2. Module Outcomes
1. To develop an awareness of flexible grouping and the role it
plays in planning instruction in a differentiated classroom.
2. To determine different flexible grouping strategies that can
be implemented in a classroom.
4. Differentiation is ....
... a philosophy that focuses on the student
... a way of thinking about teaching and learning
“... a teacher acknowledging that kids learn in different
ways, and responding by doing something about that
through curriculum and instruction.” (Bafile, 2004 - in
an interview with Carol Ann Tomlinson)
“... adapting content, process, and product in response
to student readiness, interest and/or learning profile.”
(Bafile, 2004 - a more dictionary-like definition)
5. What is flexible grouping?
Flexible grouping is a differentiated instruction
strategy that involves grouping students in a
variety of different ways. Students are
encouraged to work collaboratively in groups
to develop their collaboration and
communication skills. Collaboration and
communication are two important skills of 21st
Century learners.
7. How do we use flexible grouping?
• Begin with assessment or instruction.
• Put students into flexible groups based on
purpose of the task.
• Groups are meant to be fluid.
8. Why do we use flexible grouping?
• Enables differentiation to occur.
• Allows for both collaboration with classmates and
independent work.
• Allows students to work with a wide variety of
peers.
• Keeps students from being pegged as ‘advanced’
or ‘struggling.’
9. Grouping Patterns
T – Total Group
I – Independent
P – Partners
S – Small Groups
10. 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
11. Prepare Students for Flexible Groups
By Discussing:
• Why you are using a specific grouping
practice?
• The expectations for behaviour within
groups.
12. Group Work Routines
Consider establishing the following group work
routines:
Attention-Getting Signal
Asking Questions
Managing Materials
Using Anchor Activities
Behaviour Expectations
13. Module Assignment
• Consider the different flexible grouping
strategies presented in this module.
• Choose a flexible grouping strategy to use in
your classroom.
• A planning guide and reflection template are
included to support you with this module.
This needs to be completed.
14. Module 3: Flexible Grouping Planning Guide
Name: ___________________________________ Date: ____________
Name of Strategy: ____________________________________________________
Purpose of Strategy: __________________________________________________
Subject: ____________________________________________________________
Lesson/Unit: ________________________________________________________
Purpose of Grouping
Review Practice Re-Teaching Enrichment
Type of Grouping
Same Ability--Readiness Mixed Ability--Interests Mixed Ability--Learning Styles
Size of Grouping
Partners Trials Small Groups Whole Group
Formation of Grouping
Teacher Choice Student Choice Random
Implementation Plan:
15. Module 3 Expectations
TEACHERS:
• Implement a flexible grouping strategy into
instruction.
Hinweis der Redaktion
There are two outcomes for this module. The first outcome is to develop and refine our understanding of flexible grouping and the role it plays in a differentiated classroom. The second outcome is to determine different flexible grouping strategies that can be implemented into your classrooms.
Flexible grouping is a differentiated instruction strategy that involves grouping students in a variety of different ways. Students are encouraged to work collaboratively in groups to develop their collaboration and communication skills. Collaboration and communication are two important skills of 21st Century learners.
There are a number of ways you can group students and it will depend on the activity, readiness, interests, learning profiles, choices, perspectives etc.
Most flexible groupings begin with an assessment of readiness skills or whole group instruction. Teachers need to decide if they will group students according to the same ability or have mixed ability groups. A teacher’s decision will depend on the task. If it is your practice is to name groups ensure that names do not reflect ability or behaviour.
There are different ways to group students. Some teachers find it useful to use the acronym “TIPS” to help them remember to group their students in a variety of different ways. Consider printing the word “TIPS” on your daily lesson plan and plan activities that target the different groupings of students throughout the a lesson, course, unit, or day.
The duration of flexible groupings will be determined by the task that is assigned to students. Some tasks may be only five to ten minutes long while other tasks may last a week or longer.
Be sure to prepare students for working in groups. Inform students of why you are using the strategy and what your expectations are regarding participation and behaviour.
Think about the task you are assigning your students. What questions may arise while you are working with one of the groups? Think about routines you can establish to deal with these questions.
You will want some type of signal for getting everyone’s attention when you want to speak to the whole group. You will also want to establish routines for asking questions, getting materials, finding something to do if groups finish early, sharpening pencils, leaving the room, etc.
Reference Tomlinson’s book Ch 5 & 6 Each school has a copy.
For this module, choose one strategy to implement into your instruction. Choose a strategy you have not used before or use a familiar strategy for a new purpose. After implementing the strategy, complete a reflection of the process.
These are the expectations for module three for teachers and administrators. Any questions?