1. Learning Goal  Participants will enhance their understanding of flexible groupings by experiencing practical strategies DI Regional March 2011

2. Minds On ◦ Whip Around (Prior Knowledge: Give 3 reasons/statements that indicate why we would use flexible groupings. ◦ Stand Up, Hands Up, Pair Up (Describe an example of a specific grouping you have used and comment on its effectiveness) ◦ Pairs Pair Up (Round Robin)  Action ◦ Physical Set up ◦ Name Game in small groups ◦ Rally Robin: What guidelines would you establish when setting up productive groups with your class? ◦ Inside Outside Circle: Flexible Groupings: Why? How? Consolidation ◦ Two Truths and A Lie DI Regional March 2011

3. Write three statements that complete this statement: Some benefits of flexible groupings are:  DI Regional March 2011

4. Used to check for understanding in a group. (Do I need to re-teach?) 1. Teacher poses a question or task requiring the students to make a list of at least 3 items. 2. Students individually respond on paper then stand up. 3. Teacher randomly calls on Student A (pick a popsicle stick) to share one of his or her ideas. Other students check off any items that are said by A. Continue picking students. Students sit down when all of their items are checked off. 4. Teacher randomly calls on one of the students still standing to share and so on.

5. What did you do during the March Break? DI Regional March 2011

6. Talk about a time you used a specific grouping… How effective was it? DI Regional March 2011

7. PAIRS PAIR UP DI Regional March 2011

8.  A, B, AB partners, AA partners, BB partners  Numbered Heads DI Regional March 2011

9. FRONT OF CLASS CLASSROOM SET UP

10. NAMEGRADE (e.g., Language) HighWilliamA HighOliviaA- HighElizabethB+ HighMichaelB+ High MediumEmilyB High MediumBenjaminB High MediumMeghanB High MediumLucyB Low MediumHarryB- Low MediumSarahC+ Low MediumLyndsayC+ Low MediumJackC LowJamesC LowPatriciaC- LowJasonD LowBryceD

11. HIGH (Academic ability) HIGH- MEDIUM LOW MEDIUM LOW FRONT OF CLASS CLASSROOM SET UP

12. BB AA FRONT OF CLASS CLASSROOM SET UP

13. 3.4. 2.1. FRONT OF CLASS CLASSROOM SET UP

14.  In your teams, introduce yourself by indicating an activity you like  Start with person # 2, clockwise; introduce the person before you (use their new name) and then yourself  Example, “I’m Arlene, and I like golfing… DI Regional March 2011

15. Think of something you like to do or are good at. Turn ‘what you are good at’ into an “ing” word and preface your name with that word, example, “Golfing Arlene” We will introduce ourselves with our ‘new’ name Starting with me, “I am Arlene and I like golfing.” Person on my left introduces herself and then repeats my ‘ing’ name; This process continues, as each person introduces himself and then repeats the ‘ing’ names of several people before him (about three) Don’t worry if you forget, we will ALL help.

16.  Rally Robin with AB partner (shoulder partner)  What guidelines would you establish when setting up productive groups in your class? DI Regional March 2011

17.  When during a unit of study should the class work as a whole?  When should I plan small group activity?  When does it make sense for students to work independently? DI Regional March 2011

18. TWO TRUTHS AND A LIE Example: 1. I have been teaching for over 30 years 2. I met my hero, Terry Fox, when he ran through Pembroke in the summer of 1980 3. My middle name could have been Sputnik because I was born the day it was launched. DI Regional March 2011

19. Let’s view the ‘Truths and Lies’ DI Regional March 2011