Grouping Is the Function and Process of Content.

This article presents the author's views on the need of grouping in the classrooms. Purposes of teaching and learning efficiency, and the need for collective action must be served. Teachers must group to teach single particulars, using such as bases for classroom organization. Such grouping on a single particular can come only after an initial, exploratory teaching act which, individually, enables the teacher to identify specific items or elements common to two or more children. These single items, these isolated particulars, then, become the lesson plan for those particular children, and no others. Grouping, the author believes, must be a function and process of content, curriculum, and of its learning. By this the author means that if the content is narrow, the grouping range is narrow; if content is wide and varied, then grouping range can be wide and varied. However, there is no study that includes measurement of this kind of grouping. Teachers need such studies. One must turn to non-classroom centered practices, which are not researched but are highly relevant to this point.