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TAG Presentation Grouping Strategies

TAG Presentation Grouping Strategies

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TAG Presentation Grouping Strategies

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  1. TAG Presentation Grouping Strategies Part One: Common Message for Principals, TOSAs, TAG Coordinators, and Instructional Facilitators GOAL: Create a common language for grouping strategies in PPS

  2. Why Group? 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

  3. “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

  4. Common Language • Ability or Performance Criteria? • Flexible grouping • Performance-based • Ability-based • Heterogeneous and cooperative • Whole group • Pairs, triads, tetrads… • Cluster grouping • Tracking **Defined here, but NOT recommended.

  5. Performance • Teacher looks at current performance or potential for performance to determine groups. Ability or Aptitude • Students are grouped according to scores on standardized tests of aptitude, intelligence, or ability.

  6. Flexible Grouping • Teacher uses curricular needs, student needs, ability, performance, interest, strengths, and preferences to determine the group make-up. • Used as needed to provide a better instructional match for students. • Flexible grouping is changed regularly to match student need to the task at hand.

  7. Performance Grouping (Leveled Groups) • Teacher looks at current assessment data in a particular content area to determine group membership. • Examples include • Walk to Read, Mosey to Math • Lit Circles • Reading/math groups

  8. Cluster Grouping • Purposeful classroom placement of 3-6 similar ability students (usually in the top 5%) together in a mixed ability classroom. • Ideally, the teacher has an interest and knowledge in teaching this group of students.

  9. Tracking(We are NOT Advocating this) • General learning ability or performance grouping that does not change. Once a student is assigned to this group, he/she keeps that assignment over the year, or years, regardless of change in achievement level.

  10. “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.

  11. Whole class Mixed ability Similar ability Individual work Cooperative work Common time for teachers to meet and plan

  12. Pre-Assessments

  13. Part Two: Dyads, Triads, and Tetrads, Oh My! Pre-Assessment and Flexible Grouping in the High School Classroom

  14. Follow-up to the Dr. Karen Rogers Presentation: Organizing the Learning of Gifted Gifted learners need to be grouped for substantial blocks of time for learning • Magnet Schools, Full-time Gifted Programs • Cluster Grouping • Within Class Grouping • Cross-Grade Grouping • Pull-out/send-out Programs • Like-ability/performance Grouping • Cooperative Grouping

  15. Research on Instructional Management:Grouping Permutations • Full-time ability grouping (ES= .49) e.g. Those receiving full-time ability grouping had 1.49 years of academic growth in one year’s time. • Regrouping for specific instruction (ES= .34) • Cluster grouping of GT students (ES= .59) • Send-out grouping (ES= .45) • Within class ability grouping (ES= .34) • Cross-graded classes (ES= .45) • Mixed ability cooperative groups (ES= 0) • Like ability cooperative groups (ES=.28) Karen Rogers, Ph.D.

  16. Flexible Grouping Teacher assesses curricular needs, student needs, ability, performance, interest, strengths, and preferences to determine the group make-up. Used as needed to provide a better instructional match for students. Flexible grouping is changed regularly to match student needs to the task at hand.

  17. 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. **What to do with data?

  18. Journal Responses Entrance or Exit Cards Responses to Open-Ended and Essential Questions Picture Interpretation Student demonstrations and discussions Student performance on recent assignments or exams Pre-tests Informal Surveys and Inventories Standardized Tests Teacher observations http://quizlet.com/set/261509/ Pre-Assessment Strategies Additional examples in the Take-Away Packet

  19. A lot goes into Flexible Grouping

  20. Planning Tools • Take-Away Packet • Grouping Definitions • Figure 2.1 Differentiated Instruction • Template for Designing Flexible Groups • Effective Grouping Strategies Handout • Frayer Model • Carol Ann Tomlinson How to…