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What is flexible grouping?
• Flexible grouping is grouping students accordingly to work in differently mixed groups depending on the goal of the learning task at hand. (Opitz)
Points to consider
• Student groups are based on performance.
• All groups are kept fluid.• All groups are provided with higher
order thinking skills.• Silent reading activities are
accompanied by purposeful reading and purposeful exercises.
• Teachers utilize open ended assignments to provide for individual differences.
• Teachers are expected to use a variety of materials with an emphasis on reading whole books not sections.
• Student performance is assessed and observed daily.
Points to consider continued . . .
Benefits of flexible grouping• Small groups allow students to learn
content but acquire interpersonal skills.• Students become independent learners
and are accountable for working alone or in a group.
• Develop skills in face to face interactions.
• Reduced noise levels allow for less distractions.
Benefits continued…
• Increases literacy knowledge that is characterized by several abilities.
• All learners feel part of the community.• Students care about themselves and
each other.• More one on one interaction time with
the teacher.
Implementation of flexible grouping• April 2004 – met with administration to discuss the need for
implementation of flexible ability grouping in the elementary school.
• April 2004 – met with principal to determine and schedule common teaching periods for Language Arts and Mathematics in the timetable.
• September 2004 – teachers met to determine needs of students and testing materials to be used to determine grouping placement.
• September 2004 – Teachers tested students and grouped them based on testing results from Brigance Inventory of Basic Skills, Gaites Magininity, MACII English as a Second Language Test and Math Advantage placement Tests.
Implementation of flexible grouping…• September 2004 – teachers met to discuss testing results and
social groupings. Students would be grouped according to chronological age and would remain with the homeroom teacher for Social Studies and Science.
• September 2004 – teachers met to determine how to disseminate information and decide on the common vocabulary that would be conveyed to parents about flexible grouping at Back to School night.
• October 2004 – students began going to respective groups for Language Arts and Mathematics.
• November 2004 – teachers met to determine how and who would complete report card and Individual Education Plan (IEP)
• May 2005- teachers met to determine when to post test• June 2005- teachers met to assess results
Pre and post test results Grade 5 Language Arts and MathBrigance Testing
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C4 C5 D1 F1 F2 I1 J 3 M1
Pre test
Post test
Key:
C4: Listening Comprehension vocabulary C5: Listening Comprehension
D1: Word Recognition Grade Placement F1: Reading Comprehension Grade Placement F2: Reading Comprehension I1: Spelling
J3: Sentence Writing Grade Placement M1: Math Grade Placement
Grade 5 Math Advantage Pre and Post test results
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Pre test: Class average 62% September 2004
Post test: Class average 75% May 2005
Gates MacGinitie Pre
Gates MacGinitie Post
MAC11 ESL Placement test
Student 1 Grade 1.1 Grade 1.6 Low G2 Beg Grade 3
Student 2 Grade 2.4 Grade 3.0 Middle Grade 3
Student 3 Grade 2.1 Grade 3.0 Grade 3
Student 4 Grade 2.9 Grade 3.6 Grade 5
Student 5 Grade 3.1 Grade 3.5 Grade 5
Student 6 Grade 1.4 Grade 1.6 Grade 2
Student 7 Grade 2.7 Grade 3.6 Grade 5
Student 8 Grade 3.3 Grade 3.6 Middle Grade 3
Student 9 Grade 2.2 Grade 3.3 Grade 3
Gates MacGinitie Reading Test
MAC11 English as a Second Language English Language Grade Placement Test