2.1 instructional grouping options (e.g., individual, small-group, whole-class, crossgrade, computer-based, etc.) as appropriate for accomplishing given purposes.
Choosing how to group students during instruction can have a great impact on learning. Sometimes the best method is to provide instruction to the whole class in order to give everyone the same information and include all students in discussions regarding the topic. Instructing students individually may be appropriate when one student needs instruction that others do not. It also may be necessary if a student has been absent or is working on an individual project. Other times, it’s best to place students into small groups. They may need to be grouped based on abilities, interests, or skills and these groups can be planned so that groups are homogeneous or heterogeneous depending on the purpose of groupings. It’s also common to use cross-grade grouping when implementing programs such as Response To Intervention (RTI) where each student is getting instruction based on their needs and not their grade level. Placing students into small groups is often beneficial because it allows them to share their thinking and learn from their peers. Expectations must be made clear before group work begins and students must be taught how to be an active participant in their group. This will make groups operate more efficiently and effectively while minimizing the amount of time spent redirecting students who are not working appropriately with their group.
The first artifact is a handout of lessons to teach students that focus on how to be a member of the group. Each lesson focuses on a specific aspect of being a member of a group and teaches students how to collaborate appropriately. The next artifact is a response that I wrote for discussion board regarding group work. It specifically focuses on my own reflections about the benefits of teaching students what is expected of them as a group member before placing them in groups. The third artifact comes from a book titled Methods that Matter by Harvey Daniels and Marilyn Bizar (1998). Chapter 3 is about different grouping options that can be used in the classroom. The pages I have provided as an artifact describe different structures of grouping that can be used for literacy in classrooms. The authors go on to talk about building trust and respect between students before beginning group work in order for kids to feel comfortable sharing their thinking. A big idea that I took from this chapter was that kids end up doing much more thinking when they collaborate in groups instead of work independently. They are required to verbalize their thoughts and support their own ideas and to consider perspectives of other students when their classmates are sharing. Grouping students can serve many purposes in the classroom and is most beneficial when a trusting community and clear expectations are in place.
Choosing how to group students during instruction can have a great impact on learning. Sometimes the best method is to provide instruction to the whole class in order to give everyone the same information and include all students in discussions regarding the topic. Instructing students individually may be appropriate when one student needs instruction that others do not. It also may be necessary if a student has been absent or is working on an individual project. Other times, it’s best to place students into small groups. They may need to be grouped based on abilities, interests, or skills and these groups can be planned so that groups are homogeneous or heterogeneous depending on the purpose of groupings. It’s also common to use cross-grade grouping when implementing programs such as Response To Intervention (RTI) where each student is getting instruction based on their needs and not their grade level. Placing students into small groups is often beneficial because it allows them to share their thinking and learn from their peers. Expectations must be made clear before group work begins and students must be taught how to be an active participant in their group. This will make groups operate more efficiently and effectively while minimizing the amount of time spent redirecting students who are not working appropriately with their group.
The first artifact is a handout of lessons to teach students that focus on how to be a member of the group. Each lesson focuses on a specific aspect of being a member of a group and teaches students how to collaborate appropriately. The next artifact is a response that I wrote for discussion board regarding group work. It specifically focuses on my own reflections about the benefits of teaching students what is expected of them as a group member before placing them in groups. The third artifact comes from a book titled Methods that Matter by Harvey Daniels and Marilyn Bizar (1998). Chapter 3 is about different grouping options that can be used in the classroom. The pages I have provided as an artifact describe different structures of grouping that can be used for literacy in classrooms. The authors go on to talk about building trust and respect between students before beginning group work in order for kids to feel comfortable sharing their thinking. A big idea that I took from this chapter was that kids end up doing much more thinking when they collaborate in groups instead of work independently. They are required to verbalize their thoughts and support their own ideas and to consider perspectives of other students when their classmates are sharing. Grouping students can serve many purposes in the classroom and is most beneficial when a trusting community and clear expectations are in place.