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Flexible grouping
Teachers, bring the meat and potatoes of Differentiated Instruction to your students. Engage them in small group activities and instruction in a systematic and motivational way. Learn how flexible grouping allows for more differentiation, when to incorporate flexible grouping, the advantages and cautions inherent in such a system, and practical, easy, and fun ways to design and manage your groups.
Today’s Agenda
Introductions Definition and purpose Grouping structures Research Formative assessment Managing flexible groups DI strategies that support flex groups Closure
Group Resume
By alphabet groupings Identify and brag about
your group’s resources Should include any
information that promotes subgroup as a whole
Topics can include: background, experience, positions, accomplishments, hobbies, families, etc.
TEACHERS R US
Berks IU
Objective
Desire experience creating flexible groups that increase knowledge
Qualifications 12 years teaching Masters Degrees Some knowledge of DI Hobbies include: skiing& reading
Knowledge Transfer
aaa
Dialogue
Learning by doing
Socializationsympathised knowledge
Externalizationconceptual knowledge
Internalizationoperational knowledge
Combinationsystemic knowledge
Tacit knowledge Explicit knowledge
to
from
Tacit knowledge
Explicit knowledge
Sharing experience Networking
Whole group-set the stage for flexible grouping
Description Rationale DI connection When to use it Advantages Cautions
Flexible Grouping
Occurs when there is a whole group assessment or instruction initially; and then the students are divided by their need for either review,
Re-teaching, practice, or enrichment. Such grouping could be a single lesson or objective, a set of skills, a unit of study, or a major concept or theme. Flexible grouping creates temporary groups for an hour, a day, a week, or a month or so. It does not create permanent groups.
Take a look
ReadinessInterestLearning profile
Group Arrangements (like/unlike/size)
Teacher choiceStudent choiceRandom
Planning for Grouping:Questions to Consider
When does grouping benefit students? When does grouping facilitate
instruction? Which activities lend themselves to
group work? How do you determine group
membership?
When does grouping benefit students?
When the task requires input from different types of learning styles and perspectives.
When the subject matter is new for all students.
When it allows gifted students to be engaged in real learning.
When does grouping facilitate instruction?
When it: allows both for quick mastery of information and ideas allows for additional exploration by students needing more time
for mastery allows for both collaborative and independent work gives students and teachers a voice in work arrangements allows students to work with a wide variety of peers encourages teachers to “try out” students in a variety of work
settings keeps students from being “pegged” as advanced or struggling
Grouping and the Gifted Student
The gifted student ranges in his/her strengths and weaknesses just as do all students
Students are different from each other and challenged when provided programming at the appropriate level of instruction
Teachers must look at each student individually MCPS content curriculum contain adaptations that are
suitable for the gifted student in the cluster grouped classroom
Flexible Grouping for the delivery of instruction is the cornerstone of appropriate differentiation for the gifted student
Group Work - Old and New
Task is usually a project Some students do more work
and take most responsibility Some students are ignored by
others in group Some students feel success,
others feel frustration Each student cares most about
what he/she learns and what grade he/she receives
Task may be a project, brainstorming, problem solving
Shared work and responsibility Participation of all students is
encouraged Each student’s ideas and work
are valued Students care about group
learning
Activities for Heterogeneous Grouping
Open ended activities with use of strategies such as critical thinking,, development of concepts and generalizations
Multidisciplinary themes When presenting new content Examples: Hands on Science
experiments, and current events activities
Appropriate Activities for Appropriate Activities for Heterogeneous Grouping:Heterogeneous Grouping:
Critical Thinking Concept and Generalization Whole Language
Experiences Multi-disciplinary Units Open ended discussions Examples: Hands-on
science experiments and Current event discussions
Appropriate Activities for Homogeneous Grouping:
Drill and Practice Math computation Studying for recall type
test Answering
comprehension questions about a novel
Group Membership
Can be determined by:
Readiness
Interest
Reading Level
Skill Level
Background Knowledge
Social Skills
Creative ideas for forming groups
Popsicle sticks with names – last one picked chooses group
Clock partners
Stickers on card, find matching sticker
Birthdays in seasons
Puzzle pieces
Team hiring and resumes
Other resources for forming groups
Use contribution reminder cards Pass out colored chips and put in center after
each contribution Rank students by ability and put in array of 3
across Group reflection form – use a rubric
Text-based Seminar
All read pp. 1 &2, 26-29 Divide the article into 4 parts (Models 1-4) Each member reads a section After reading, discuss this framing question: How can
flexible grouping increase achievement in my class? Protocol: Each person in group refers to one quote
from the text and explains how this quote supports their response to the framing question.
Other members take turns in responding to group members’ quotes.
Rotating trio exchange
Sit in groups of 3 Assign each a 0, 1, or 2 Discuss the following question:
How does heterogeneous grouping support higher level thinking of all members?
Rotation: 1’s move clockwise, 2’s move counterclockwise, 0’s stay put
Continue the triad discussion
What first steps will you take to employ flexible grouping?
What barriers might hinder the implementation of flexible grouping and what can you do to remove those barriers?
How can a teacher ensure the appropriate level of challenge for each student?
PRE-ASSESSMENT
The purpose of pre-assessment is to determine what students know about a topic before it is taught. Pre-assessment will help the teacher determine flexible grouping patterns and should be used regularly.
Pre-assessment Strategies
Teacher prepared pre-test KWL Charts /Graphic
Organizers Writing Prompts/Samples Guess Box Student demonstrations and
discussions
Student products and work samples
Show of hands/EPR Every Pupil Response
Standardized Test Data Teacher
observation/Checklist
Formative assessment
Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting pupils’ learning. It thus differs from assessment designed primarily to serve the purposes of accountability, or of ranking, or of certifying competence. An assessment activity can help learning if it provides information to be used as feedback, by teachers, and by their pupils, in assessing themselves and each other, to modify the teaching and learning activities in which they are engaged.
Such assessment becomes ‘formative assessment’ when the evidence is actually used to adapt the teaching work to meet learning needs.
Black, Harrison, Lee, Marshall & Wiliam, 2002
Types of formative assessment
Long-cycle– Span: across units, terms– Length: four weeks to one year– Impact: Student monitoring; curriculum alignment
Medium-cycle– Span: within and between teaching units– Length: one to four weeks– Impact: Improved, student-involved, assessment; teacher cognition
about learning Short-cycle
– Span: within and between lessons– Length:
day-by-day: 24 to 48 hours minute-by-minute: 5 seconds to 2 hours
– Impact: classroom practice; student engagement
Aspects of formative assessment
Where the learner is going
Where the learner is How to get there
Teacher Clarify and share learning intentions
Engineering effective discussions, tasks and
activities that elicit evidence of learning
Providing feedback that moves learners
forward
Peer Understand and share learning intentions
Activating students as learningresources for one another
Learner Understand learning intentions
Activating students as ownersof their own learning
Examples of formative assessment
Learning intentions– “sharing exemplars”
Eliciting evidence– “mini white-boards”
Providing feedback– “find it and fix it”
Students as owners of their learning– “colored cups”
Students as learning resources– “pre-flight checklist”
Management of Groups
Goal of the Activity– Total number of Pupils in Class– Number of Groups– Number of Students in a Group – Roles within the Group– Teacher Role
6 Hat Thinking
In groups of 6 Read the article from one of 6 roles Discuss using references that support your
own role
Exit cards
What stands out as new knowledge for you?
What questions do you still have?
Other comments?
Complex Instruction
Complex Instruction evolved from over 20 years of research by Elizabeth Cohen, Rachel Lotan, and their colleagues at the Stanford School of Education. The goal of this instruction is to provide academic access and success for all students in heterogeneous classrooms.
Research has documented significant achievement gains in classrooms using such curricula.
Complex Instruction (CI) has three major components.
Multiple ability curricula
Development of higher-order thinking skills through group work activities organized around a central concept.
The tasks are open-ended, requiring students to work interdependently to solve problems.
The tasks require a wide array of intellectual abilities so that students from diverse backgrounds and different levels of academic proficiency can make meaningful contributions to the group task.
Instructional strategies
Teacher trains the students to use cooperative norms and specific roles to manage their own groups .
Teacher is free to observe groups carefully Provide specific feedback
Treat status problems
The more that students talk and work together, the more they learn.
Students who are social isolates or students who are seen as lacking academic skills often fail to participate and thus learn less than they would if they were more active in the groups.
Teachers use status treatments to broaden students' perceptions of what it means to be smart, and to convince students that they each have important intellectual contributions to make to the multiple-ability task.
Processing
Individual and Group accountability activities which reflect the success of:– The student– The group– The objective for the teacher planned activity
Practice designing flexible grouping structure for given set of classroom data & lesson
Station activity
Investigate DI structures that support flexible grouping
– Anchor activities– Tiered lessons– Stations/Centers
Rotate every 20 minutes
Assessment
1. In the acronym TAPS, which word(s) do(es) not allow for differentiation?
2. T/F: Flexible grouping implies putting students into ability groups.
3. Name at least 2 DI strategies that support flexible grouping.
4. What are 2 problems for historically based arguments for heterogeneous classrooms?
Assessment responses
1. T – total group2. F - many reasons for grouping arrangements3. Compacting, Complex instruction4. Struggling learners must be met where they are.
Advanced learners often given more work, asked to be peer teachers, or left alone as they are already up to par.
Summarize
In job-alike groups Create 30 second commercial Reasons to support or oppose flexible
grouping
Flexible Grouping for the delivery of instruction is the cornerstone of
appropriate differentiation for the gifted student as well as all students. The use of Flexible Grouping assures Success for
Every Student.
Readiness group tasks
Cooperative grouping strategies Group members’ roles Learning styles inventory
http://www.metamath.com/multiple/multiple_choice_questions.html
Modality preference groups
Visual Auditory Hands-on
Find cooperative group strategies from handouts and on-line resources. Make a chart.
Put the group roles from the resources on the chart.
Participate in lecture-format and complete chart of strategies.
Finish the chart with group roles.
Make index cards of cooperative group strategies with purpose on back.
Make a charades game of group roles.
Agenda
Microlab – How do we honor all learners in variable grouping?
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