TAG Presentation Grouping Strategies. Common Message for Principals, TOSAs, TAG Coordinators and Instructional Facilitators GOAL: Create a common language for grouping strategies in PPS. Why Group?.
Common Message for Principals, TOSAs, TAG Coordinators and Instructional Facilitators
GOAL: Create a common language for grouping strategies in PPS
Effective differentiation requires a classroom organization and management system that promotes students’ independence and responsibility, makes efficient use of instruction time, and limits the intensity of teacher preparation for instruction.
Bertie Kingore, Ph.D.
Reaching All Learners
“The Flexible use of student groups is the heart of differentiated instruction.”
When you group flexibly, you create instruction groups and prescribe specific activities that respond to students’ learning needs.
Diane Heacox, Ed.D.
Differentiating Instruction in the Regular Classroom
Ability or Aptitude
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.
Gifted learners need to be grouped for substantial blocks of time for learning and for socializing
e.g. Those receiving full-time ability grouping had 1.49 years of academic growth in one year’s time.
Karen Rogers, Ph.D.
Common time for teachers to meet and plan
“The concerns are adult issues, not kid issues….” a paraphrase from a PPS Principal in reference to student movement to an above grade level class.
When does grouping benefit students?
When does grouping facilitate instruction?
Which activities lend themselves to group work?
How do you determine group membership?
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.
Teacher prepared pre-test
KWL Charts /Graphic Organizers
Student demonstrations and discussions
Student products and work samples
Show of hands/EPR Every Pupil Response
Standardized Tests/ISM Data
Accelerated content materials-
when pre-assessments show it is necessary
Prepare the students
Discuss what and why your classroom operates like it does
Managing student work
What to do when you’re done
Use the Effective Grouping Options Handout
Work as a Table
Fill in the boxes
Discuss questions provided
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.