Hi I teach Year 2 and have recently had some training on the benefits of using talk partners and peer evaluation, which I would like to introduce more into my class, using random talk partners that change each week, lollysticks etc. rather than just the 'turn to the person next to you' I have done before. I love the idea of the partners working together and sitting together at their tables all the time for the week, the training pointed out that ability groups were often very negative and children benefit from this mixed ability approach, but am interested if anyone does this for all their literacy/Numeracy and so children sit in their mixed ability pairs all the time and no longer in ability groups. The training I had talked about giving all children the same LO and context and success criteria, but just change the task a bit for access, ie. some children had a partially written story, some wrote from scratch. I wonder if anyone does this and how it works in practice if you have 2 children who are talk partners working on different levels of the task and how you organise your class/day. I'd like to use more of these ideas and less ability groups, but not sure how it works with differentiating in practice. I have for a long time thought sitting on a set table all the time, can be quite negative, but wondered how people differentiate effectively if it's not just by outcome if they always work in mixed ability? Thanks for all top tips!