1 / 29

Module 3: Incorporating Flexible Groupings into Instruction

Module 3: Incorporating Flexible Groupings into Instruction. Good Spirit School Division. Module Outcomes. To review the process for completing Learning Profile cards.

urian
Download Presentation

Module 3: Incorporating Flexible Groupings into Instruction

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Module 3: Incorporating Flexible Groupings into Instruction Good Spirit School Division

  2. Module Outcomes • To review the process for completing Learning Profile cards. • To develop and refine our understanding of flexible grouping and the role it plays in planning instruction in a differentiated classroom. • To determine different flexible grouping strategies that can be implemented in a classroom.

  3. Activating Prior Knowledge Activity • Complete “Grouping Practices Survey” according to current practices.

  4. Learning Profile Cards

  5. What is flexible grouping? • A differentiated instruction strategy • A way to group students in a variety of ways • Students working collaboratively on a task • A strategy to address needs of 21st Century learners—collaboration and communication

  6. Why do we use flexible grouping? • Allows for both collaboration with classmates and independent work. • Allows students to work with a wide variety of peers. • Allows for exploration by students. • Keeps students from being pegged as ‘advanced’ or ‘struggling.’ • Gives students and teachers a voice in working arrangements. • Groups students on likenesses rather than differences.

  7. Purposes of Flexible Grouping • Flexible grouping can be used to: - review material - re-teach - practice a skill or concept - enrichment

  8. Grouping Patterns T – Total Group A – Alone P – Partners S – Small Groups

  9. Basis for Flexible Groups • Readiness • Interest • Learning Style

  10. Formation of Groups • Teacher Choice • Student Choice • Random

  11. Duration of Flexible Groups • Single lesson or activity • Set of skills • Unit of study • A few minutes • An hour • A day • A week • A month

  12. How do we use flexible grouping? • Begin with assessment or instruction. • Put students into same ability or mixed ability groups based on purpose of task.

  13. Prepare Students for Flexible Groups By Discussing: • why you are using a specific grouping practice. • the expectations for behaviour within groups.

  14. Group Work Routines Consider establishing the following group work routines: • Attention-Getting Signal • Asking Questions • Getting Materials • Using Anchor Activities • Sharpening Pencils (younger students) • Leaving the Room

  15. Tips For Naming Groups • Choose names that do not reflect ability levels. • Continually change the names of groups. • Use different names for various types of groups. • Let students come up with group names. • Use names only once. • Let name reflect purpose of group (Punctuation Group, Double Digit Club, Handwriting Clinic, etc.)

  16. Flexible Grouping Strategies

  17. Differentiation Using Flexible Groupings

  18. Differentiate Task Design and Assignment • based on readiness • based on interest • based on learning styles (visual, auditory, kinesthetic) • all students do the same task

  19. Differentiate Product • student choice of products reflecting multiple intelligences or learning styles • teacher assigned based on multiple intelligences or learning styles • teacher assigned based on readiness • same product for all students

  20. Differentiate Group Formation • alone • small group based on interest • small group based on same ability • small group based on mixed ability • partner based on interest • partner based on same ability • partner based on mixed ability • student choice of alone, with a partner, in a small group

  21. Module Assignment • Consider the different flexible grouping strategies presented in this module. • Choose a flexible grouping strategy to use in your classroom. • Implement a strategy you have not used before or use a familiar strategy for a different purpose than you have traditionally used in the past. • A planning guide and reflection template are included to support you with this module.

  22. Exit Card • On a scrap piece of paper, complete the following: • Three things I learned about flexible grouping … • Two questions I still have about flexible grouping … • One strategy I am going to implement into my instruction …

  23. Module 3 Expectations TEACHERS: • Complete a learning profile card for each of your students (Grade 3 and up) • Implement a new flexible grouping strategy into instruction. • Reflect on one strategy using the “Module Three Flexible Groupings Reflection Guide.” • Reflections to be completed and handed in to administrators by: May 31, 2014 ADMINISTRATORS: • Complete a three-minute walk-through in each teacher’s classroom when they are implementing a flexible grouping strategy.

More Related