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Grouping

Grouping. Strategies and Practices Jacqueline MacDonald jmacdonald@ebrschools.org. Working in groups gives students:. an opportunity to learn from and teach one another allowing them to expand on their strengths and overcome their weaknesses become expert cooperative learners

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Grouping

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  1. Grouping Strategies and Practices Jacqueline MacDonald jmacdonald@ebrschools.org

  2. Working in groups gives students: • an opportunity to learn from and teach one another • allowing them to expand on their strengths and overcome their weaknesses • become expert cooperative learners • the ability to direct their own work • the free time for teachers to work one-on-one with students who needed extra support

  3. Indicators: •  Teacher groups and regroups students appropriately to meet the diverse needs of all learners. •  Teacher organizes the physical environment that is conducive to a variety of grouping structures. •  Teacher facilitates and monitors individual and group learning.

  4. Teacher models roles and responsibilities of participants in a learning community. •  Teacher engages every student intellectually regardless of grouping structure.

  5. Guiding Questions•  What does my data show?Assessments, Dibels •  Do I have a group of students with a common need?Reading level•  How does grouping lead to the expected outcome? Will this activity benefit from grouping?

  6. Flexible grouping is basing instructional configurations (whole group, small group, individual) on what you know about students and the learning objectives you have established. These groupings should change based on the needs of the students.

  7. Don’t forget your assessments of the learning styles, personalities, and gender when organizing your groups.Keep a chart of your groupings and switch roles often in the group ( manager, reader, writer, speaker). Make the students aware that grouping is always for a grade.

  8. Varies in size: one to whole group (3-5)Cooperative groups Supports formative assessment

  9. WHAT IT IS -Grouping and regrouping for effective instruction based on assessment -Instruction that meets the diverse needs of all learners -A process to intellectually engage all students A strategy for differentiated instruction

  10. AND WHAT IT'S NOT-Using only one teaching strategy in small groups -Grouping without a purpose -Rigid or inflexible groups -Arranging desks in pods -Always by same set of criteria

  11. from: http://www.bham.wednet.edu/learning/SevenEssentialStrategies.htm

  12. Now lets try a grouping activity. I don’t plan on knowing everything and some of you will be observers and see what is going right and wrong based on what you just learned.

  13. Candy FavorsGive each participant a wrapped sugarless candy of a different flavor to indicate groups. For example, your groups may be categorized as lemon, butterscotch, cherry, and mint.

  14. Make sure: • You have collaborative grouping norms prepared with student participation beforehand displayed somewhere on the wall. • You explain the activity thoroughly and have it written somewhere.

  15. -You monitor by walking around.-Give anyone the option of not belonging to the group and working alone.-Have only one person be each job member of the group.

  16. And.. • Change the rolls often • Have an evaluation sheet that each member writes anonymously about the procedure. • Have the speaker participate in immediate assessment and outcome • Group work should be part of the school day. • Guide their process by asking questions

  17. Let’s go this site and look at different grouping numbers and why. http://www.adprima.com/grouping.htm

  18. Let’s look at these ways to separate students in an equitable manner . http://www.texastandi.unt.edu/basics/groups2.html

  19. Rubrics

  20. http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Intro_Scoring/intro_scoring.htmlhttp://pblchecklist.4teachers.org/checklist.shtmlhttp://www.teach-nology.com/web_tools/rubrics/http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Intro_Scoring/intro_scoring.htmlhttp://pblchecklist.4teachers.org/checklist.shtmlhttp://www.teach-nology.com/web_tools/rubrics/

  21. Freaked out with today and all you have to master? • Myths: • 1. I will master everything in the first few years. • 2. I will find the correct strategies that work right away ( for me). • 3. I can do this on my own. • 4. Education stops here.

  22. Jacqui- jmacdonald@ebrschools.org Know you are the best, be cool and give your heart to your students. Be the best educator; your children need it.

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