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TAG PresentationTAG PresentationGrouping StrategiesGrouping Strategies
GOALS: Create a common language for
grouping strategies in PPS Apply understanding of grouping
strategies to 6-8 Language Arts classes
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Why Group?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
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Follow-up to the Follow-up to the Dr. Karen RogersDr. Karen Rogers Presentation: Presentation: Organizing the Learning of Organizing the Learning of Gifted Gifted Gifted learners need to be grouped for substantial
blocks of time for learning and for socializing
◦ 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◦ Academic teams and competitions◦ Affective support groups◦ Service learning and other group projects
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Research on Instructional Research on Instructional Management:Management: Grouping PermutationsGrouping Permutations
Full-time ability grouping- Magnet schools (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.
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The HOW of Grouping
Within the schoolWithin
the classroom
Common times
for Instruction
Within a Grade levele.g.. All 3rd grade
reading at the same time
Across Grade levelse.g.. K-3 all have
math at the same time
Common classroom for
Students (Clustering)
Common time for teachers to meet and plan
Whole class
Mixed ability
Similar ability
Individual work
Cooperative work
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Ability or AptitudeAbility or Aptitude
Students are grouped according to scores on standardized test of aptitude, intelligence or ability.
Can become TRACKING if groups stay together for most of the day every day.
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PerformancePerformance
Students are grouped according to grades or performance in a particular subject, for example accelerated, enriched, advanced classes. Performance data can come from teacher observations, classroom pre-assessment data, etc.
Can also become TRACKING if groups stay together for most of the day every day.
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STOPSTOP
TURNTURN
TELL WHAT YOU TELL WHAT YOU LEARNEDLEARNED
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Common Language - Common Language - GroupingGrouping
Cluster groupingTracking **Defined here, but NOT
recommended.Flexible grouping
◦Performance-based◦Ability-based◦Heterogeneous and cooperative◦Whole group◦Pairs, triads, tetrads…
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Cluster GroupingCluster GroupingPurposeful 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.
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Cluster GroupingCluster GroupingBenefits
◦Provides a full-time gifted program requiring minimal funds
◦Prevents gifted kids from becoming the group which benefits least from heterogeneous grouping
◦Keeps TAG students together in area of strength and allows for taking risks which may not occur in heterogeneous grouping.
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Example of a Classroom Example of a Classroom Composition for School Cluster Composition for School Cluster GroupingGrouping(for a single grade level)(for a single grade level)
30 students
in 3
classes
Group 1:
Gifted
Group 2:
High
Achieving
Group 3:
Average
Group 4:
Below
Average
Group 5:
Far below
Average
Classroom A 6 0 12 12 0Classroom B 0 6 12 6 6Classroom C 0 6 12 6 6
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Reflective ThinkingReflective Thinking
Turn and Talk
Do you have cluster grouping at your building? Does it work?
If not, would cluster grouping work at your school? Why or Why not?
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“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
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Flexible GroupingFlexible GroupingTeacher 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.
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Group MembershipGroup Membership
Can be determined by:◦Readiness◦Interest◦Reading Level◦Skill Level◦Background Knowledge◦Social Skills
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PRE-ASSESSMENTPRE-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.
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Pre-assessment Pre-assessment StrategiesStrategies
Teacher prepared pre-test
KWL Charts /Graphic Organizers
Writing Prompts/Samples
Guess BoxStudent
demonstrations and discussions
Student products and work samples
Show of hands/EPR Every Pupil Response
Standardized Tests/ISM Data
Teacher observation/Checklist
“Assessment is today’s means of modifying tomorrow’s instruction.”
Carole Tomlinson
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STOPSTOP
TURNTURN
TELL WHAT YOU TELL WHAT YOU LEARNEDLEARNED
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Whole Class InstructionWhole Class Instruction
Used to introduce new materials and strategies
Builds common experiencesProvides a shared basis for
further explorationHelps identify prior knowledge
and experiences
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Performance Grouping Performance Grouping (Leveled Groups) (Leveled Groups)
Teacher looks at current assessment data in a particular content area to determine group membership.
Examples include◦ Lit Circles◦ Writing Folders◦ Reading/math groups
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Heterogeneous and Heterogeneous and Cooperative GroupingCooperative Grouping
Grouping for collaborative work, either by the teacher or by student choice
Grouping for the purpose of developing cooperative skills
Gifted students may have much to lose and little to gain from traditional cooperative groupings – ones that aren’t structured
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Reflective ThinkingReflective Thinking
Turn and Talk
What types of flexible grouping are most commonly used at your school?
What types of flexible grouping do you most use in your classroom?
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When planning for When planning for grouping consider grouping consider these questions:these questions:
1. When does grouping benefit students?2. When does grouping facilitate
instruction?3. Which activities lend themselves to
group work?4. How will I determine group
membership?
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Content & SkillsStudent Needs
Student Background Knowledge
New information for
all students?
Students vary in readiness,
rate of learning,interest in topic?
Need multiple perspectives?
Whole class?Small mixed-ability?
Performance Groups?Interest Groups?
Similar rate or level? Cooperative Groups?
Pre-Assessments
When to Use What Group
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Reflective Thinking – Reflective Thinking – Quick WriteQuick Write
Which grouping option(s) will best fit my next unit? Lesson? Why?
How will I pre-assess?How will the groups be
determined?What management problems do I
need help solving?
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Flexible Grouping for the delivery of instruction is the cornerstone of appropriate differentiation for the gifted student as well as all students. The use of Flexible Grouping assures Success for Every Student.