Improving engagement and raising attainment through mixed ability grouping and cooperative learning

In recent years, there has been much interest in the potential benefits of both group work and of mixed attainment grouping, but also recognition that these are hard to get right and that they may also have negative consequences. In this article, the author reflects on a piece of action research she undertook to understand whether using cooperative learning structures, with pupils sitting in mixed ability groups, led to all pupils making good progress.  Action research in action In my action research project, I was keen to consider the following question: If pupils sit in mixed ability groups and I use cooperative learning structures, will they all make good progress? In line with Hattie’s (2012) observations, I had noticed lower ability children in my class not participating fully from the start of lessons and then sitting back passively, anticipating the support of an adult. Others lacked confidence, needing more time to process answers or were fearful of making mistakes. The