Using Flexible Grouping to Create a Climate of Success
Jennifer D. Morrison, Ph.D.Winthrop University
June 9, 2015
Note: This is a session on
flexible grouping. Be
prepared to move A LOT!
How am I feeling and what am I thinking as a learner?
How am I feeling and what am I thinking as a teacher or
teacher leader?
What did the presenter do?Why did she do it that way?
What did I get out of it?
Comfort-level Continuums
• Place your name on a sticky note.
• Determine where on the continuum line you think your expertise in understanding flexible grouping falls and place your note on that spot.
• Place your name on another sticky note.
• Determine where on the 2nd continuum line you think your expertise in implementing flexible grouping falls and place your note on that spot.
Some thoughts and a rationale to begin…
“If teaching were the same as telling, we’d all be so smart, we could hardly stand it.”
~ Mark Twain
We learn: – 10 percent of what we read; – 20 percent of what we hear; – 30 percent of what we see; – 50 percent of what we discuss with others; – 70 percent of what we experience personally; – 90 percent of what we do/teach to someone else.
~ Edgar Dale (Cone of Experience)
Stand Up, Hand Up, Pair Up• Stand Up, Hand Up, Pair
Up• Give your partner a high
five• With your partner,
discuss the implications of both quotes and the picture to teaching and to your teaching context
Random Small Group Pairing
FLEXIBLE, COOPERATIVE GROUPING TO FACILITATE 21ST CENTURY SKILLSWhat is flexible grouping?How is it different from group work?How do I make it happen?
• In 30 seconds, write down as many types of groupings you as a teacher have heard of, used, or experienced.
Give One, Get One, Move On (GOGOMO)
GIVE ONE person one item from your list
GET ONE idea from your partner (record on your sheet)
MOVE ON to a new partner and repeat the process
Random Pairing and Repairing
Flexible, Cooperative GroupingStructures• Jigsaw• Think-Pair-Share• Numbered Heads• Sage & Scribe• Rally Robin• Round Robin• Talking Chips• Three Stray-One Stay• Three-Step Interview• Fishbowl• Inside/Outside Circles• Socratic Seminar• Four Corners• Place Mats• Graffiti• Book Club• Literature Circles
Tools• Poker chips• Playing cards• Bottle caps/yogurt containers• Dice• Sticky notes• Graphic organizers• Popsicle sticks• Plastic Solo cups• Timer/Selector/Team Tools
(Kaganonline.com)• IWB tools • Tablet apps• Computer software• Job descriptions• High fives and positive reinforcement
gestures
Directions:Complete the chart to show what you know about flexible grouping. Write as much as you can.
Definition Key Vocab
Examples Non-Examples
Flexible Grouping
Heterogeneous Grouping Based on Self-Identified Readiness Level
Numbered Heads
• Groups are assigned a number 1-6
• Group members number off from 1-6
• Roll dice to determine who answers the questions
* Other forms – use IWB die, doc camera for projection
Individual Accountability with Support
Good Flexible Grouping is• Proactive
• Rooted in assessment
• Multiple approaches to content, process, and product
• Student-centered
• Based on student readiness, interest, and learning profile
• Fluid
• “Organic”
• Respectful
• Defined by what students need to know, understand, and be able to do ~ Carol Ann Tomlinson
How to Differentiate Instruction in Mixed-Ability Classrooms
Good Flexible Grouping is NOT…
• Chaotic• Just another way to provide
homogeneous grouping• Not about “bluebirds” and “buzzards” • Just “tailoring the same suit of clothes”• Without purpose, goals, or objectives• Unstructured interaction• Foggy
~ Carol Ann TomlinsonHow to Differentiate Instruction in Mixed-Ability Classrooms
Essential Principles of Flexible Grouping
1. Good curriculum comes first Establish what students need to know, understand, and
be able to do. Then determine which grouping strategies will help you
attain these objectives.
2. Explicitly teach cooperative learning. Being seated together does not mean students know
how to work together to solve a problem or create a product.
3. Include individual accountability Students need to demonstrate their own learning Group grades undermine motivation HOWEVER, give support and “escapes”
4. Allow for equal participation Include turn-taking structures or assign roles
5. Encourage interdependence Design activities and products that require input from all
group members.
6. Maximize simultaneous interaction Frequently calling on single students and hand-raisers
disengages many other students Think-pair-share Interactive teams.
Essential Principles of Flexible Grouping
Flexible Grouping and the Brain
• The Brain needs :1. Safety2. Nourishment
• The Brain is:3. Social 4. Emotional
• The Brain seeks and processes:5. Information
• The Brain also seeks:– Novelty– Predictability– Feedback– Meaning
• The Brain has:– Multiple Intelligences– Multiple Memory
Systems
Line-Up, Line-Fold• Line up in order based on your birthday month and
day• YOU CANNOT TALK to get into order• Fold the line at the midpoint to create partners• Take turns (Person A for 1 minute, Person B for 1
minute) talking about the flexible grouping essential principles and connection to brain research
Random Pairing and Structured Turn-Taking
Grouped Reading• Get into assigned groups• Read through article (key concepts) using the
assigned strategy• Expert groups
– Share reading; ensure everyone can explain• Main idea of article• Key concepts of flexible grouping revealed
• Jigsaw groups– Share individual readings– Create Top 5 list of key concepts of flexible grouping on
chart paper
Homogeneous Grouping based on Self-Identified Readiness Level
How am I feeling and what am I thinking as a learner?
How am I feeling and what am I thinking as a teacher or
teacher leader?
Think-Pair-Share• Take a minute to reflect on the guiding questions
from the beginning of the session.
• Then, share your thoughts with a shoulder partner.
Paired practice prior to sharing
Thank you for your time!
Please contact me if you have any questions, need resources, would like
follow-up:
[email protected] (cell phone)
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