sleeping may be more important than studying". Like this article, there are may things more important than studying such as sleeping. Second, they may think that ability grouping has lots of advantages. But, even though there are some advantages, it should not implement. According to investigation from George, in 1988, 85% of the research says ability grouping is not beneficial. Also, ability grouping does not do what it is expected to do with majority of the students. Finally, according to Nicholls in 1989, ability grouping makes inequality between students. Third, they may say that implementing ability grouping is a practice for middle and high schools. However, elementary school students don't necessary to practice to be middle school and high school students. Rather, implementing ability grouping may give elementary school students repulsion to studying. Therefore, I strongly argue that every elementary schools should NOT give lessons with ability grouping.

It is not hard to find sources that there are many things more important than studying, and ability grouping is not good for elementary school students. Today, Korean students are suffered from studying and they get stress from it the most in the world. Even in Korean society, elementary school students also get stress very much from studying. This is because Korean elementary schools start giving lessons with ability grouping. Ability grouping not only makes elementary school students get stress from it but it also makes students feel studying is boring. It is too fast to implement ability grouping to elementary school students. For elementary school students, studying can't be the most important thing. There are many things more important than studying such as sleeping, friendship, or family. Ability grouping isn't good method to implement in elementary schools. There fore, I strongly argue that every elementary schools should NOT give lessons with ability grouping.

Research 9

Source

Students' experiences of ability grouping -disaffection, polarisation and the construction of failure.
http://www.nottingham.ac.uk/csme/meas/papers/boaler.html

My topic

Every elementary schools should not give lessons with ability grouping.

What I hope to learn from this source

I want to figure out some disadvantages and side effects of ability grouping (tracking) 

Notes

1. Approximately one-third of the students taught in the highest ability groups were disadvantaged by their placement in these groups because of high expectations, fast-paced lessons and pressure to succeed.
2.  Students reported that they gave up on mathematics when they discovered their teachers had been preparing them for examinations that gave access to only the lowest grades.
3. significant numbers of students experienced difficulties working at the pace of the particular set in which they were placed.
4. I mean I get really depressed — it really depressed me, the fact that everyone in the class is like really far ahead and I just don’t understand.
Yeah ’cause like especially when everyone else understands it and you think ‘Oh my God I’m the only one in the class that doesn’t understand it’
If you don’t understand something, then it’s just like, you know, it really depresses you. (School F, set 3, girls) - interview with a girl
5. I prefer groups when we’re all mixed up— like in form groups. ’Cause all mixed up, a variety of clever and dumb. So the dumb learn from the clever and then sometimes the clever can’t do it, so they’ll learn from people who aren’t as good, ’cause sometimes they’re good at some things but not others. (School W, set 3, boys)
 Classes should be mixed, then everyone can learn from everyone, it’s not like the dumb ones don’t know anything, they do know it, but the atmosphere around them in lessons means they can’t work and they just think to themselves — well, what’s the point? (School W, set 3, boys) - interview with two students about ability grouping. They disagreed with it.

Final thoughts

This research can support my thesis. It can be great supports that show disadvantages of ability grouping.

Sam teacher's advice

First Draft 2 Points

Great thesis! It is clear, interesting and debatable. Your introduction is very informal, though. Reread the introduction instructions and try to make it stronger.

You need to connect your confirmation to your thesis better. How does ability grouping affect happiness? How does standardized testing relate to ability grouping? Is your essay about student happiness or ability grouping or what? You need to focus on one of these points to write a very strong essay.

Great start. Focus on targeting your essay towards supporting your thesis, and it will be very strong.

Week 11 objective - Self Evaluation Template

Self Evaluation Template

1) What score do you think you deserve? Here is the rubric:

2 points - The first draft is thoughtful and a good start to an effective persuasive essay. It demonstrates an understanding of the classical argument.

1 point - The student completes a first draft that demonstrates an understanding of the classical argument

0 points - The first draft is inadequate

I think I deserve 1 point. I included all elements of the classical argument. However, I think my first draft isn't enough thoughtful to an effective persuasive essay. 

2) What did you do well?
I did well on my research. I did 10 researches to support my argument.

arguments are based off of opinions and personal feelings.
3) What could you have done better?

I should modify my organization a little. Also I have to connect my reasons more logically.

4) Which part of the classical argument did you use the best?

I did my best on my narration. I explained the background and explanation very well.

5) Which part of the classical argument did you use the most poorly?

My conclusion should be improved. I think my conclusion may be interpreted as a summary of my essay.

6) What's your strategy to make your second draft better? My narration is strong. I do a good job explaining the foundations of the issue, and I prepare my audience to hear my argument.

I think the best thing I can do for my essay is rewrite my outline. Because I think the organization is very weak, and I think I have enough research for my essay. The last thing I should do is rewrite my confirmation and conclusion. I think my conclusion has nothing memorable or interesting part for audience. So, my plan is 1) Rewrite my outline 2) Rewrite my confirmation 3) Rewrite my conclusion. Also whenever I think my essay needs more researches, I'll do it!

First Draft

Is it true that Korean students are suffered from academic stress the most. And it is caused by Korean education system. Then, how about students in elementary schools? Do you agree that elementary school students also get stress from their studying? It seems not true, but it is true. Nowadays, most elementary schools in Korea start giving lessons with ability grouping. It makes elementary school students suffering from stress of their studying. What do you think about it? I'd like to write an essay about it. I strongly argue that, every elementary schools should NOT give lessons with ability grouping.

Korean students have to participate in test at least 5 times a year. Even, Korean high school students have to participate in test at least 8 times a year. This education system makes students feel tired of studying, even makes them depressed. According to the Korea Bang Jeong-hwan Foundation and Social Development Institute at Yonsei University said that Korean students' happiness degree came to 65.98 points in 2011. And it is the lowest among 23 OECD member countries or the third year in a row. Also a researcher of the foundation said that Korean students' happiness is low because they are under great pressure to study. In other words, this result shows that Korean students are suffered from academic stress the most. 

There are many education systems which make students more stressful. There is a standardized exam called 일제고사 in Korean. It is not only standardized test but compulsory test. Here is one example which exposures the compulsion of Korean education. In 20 January 2009, seven elementary and middle school teachers in Seoul have been fired for giving students and parents a choice about whether to take a standardized test - 일제고사. El General Secretary Fred Van Leeuwen said that "Across the OECD countries, teachers are becoming increasingly concerned about the uses and abuses of standardized testing and its vastly increased stress on students and teachers". This kind if standardized testing might raise unnecessary competition among studnts and give children a heavy, stressful burden. We can infer from this example that the South Korean education system is highly competitive, with government policy compelling all elementary and middle school students across the country to sit the standardized tests.

Korean education system makes students stressful. Even though Korean schools don't implement ability grouping, Korean students have the lowest happiness level of students between OECD nations. Further, after Korean schools start giving lessons with ability grouping, Korean students get more stress from it. The reason why Korean schools implement ability grouping is to make students study harder. Many elementary, middle and high schools in Korea started implementing ability grouping. Ability grouping (also know as tracking) is the education system that grouping children according to their talents in schools. Proponents of ability grouping say that the practice allows teachers to tailor the pace and content of instruction much better to students' needs and, thus, improve student achievement. In contrast, opponents contend that ability grouping not only fails to benefit any student, but it also channels poor and minority students to low tracks where they receive a lower quality of instruction than other groups. Also, ability grouping contributes to a widening of the achievement gaps. The National Education Association believes that the use of discriminatory academic tracking must be eliminated in all public school settings (NEA Resolutions B-16, 1998, 2005)

Then, is ability grouping really beneficial to improve students' academic performance? I don't think so. More than 2000 fifth and sixth grade public school students in New Your City provided the data, over a two-year period, upon which the conclusions are based. According to this data, the ability grouping had no significant effect on academic achievement. Differently with the original purpose of ability grouping, it have no positive effect on students' academic ability. Rather, it has many negative effects to students. It means, Korean schools don't have reason to implement ability grouping. Therefore, I argue that every elementary schools should NOT give lessons with ability grouping.

There may plenty of people who disagree with my opinion. First, they may think that studying is the most important thing for students. But, it is not true. There are many things more important than studying for students. According to some articles, we can find the other things more important than studying easily. For example, there is an article names 'Why sleeping may be more important than studying". Like this article, there are may things more important than studying such as sleeping. Second, they may think that ability grouping has lots of advantages. But, even though there are some advantages, it should not implement. According to investigation from George, in 1988, 85% of the research says ability grouping is not beneficial. Also, ability grouping does not do what it is expected to do with majority of the students. Finally, according to Nicholls in 1989, ability grouping makes inequality between students. Third, they may say that implementing ability grouping is a practice for middle and high schools. However, elementary school students don't necessary to practice to be middle school and high school students. Rather, implementing ability grouping may give elementary school students repulsion to studying. Therefore, I strongly argue that every elementary schools should NOT give lessons with ability grouping.

It is not hard to find sources that there are many things more important than studying, and ability grouping is not good for elementary school students. Today, Korean students are suffered from studying and they get stress from it the most in the world. Even in Korean society, elementary school students also get stress very much from studying. This is because Korean elementary schools start giving lessons with ability grouping. Ability grouping not only makes elementary school students get stress from it but it also makes students feel studying is boring. It is too fast to implement ability grouping to elementary school students. For elementary school students, studying can't be the most important thing. There are many things more important than studying such as sleeping, friendship, or family. Ability grouping isn't good method to implement in elementary schools. There fore, I strongly argue that every elementary schools should NOT give lessons with ability grouping.