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FLEXIBLE GROUPING

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FLEXIBLE GROUPING Bringing the meat and potatoes to DI Flexible grouping Teachers, bring the meat and potatoes of Differentiated Instruction to your students. – PowerPoint PPT presentation

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Title: FLEXIBLE GROUPING


1
FLEXIBLE GROUPING
  • Bringing the meat and potatoes to DI

2
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.

3
Todays Agenda
  • Introductions
  • Definition and purpose
  • Grouping structures
  • Research
  • Formative assessment
  • Managing flexible groups
  • DI strategies that support flex groups
  • Closure

4
Group Resume
  • By alphabet groupings
  • Identify and brag about your groups 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

5
Knowledge Transfer
6
Whole group-set the stage for flexible grouping
  • Description
  • Rationale
  • DI connection
  • When to use it
  • Advantages
  • Cautions

7
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.

8
Take a look
  • Readiness
  • Interest
  • Learning profile
  • Group Arrangements
  • (like/unlike/size)
  • Teacher choice
  • Student choice
  • Random

9
Planning for GroupingQuestions 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?

10
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.

11
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

12
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

13
Which activities lend themselves to group work?
14
Group Work - Old and New
Traditional
Cooperative Groups
  • 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 students ideas and work are valued
  • Students care about group learning

15
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

16
Appropriate Activities for 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

17
Appropriate Activities for Homogeneous Grouping
  • Drill and Practice
  • Math computation
  • Studying for recall type test
  • Answering comprehension questions about a novel

18
Turn and talk
  • Proximity partner
  • Turn to partner to review lecture guide

19
Spotlight Share
  • One member of pair called on to answer
  • Major point
  • Misconception
  • Concern

20
Group Membership
  • Can be determined by
  • Readiness
  • Interest
  • Reading Level
  • Skill Level
  • Background Knowledge
  • Social Skills

21
Grouping Method
  • TAPS
  • Teacher Assigned
  • Student Selected
  • Random

22
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
23
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

24
And the research says
  • Text-based seminar
  • Read the article

25
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.

26
Take a look
  • Watch the video
  • Trio learning

27
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 1s move clockwise, 2s move
    counterclockwise, 0s stay put

28
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?

29
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.

30
Equity
31
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

32
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

33
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

34
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 learning resources for one another Activating students as learning resources for one another
Learner Understand learning intentions Activating students as ownersof their own learning Activating students as ownersof their own learning
35
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

36
Activity
  • Regroup by job alike groups
  • Identify formative assessment strategies useful
    in your class

37
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

38
Management strategies
  • Chart of management ideas

39
6 Hat Thinking
  • In groups of 6
  • Read the article from one of 6 roles
  • Discuss using references that support your own
    role

40
Exit cards
  • What stands out as new knowledge for you?
  • What questions do you still have?
  • Other comments?

41
Assessment
  • What questions remain?

Name tag mix-up
42
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.

43
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.

44
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

45
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.

46
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

47
Station activity
  • Investigate DI structures that support flexible
    grouping
  • Anchor activities
  • Tiered lessons
  • Stations/Centers
  • Rotate every 20 minutes

48
PMI Chart
Plus () Minus (-) Interesting
Station
Tiered lessons
Anchors
49
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?

50
Assessment responses
  • T total group
  • F - many reasons for grouping arrangements
  • Compacting, Complex instruction
  • 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.

51
Summarize
  • In job-alike groups
  • Create 30 second commercial
  • Reasons to support or oppose flexible grouping

52
Keeping flexible
  • Exercise the strategy
  • Switch your groups regularly
  • Have fun!

53
Thank you!
  • Please complete the evaluation
  • Contact me with any questions
  • barbara.launi_at_rtsd.org

54
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.
55
Readiness group tasks
  • Cooperative grouping strategies
  • Group members roles
  • Learning styles inventory
  • http//www.metamath.com/multiple/multiple_choice_q
    uestions.html

56
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.
57
Agenda
  • Microlab How do we honor all learners in
    variable grouping?
  • Read all about it!
  • Share
  • Evaluation

58
Todays Agenda, continued
  • Sit in groups (by modality preference)
  • Learning styles activity on management of
    flexible groups
  • Brainstorm ideas for grouping by readiness,
    interest, random
  • Whole group share dot vote
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