GROUPING STRATEGIES FOR ELLS AND ALL STUDENTS DAVID HOLZMEYER FRANKLIN PIERCE SCHOOL DISTRICT WABE 2014.

GROUPING

STRAT

EGIES F

OR

ELLS A

ND ALL

STUDENTS

DAVID

HOLZ

MEYER F

RANKLIN

PIER

CE SCHOOL D

ISTR

ICT

WA

BE

20

14

Content:• Learn how

to effectively group students

• Learn strategies for making groups work better

Language:• Discuss

ways to group students and make those groups work more effectively

OBJECTIVES

WHAT FEATURES MAKE AN EFFECTIVE SMALL GROUP?

• Think and then talk about this question with the people near you for 3 minutes

• Online Stopwatch/

MARZANO SAYS GROUPS MUST HAVE…..• They must include every member

of the group• Each person has a valid job to

perform with a known standard of completion

• Each member is invested in completing the task or learning goal

• Each member is accountable individually and collectively

THEORETICAL BACKGROUND

• Communicative language teaching: groups complete assignments, projects, and presentations.

• Cooperative learning encourages group interaction to help each member become more successful (Kagan, 1999; Sachs, Candlin, Rose, & Shum, 2003).

THEORETICAL BACKGROUND

BUT: It’s not enough to just hope for a positive outcome:

• Group conflict, unbalanced work, and poor interpersonal communication may hinder students’ learning (Robbins & Hunsaker, 2012).

• When implemented successfully, teamwork can create synergy and encourage interpersonal and cross-cultural communication skills (Robbins & Hunsaker, 2012).

SKILLS TRAINING: GROUP WORK?

• Students need to be taught how to work in groups – it’s not an automatic skill.

• Many students have little / no experience, or negative experiences.

• Students need to understand the value of group work. –Metacognition

• Teachers need to know how to implement effective teams – quickly!

QUICK GROUPING STRATEGIES

*Playing cards (can be random or intentional)

*Pre-made popsicle sticks

*Pre-made pairing cards , famous pairings (see example) synonyms, etc.

*Stand up, take five big steps, and find a partner near you.

*Mingle to the music; when it stops, you’ve found your new partner.

*Clock partners (see example)

FAMOUS PAIRINGS

Partner you’ve assigned based on ability/skill levels

Partner you’ve assigned based on behavior

Partner of their choosing (nearby)

Partner of their choosing (far

away)

COMPETITIVENESS • Jeopardy• Points given and taken away

corresponding to privileges for the group• See which group can come up with the

best or most complete answer and give them kudos

SMALL GROUPS • Limit group size to 4 students

or less in order to let all students to participate

TIME LIMITS• 5- 15 time minute chunks • Write down on the whiteboard the

time when students should be done with a particular task or use an online stopwatch

• Instill a sense of urgency in students by giving them less time than they think they need and adjusting accordingly

ASSIGNING ROLESRecorder, Reporter, Facilitator, Team

Captain

Initiator, Provocateur, Wrapper

PRESENTATIONS• Make every group give a short 3

to 4 minute presentation so if they didn’t work hard they’ll have to endure public ridicule

JIG-SAW• Every student does a part of an

assignment• For example, if there is an

assignment with four questions and a group with four students have each student answer one question and then share answers.

HIGH INTEREST TOPICS• Immigration Reform• Marijuana Legalization • $$$$$$$$$• Music

MIX IT UP! OFTEN• Don’t always stick with the same

groups whether your groups are by ability level or not

• Students should get used to working with everyone

PERSONALIZATION

• Students’ personal thoughts and experiences

• This school• This community

INFORMATION GAP ACTIVITIES

• One group knows things another group doesn’t know and visa versa.

• For example, parts of a story, information or a poster on the wall that has to be dictated.

Information________ Activities

PROBLEM SOLVING

• Complex problems that require deep thinking or many minds to solve

ALL STUDENTS TURN-IN A PAPER

• In order to see that all students participated have all students turn-in whatever their group produced

RUBRIC• Defines what teacher expects

from students, provides example/explanation of how to perform the task.

PROTOCOLS • Help a group function more

effectively • For a list of many group protocols

and activities go to http://www.nsrfharmony.org/

which is the website for the National School Reform Faculty

Colored Cups

Can be used to answer multiple choice questions or to monitor student learning

No questions

Hesitant/ UnsureNeed help right away

GRADED ITEMS 1. Team plan for:

• communication• working together• resolving possible conflict

2. Team timeline of major deadlines and goals

3. Final project and/or presentation

4. Team evaluation (completed together)

5. Self evaluation (individual & confidential)

6. Peer evaluation (individual & confidential)

OTHER CONSIDERATIONS• Personality profiles (self-awareness)• In-class work time• Conflict resolution options & escalation• Your plan for team members who:

• have poor attendance• don’t do their share of the work• receive poor peer evaluations• cannot resolve conflict with teammates

USEFUL GROUPING IDEAS

• With a person sitting next to you, talk about how you will use grouping strategies in an upcoming lesson.

• Be ready to have one person share out.

QUESTIONS?• David Holzmeyer• [email protected] • [email protected]