flexible grouping

Flexible Grouping

What is it?How can I use it?Presented by

Charity DowellNational Conference on Singapore Math

Strategies2011

The Challenge…Differentiate Instruction…Foster Independence & ownership….Manage the classroom…Assess, re-teach, enrich, & cover curriculum…… learning gaps…

FLEXIBLE GROUPING

History…• 1980’s homogeneous grouping• Results

– small effect size– inequality

“…in other words it does little to narrow the gap between the low ability students and the middle and the high ability students”

Marzano, Classroom Instruction That Works, p.85

One Solution…• Cooperative Learning/Flexible Grouping• Benefits:

»Positive Interdependence»Face to Face pro-motive interaction» Individual and group accountability» Interpersonal and small group skills»Group Processing»Opportunities for decision making, aka

problem solvingMarzano, 2001

Definition of Flexible Grouping:

The informal grouping and regrouping of students throughout the school day based a upon a variety of criteria to create learning experiences that are focused on maintaining consistently high expectations for all students.

How does it relate to Singapore Math

Strategies?

There is a better way… differentiation

through flexible grouping.

Research Says Flexible Grouping…• Raises school achievement (Gentry, 1999).• Equips students with social skills and conflict

resolution abilities (Frydentall, LeWald, Walls, & Zarring, 2001).

• Provides ownership of classroom behaviors (Baugous & Bendery, 2000).

• Provides opportunities for social interactions (Valentino, 2000).

• Increases individual achievement levels (Gentry, 1999).

8

Planning for Grouping:Questions to Consider

• When does grouping benefit students?

• When does grouping facilitate instruction?

• Which activities lend themselves to group work?

• How do you determine group membership?

Teacher or student

lead?

Classroom ActivitiesGrouping Options Teacher’s Role Student Activities

Whole Group/ Small Groups

•Explains procedures•Provides instructional scaffolding•Facilitates discussion•Provides explicit instruction•Affirms student diversity

•Outlining day’s agenda/schedule•Giving an overview of concepts•Sharing personal works•Presenting strategies•Developing background knowledge

Individual •Guides individual development•Encourages individual student interests•Independence & Stamina

•Applying key concepts, strategies and skills•Composing written response•Developing understanding•Creating own investigations

Flexible GroupingCollaborative •Establishes expectations

•Explicit step by step instructions•Scaffolding

•Participate in short term groups•Practice conceptsApply strategies & skills

Performance Based •Identify student needs•Guide understanding•Opportunities for success•Positive reinforcement•Concrete & pictorial representations

•Participate in short term groups•Develop understanding of specific concepts•Practice strategies & skills•Succeed

Pairs or independent groups (never more than 2-4)

•Identify students’ interests & needs•Models instructional strategies•Anchor charts & expectations.

•Assisting partners•Tutoring peers•Collaborating•Practicing academic skills•Interpersonal stills

Example: The Daily 5

Cooperative GroupsThink Pair & Share

PracticeGames

Interest Based ActivitiesSkills Based Activities

Management…• How can flexible

grouping be incorporated into the classroom?•Centers/Workstations

•Cooperative Learning•Peer tutoring

•Assistants, volunteers•Student choices

Now let’s see what it looks like in a real classroom…Work Stations…

Keep them Flexible

• Where are the bubble students?

Urgent! Urgent!What is our purpose?

Who’s in the group?

How much time should I spend with each group?

Achievement gaps occur when students are “Left behind”, “Just don’t get it”. Use cooperative learning time to address those needs.

Identify specific needs & interests.

Forming groups

How do you form groups?

Be creative

Share ideas with your neighbor.

Birthdays in seasons

Puzzle pieces

Stickers on card, find matching sticker

Popsicle sticks with names – last one picked chooses group

Ideas for Organization:• Appointments

Time Name

8 _______________________________________________

9 _______________________________________________

10 _______________________________________________

11 _______________________________________________

12 _______________________________________________

1 _______________________________________________

2 _______________________________________________

APPOINTMENTS

Singapore Math Strategies using Flexible Grouping

Number Bonds• Students in K-2 study number facts to 10.• Students spend a significant amount of time on each

number.• Students study number facts (bonds) to understand

part-whole relationships.• After students master numbers through 9 they work

on making bonds of 10. Ten is an anchor number.

Number Bonds

Number Bracelets

Practice number bonds & whole to

part.

Addition is commutative: Young mathematicians need

hands on experience to discover this principle.

How many number bonds are there for a for any given number?

Answer: Always one more than the number itself.

Tens Frame

Continue making

number bonds with tens

frames.How many bonds were you able to

create?

Tip: Use a circle map to record your

answers.

10

9+1 10+0

0+10 5+52+8 7+3

4+6 1+9

3+7 8+2 6+4

Ten bracelet

Number bonds

Tens family song

My head

My hands

My toes

Number Bond BooksCreate number bond boards for all of the bonds you are working on.

Leave out 1 of the numbers. In the blank box include a piece of Velcro.

Have a set of numbers 1-9 with velcro on the back.

Students fill in the missing numbers to complete the number bond

“Make Eleven”

• Groups: Three students• Materials: None

Directions: This game is great when you have a few minutes between classes or subjects and want to practice addition without getting out materials.

All three students stand in a circle and put their right hands in a closed fist position, behind their backs. Without anyone seeing, each student opens their fist to show one, two, three, four, or five fingers.

Together, they count to three, and then put their opened right hands inside the circle. They count their fingers. The goal is the make a sum of eleven.

“The Facts of Life”(A.K.A. Math War)

• Groups: Two or more• Materials: Playing or Number Cards

• Directions: A student distributes cards, face down, to student players. Each player turns over two cards and adds them. The student with the greatest sum is the winner and gets all the cards. In the event of a tie, cards from the “round” are left on the table. Another round of adding is done. Winner takes all!

“Facts on the Brain”• Groups: Three students• Materials: Playing or Number Cards• Directions: the object of this game is to practice finding sums and missing addends.

One player will be the sum finder, while the other two will be addends.• 1. The sum finder gives each addend a pile of cards that are face down.• 2. The sum finder counts aloud,” 1,2,3!”• 3. On “3,” each addend lifts a card from his or her pile and places it on their heads.• 4. The sum finder announces the sum of the two numbers.• 5. Knowing the sum, each addend looks at their partner’s number to determine

their missing addend.• 6. The first student to announce the correct missing addend wins that round and

gets both cards.• 7. The students repeat steps 2 through 6 and continue until their cards decks are

used.• 8. When finished with the decks, students rotate roles and begin practicing again.

How do I assess this type of learning?

• Contribution chips.• Checks for understanding.• Product. • Anchor charts.• Progress : academic or behavior .

Aspects of formative assessment

Where the learner is going Where the learner is How to get there

Teacher Clarify and share learning intentions

Engineering effective discussions, tasks and

activities that elicit evidence of learning

Providing feedback that moves learners

forward

Peer Understand and share learning intentions

Activating students as learningresources for one another

Learner Understand learning intentions

Activating students as ownersof their own learning

References:• http://www.eduplace.com/science/profdev/articles/valentino.html • http://www.syntiro.org/resources/handouts/PDF/handout%20-%20fg%20-%20tips%20on%20

managing.pdf

• http://ezinearticles.com/?A-Dozen-Surefire-Tips-on-Flexible-Grouping-and-Small-Group-Learning&id=4872300

• Marzano, R. (2001). Classroom Instruction That Works: research based strategies that work. McRiel: Danvers, MA.

• Moser, & Boushey. (2006). The Daily 5: Fostering literacy independence in the classroom. Crystal Spring Books:

• http://www.learner.org/workshops/readingk2/pdf/session6/FlexibleGroups.2.pdf • www.rtsd.org/59996823234213/.../FLEXIBLE_GROUPING_WS.ppt • http://www.fcpsteach.org/docs/Differentiation.packet.pdf • http://www.docstoc.com/docs/25205421/IMPROVEMENT-OF-OFF-TASK-BEHAVIOR-OF-ELEM

ENTARY-AND-HIGH-SCHOOL

• http://www.eduplace.com/science/profdev/articles/valentino.html • Bellanca, J. & Fogarty, R. (1991): Blueprints for Thinking in the Cooperative Classroom. H.B.E.• Forsten, National Conference on Singapore Math Strategies 2010