Flexible Grouping with Learning Skills

Flexible Grouping with Learning Skills

Tracy Oliver-Gary

Before Class Starts . . .

Go to the table and find your name card.

What do you think of when you think of . . .

Flexible

Flexible Grouping

1. Skills Review2. Teacher Led Exemplar3. Flexible Groups4. Flexible Group Activoting5. Individual Activoting

Skills ReviewThink-Pair-Share

(with Clock Buddies)• You will describe what you know related to

how you perform a specific skill.1. Individually2. With one of your designated Clock Buddies3. As a class

Teacher Led Exemplar1. The teacher will review the skill with the

class by modeling how to effectively perform the skill.

2. The teacher may teach a next step to related to performing the skill.

Flexible Groups1. Flexible grouping is when students are

organized into groups according to their performance needs or learning preferences (Heacox, 2002).

2. Groups are not stagnant (Heacox, 2002).3. Groups will have different tasks depending on

student needs and preferences (Heacox, 2002).

Working in Flexible Groups• The name card you picked up as you

entered the room has your group number on it.

• Everyone MUST be engaged in the group and have a group role.

Working in Flexible GroupsGroup Roles

• Facilitator: Makes sure everyone is heard and stays on task

• Recorder: Takes notes on group members’ thinking• Time Keeper: Provides timing updates and alerts the

teacher if the group needs more time• Errand Monitor: Gets any needed supplies and gets

the teacher’s attention if the group needs assistance

Working in Flexible GroupsStaying Engaged

• Everyone participates.• Ask each other questions to get

clarification.• Explain your thinking.• Pose questions when you are confused.

Flexible Group Activoting• Each group will work together to select the

best answer related to performing the designated skill using the group’s Activote.

• Groups will answer up to 5 questions.

Individual Activoting• Each student will use an Activote to select

the best answer to questions related to the designated skill.

• Students will answer up to 3 questions.

??? QUESTIONS ???

Reference

Heacox, D. (2002). Differentiating instruction in the regular classroom: how to reach and teach all learners, grades 3 -- 12. Minneapolis, MN: Free Spirit Publishing, Inc.