What is Flexible Grouping? UFT Teacher Center Professional Development

1. What is Flexible Grouping? UFT Teacher Center Professional Development Linda Hoffman, Literacy Coach/UFT Teacher Center

2. What is flexible grouping? The purposeful reordering of students into different kinds of working groups to ensure that ALL students have opportunities to work: (1) with a wide variety of classmates in different settings in a wide variety of learning contexts with a wide variety of learning activities and experiences during a relatively short span of classroom time

3. Student Behaviors for Flexible Grouping • Accept the teacher’s decision to place you in a particular flexible group • Move around the classroom without causing disruption • Work at a noise level that does not distract others • Be accountable (Do the work and share it!) to other members of your group • Cooperate with all members of your group • Stay on task and expect others to do the same • Understand that flexible groups are temporary

4. Flexible groups … • Are instructionally (not behaviorally) motivated • Are determined by the teacher’s evidence of students’ different learning needs • Are determined by frequent, on-going assessment data • Are used as needed to maximize instructional time • Are changed regularly to match student needs to the task at hand

5. Flexible groups … ◄Address appropriate learning goals for small groups ◄Prescribe specific activities that respond to students’ learning needs ◄ Allow students time in homogeneous groups for skill building with similar learners ◄Allow students time in heterogeneous groups to process and share their thinking about content at various levels of understanding

6. One type of flexible group … Readiness-Based Instructional Group • homogeneously grouped • same ability level • similar problem with a particular skill/concept • similar needs for skill building • similar need for strong teacher support • similar need for small-group intensive work • similar need for additional practice

7. Another type of flexible group … Mixed-Ability Instructional Group • mixing different ability levels • asked to work cooperatively • with the same content at different levels of challenge (e.g. assigning different types of questions to answer or different types of evidence with different graphic organizers) • utilizing strategies to mix up and match diverse learners • tapping into students’ strengths • acknowledging all of their contributions to the mixed-ability group

8. Kinds of Flexible Grouping • Students work with peers with similar readiness (ability) levels – homogeneous grouping • Students work with peers with mixed readiness (ability) levels – heterogeneous grouping • Students work in both kinds of groups at various points in the lesson • Students work with similar peers when there is the need for similar skill building and practice in a homogeneous group • Students work with dissimilar peers when there is the need to draw on multiple approaches to learning, to make each learner respond as an expert, and to provide opportunities for each student to make and share a significant contribution to the learning of the heterogeneous group

9. Readiness (Ability) Grouping: Homogeneous • Grouping depends upon finding the appropriate level of challenge (the appropriate entry level) of the student • Grouping depends upon taking into account pre-assessment and formative assessment data • Grouping depends upon the teacher knowing the student’s background knowledge and current skill level • The homogeneous group enables the student to start with what he/she already knows with similar learners and stretch a manageable amount with the right amount of teacher support

10. Mixed-Ability Grouping: Heterogeneous • Grouping depends upon finding the appropriate level of challenge (the appropriate entry level) of the student • Grouping depends upon taking into account pre-assessment and formative assessment data • Grouping depends upon the teacher knowing the student’s prior knowledge and current understandings and skills • The heterogeneous group enables the student to work with peers having different readiness or abilities • The heterogeneous group draws on multiple approaches, intelligences or perspectives to learning • The heterogeneous group allows each learner respond as an expert in the mixed-ability group • The heterogeneous group provides opportunities for each student to make and share a significant contribution to the learning of the mixed-ability group

11. Activities for Mixed-Ability Grouping … • Think-Pair-Share • Numbered Heads Together • Jigsaw: Home/Base Groups and Expert Groups • Socratic Seminar • Fishbowl • Literature Circles • ReQuest Strategy • Exit Slips/Cards • Sum it Up! • Stop and Jot • Quick Writes

12. One Model: How might flexible grouping look in the classroom? • Teacher introduces the learning objective/learning goal/aim • Teacher references the standard the lesson will address • Students are able to say in their own words (paraphrase) what they think they will be learning • Teacher conducts the whole-group mini-lesson/whole-class teaching point • WHOLE CLASS: Teacher works with the whole class to practice together (guided practice) and then assesses to find out who gets it and who doesn’t • SMALL GROUP: IF everyone can work independently, then the teacher could set up flexible mixed-ability small cooperative groups to engage in further practice through different activities with the same content • WHOLE CLASS: The teacher brings the whole class back together to present their work, discuss, share and summarize the small groups’ learning.

13. Another Model: How might flexible grouping look in the classroom? • Teacher introduces the learning objective/learning goal/aim • Teacher references the standard the lesson will address • Students are able to say in their own words (paraphrase) what they think they will be learning • Teacher conducts the whole-group mini-lesson/whole-class teaching point • WHOLE CLASS: Teacher works with the whole class to practice together (guided practice) and then assesses to find out who gets it and who doesn’t • SMALL GROUP: Teacher uses the assessment evidence to flexibly group some students who can work independently in small cooperative groups (These students could be grouped by choice, interest, mixed-abilities or same ability.) • SMALL GROUP: For those students who still need targeted intervention, the teacher flexibly forms a small group of students who need further assistance with skill-building or concept understandings (They didn’t get it, so they need re-teaching, additional practice, review and on-the-spot re-assessment. They are flexibly grouped based on their same need.) Teacher works with the flexible group of targeted students in order to gain evidence that they have mastered the skills or concepts in which they were deficient • WHOLE CLASS: The teacher brings the whole class back together to present their work, discuss, share and summarize the small groups’ learning.

14. Still another model for flexible grouping … • Teacher has taught a lesson or series of lessons • Teacher recognizes that not everyone is on the same level – that everyone does not have the same depth of knowledge • Teacher decides to use flexible grouping in order to have TIERED ASSIGNMENTS for the different learners in the class • Teacher decides upon which concept the assignments will support • Teacher decides what essential understandings will be evidenced by these assignments • SAME CONCEPT: _____________________________________ Same Essential Understandings: ►________________________ ►________________________ • Teacher designs THREE different types of assignments for: Struggling Learners - With Teacher Support Level TASK - Group A On-Grade Learners - With On-Grade Level TASK - Group B Advanced Learners - With Challenging TASK - Group C