Learning Focus: Varying Grouping Models

1. Learning Focus: Varying Grouping Models

2. PLC: Professional Learning Communities4 Crucial Questions What do we want each studentto learn, know, or be able to do? Preparing Sorting & Analyzing SLE, Iowa Core Scaffold & Deconstructing Rubrics, SMART goals What evidence do we have of the learning? Formative and Summative Assessments Student Self –Assessment Identifying Learning Needs Differentiating Instruction How will we respond when some students don’t learn? Differentiated Strategies Considering: Interest, Profile, and Readiness and Content, Process, Product, Learning Environment How will we respond to those who have already learned?

3. Reflection If…then… • Individual Profile • Interests • Readiness • Content • Process • Product • Learning Environment How do you typically group? By content? Process?

4. Table Talk Groups are created in a flexible format that is based upon assessment from multiple sources and encourages collaboration as well as the social aspect of learning. Resource: CRCSD DI folder How does this statement align with proactive planning for instruction in: • whole group? • small group? • individually?

5. Do I need flexible groups? • Grouping is necessary if assessment data shows significant differences among students with respect to: • Interests • Learning style preferences • Prior knowledge/readiness to learn • If after analyzing assessment data, no powerful differences exist among students, grouping is not necessary. Tomlinson

6. Benefits of Flexible Grouping • Students see that they can and will progress as they learn. • Growth becomes a visible and expected part of the classroom culture • Traditionally reluctant learners become focused and motivated when appropriately challenging tasks are assigned to them

7. Differentiate “How”… Flow of Instruction • Whole Group • Shared learning experiences • Inclusion of all Anchor chart: “How will you differentiate content, process, or product in a large group setting?”

8. Small Group – Same Ability Meets individual needs Students can express what they know Students can receive feedback Groups vary in membership Often used for reading and math Small Group – Mixed Ability Promotes Student Choice Responds to Students Interests Addresses Learners Social Needs Differentiate “How”… Flow of Instruction

9. Student Pairs Addresses Learners Social Needs Responds to Individual Student Needs Engages All Students One-to-One Most intensive instruction Meets individual needs Differentiate “How”… Flow of Instruction

10. Differentiate “How”… Flow of Instruction • Independent Work • Allows for generalization and maintenance of concepts • Provides opportunities for students to explore curricular topics of interest in depth • Provides opportunities for students to explore topics based on their individual learning style

11. Reflection If…then… • Individual Profile • Interests • Readiness • Content • Process • Product • Learning Environment

12. http://daretodifferentiate.wikispaces.com/file/view/groupingtable.pdfhttp://daretodifferentiate.wikispaces.com/file/view/groupingtable.pdf

13. Connections: Choice Board • Strategy Sort: Why? • Whole group • Small group – same ability • Small group - mixed ability • Partner/paired work • Individual • More than one “In what grouping model would anchor activities best fit?”

14. Productive Group Work • Personal responsibility • Respectful discourse • Collaborative problem solving

15. Productive Group Work Rubric Productive Group Work Rubric – Doug Fisher

16. Instruction can be differentiated for individual profiles, interests, and readiness by adjusting: • Content– what students will learn and the materials that represent that learning • Process – methods students use to make sense of the content • Product – how students will demonstrate what they know, understand or are able to do • Learning Environment– the culture and surroundings in which students learn best