Differentiated Instruction and Flexible Grouping Kimberly A. Mearman.

Differentiated Instruction and

Flexible Grouping

Kimberly A. Mearman

Welcome

• Look at the front of your packet and find a shape

• Find your group by looking for others with the same shape

• Find two things everyone in your group has in common

• Write the two common things on the chart

What Is Flexible Grouping?

• Silently for 2 minutes put down your ideas about what flexible grouping is and is not on the concept diagram

• For 10 minutes discuss your ideas with your group. Add any new information to the concept diagram

• With your group develop a definition of flexible grouping

• Be prepared to share with the whole group

What Is Flexible Grouping?

• Groups that are diverse in make-up and account for individual differences

• Groups that are constantly changing to fit a specific purpose

• Flexible grouping is part of a differentiated classroom

Who Is Involved With Flexible Grouping?

• Everyone!

• Flexible grouping is designed to accommodate all learning styles, all learning levels, and all learning needs

Where Do You Do Flexible Grouping?

• In classrooms• In workshops• In meetings• Anywhere people come together

to work on a task or learn new information

When Do You Do Flexible Grouping?

• Throughout the day

• Even whole class is in essence a form of flexible grouping

Why Flexible Grouping?

• It allows for various levels of ability and diversity without creating distinctions

• It promotes interaction and empowers students

• It promotes student-driven instruction • It promotes the use of multiple

intelligences

How Do You Organize Flexible

Grouping? • Understand the various types of groups and their purposes

Common Forms of Grouping

• Cooperative grouping– 3-4 students– Student-directed – Mixed ability

• Be strategic with group make-up• Avoid putting very high with very low• Set some time to teach students to work

cooperatively, don’t assume students know how to work together

Common forms of grouping

• Partner– 2-3 students– student-directed or teacher-directed– mixed or leveled

• Be strategic with partner make-up• Avoid putting very high with very low

Common forms of grouping

• Ability or Tiered– no set amount of students– usually teacher-directed– leveled grouping by a specific skill

• Avoid always using the same focus to make up group

• Avoid labeling groups with labels that can indicate order (e.g. 1,2,3 or a,b,c)

• Use some knowledge of multiple intelligences to help create new ideas for leveling

Common forms of grouping

• Compacting– no set amount of students– leveled grouping by a specific skill – usually teacher-directed– criteria for compacting

• much information is already known on the topic

• determine what is unknown and cover just that material

• use with enrichment or accelerated study

Common forms of grouping

• Mixed/Random– no set amount of students– student-directed or teacher-directed– arbitrary mix

• use fun techniques to mix up students, such as, find some who…

Common forms of grouping

• Interest– no set amount of students– student-directed or teacher-directed– students self-select by topic or project

• to avoid students from selecting by basis of membership, have students fill out a slip privately

• sometimes it’s okay to be in a group with your friend

Common forms of grouping

• Learning Styles– no set amount of students– usually teacher-directed– groups are determined by learning

profiles • modality preferences• work habits• multiple intelligences• preferences for learning environment

Common forms of grouping

• Jigsaw-topic related– no set amount of students– student-direct or teacher-directed– can be done as cooperative learning – groups are determined by topic

• can be used to cover much material• always try to keep a common link (objective,

product, materials, format)• always bring back together (liken it to

building a puzzle with all the pieces)

How do you organize flexible grouping?

• Understand the various types of groups and their purposes

•Develop the lesson

Designing a lesson• Content/objective

– know what you are going to teach

• Readiness/Assessment– know where your students are currently

functioning

• Process– know how you are going to teach it

• Product– know how the students will express their new

learning

Designing a lessonBegin your planning with your objectives

• Know what you want ALLALL students to learn• Know what you want MOSTMOST students to learn• Know what you want SOMESOME students to learn

– some students need beyond the curriculum– some students need basic skills– some students have IEPs

Designing a lessonWhen designing a lesson for flexible grouping

ask these questions

• What is my purpose for the lesson?• Is this student-directed or teacher-directed?• Has the membership changed from the last

grouping?• What is the common thread with all the

groups?• What is the distinction with each group?

Designing a lesson

• Keep the same objective for each group– change materials and/or– change process and/or– change product

Ideas for managing multiple groups

Designing a lesson

• Keep the same materials for each group– change objective and/or– change process and/or– change product

Ideas for managing multiple groups

Designing a lesson

• Keep the same process for each group– change objective and/or– change materials and/or– change product

Ideas for managing multiple groups

Designing a lesson

• Keep the same product for each group– change objective and/or– change materials and/or– change process

Ideas for managing multiple groups

How do you organize flexible grouping?

• Understand the various types of groups and their purposes

• Develop the lesson

•Plan your classroom management

Classroom ManagementClassroom management is the key to success

• Preplan how your grouping will look• Consider a method for students to seek help

when you are working with a group so you are not interrupted

• Establish classroom rules that work with grouping• Avoid reward systems that promote competition

Classroom ManagementTeach students how to work in groups

• How to compromise– develop new idea– merge ideas– fair way of determining who’s idea to use

• How to have consensus– Everyone can live with it

• How to positively support each other

Classroom ManagementTeam Building

• Have fun team building activities– use them whenever establishing a longer term grouping, especially if student-directed

• make a group flag• find something in common• group name and logo

• Take time to discuss problems– use a no name rule– problem solve withwith students, not for students

Classroom ManagementCommunication

• Listening– look at speaker– ask questions

• Brainstorming• Disagree with ideas, not people• Use positive comments

– cheerleader or encourager

Classroom Management

• Cheerleader or Encourager– cheers group

• Facilitator or Organizer– helps group get organized

• Recorder• Gatekeeper

– keeps group focused• Time keeper

Use Roles for Students

Classroom Management

• Ideal for co-teaching experiences• Paraprofessionals can help facilitate or help

with classroom management• Parent volunteers can help, especially with

hands-on activities• Older students can also help

Ideas for managing multiple groups

Make Flexible Grouping Your Teaching Style

And don’t forget to have fun with it