Flexible Grouping•What is it? “Groups intended to provide a better instructional match between students and their individual needs.”•“Flexible” means we will mix things up whenever possible.

Quote taken from (Heacox, 2002, p.85)Picture retrieved from www.istockphoto.com

Why Use Flexible Grouping?

• Allows personalized learning activities based on learning needs and preferences – differentiated instruction

(Remember the learning inventory where you told me how you like to learn best! Ex: verbal/linguistic, bodily/kinesthetic, etc.)

• Can provide additional instruction time for some groups when others are ready to move allowing for extended learning experiences

• Maintain a sense of class community• Will get students involved, engaged and

confident

Information taken from (Heacox, 2002, p.85)

When and How Will We Use Flexible Grouping?

• Not every day, as needed– Could be anywhere from one day to several

• Groups are not permanent– New topics may bring new learning needs– Group sizes can vary depending on the

number of students with similar needs

• Group activity time will vary depending on complexity of task– Groups may not be working all at the same

time

Information taken from (Heacox, 2002, p.85)

How Will Flexible Group Operate?

• When working in your flexible group, you may be collaborating with all your group members, working in pairs, or working alone– All members of the groups will always

be doing the same activity

Information taken from (Heacox, 2002, p.88)

How Will Groups Be Determined?

• Flexible groups will be determined by learning needs, whether reteaching is needed or whether extended opportunities are needed

• Other types of groups will be used in the class as well based on learning preferences and learning interests

Information taken from (Heacox, 2002, p.88)

Rules to Follow When In Your Group• Stay within your group, do not wander to

other groups (even if you finish early)• Maintain appropriate noise levels – be

productive, not disruptive• Materials will always be obtained from center

lab bench and returned at the end of the group session

• You may ask questions when I approach your group, do not leave your group to ask me questions when I am working with another group

• Write questions down so you don’t forgetInformation taken from (Heacox, 2002, p.89)

Rules to Follow When In Your Group

• Use time effectively• Hold onto your work until I ask for you to

turn it in, discuss with other classmates or present it to the class

• Do not get frustrated if you do not receive the same instructions as another group

• Make sure conversations are relevant to material being covered– You and your group members could risk loss of

points on an activity if socializing about other topics takes over your group discussions

Information taken from (Heacox, 2002, p.89-90)

How Will It Work?Example Lesson With Flexible Groups

DNA replication model lab

• You will be assigned a group based on your learning needs. (remember the groups are not permanent and will change often throughout the year)

• Each group will be assigned a lab station to work at (either one through seven).

• Materials needed will be in the center lab station.

Example Lesson With Flexible Groups Continued…

• Send one person from your group to get the needed materials (colored pencils, DNA models, biology text book)

• Utilize your models, groups members and text book to work your way through the guided lab on how DNA replicates.

• Remember to stay within your own group, do not wander and keep noise levels down.

• If you have a question, star the number on your paper. I will continue to circulate throughout the class period and answer questions.

Example Lesson With Flexible Groups Continued…

• When you finish, return materials to the center lab bench and hold onto work until the next class.

• If time still remains before the end of the period, log onto teacherweb.com and complete the practice games on DNA with your group members under the quia link.