Internship Project EAD 894 Flexible Grouping

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Internship Project EAD 894 Flexible Grouping

• Shelley Chuchmuch

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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)

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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.

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Points to consider continued . . .

• 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.

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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.

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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.

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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.

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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

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Feedback from studentsSara Hammadi Grade 5
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Feedback from administrationDr. Anna Karola
Director
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Feedback from AdministrationLibby Naert Principal
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Feedback from teachersShelley Jackson Grade 4
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Pre and post test results Grade 5 Language Arts
and MathBrigance Testing
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
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Grade 5 Math Advantage Pre and Post test results
Pre test Class average 62 September 2004 Post
test Class average 75 May 2005
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Gates MacGinitie Reading Test MAC11 English as a
Second Language English Language Grade Placement
Test
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Future plans.

• Because of the success of flexible grouping in
  the Elementary school, flexible grouping will be
  implemented throughout the middle and high school
  in the 2005-2006 school year.