1. 1 Grouping students for explicit teaching

2. Flexible grouping: A definition 2 An instructional strategy where students are grouped together to receive appropriately challenging instruction. True flexible grouping permits students to move in and out of various grouping patterns, depending on the course content. Grouping can be determined by ability, size, and/or interest www.nagc.org/index.aspx

3. Flexible grouping When I think of flexible grouping, I picture working with sand castles that the tide will wash away. I think of ability-grouping as working with concrete to build permanent foundations meant to withstand change. Opitz, Michael (2005) Empowering the reader in every child 3

4. Activity Work with a partner. Divide the reading into two sections: 1. Grouping Options and Teaching strategies (pages 2-3) 2.Flexible grouping in action (pages 3-4) Share key understandings. 4

5. Flexible grouping in action 5 Grouping options Teaching strategies Cut- apart CRA Varied mode Paired reading Genre study Text set RandomXX X Social or cooperative XXXXX Interest XXXX TaskX XX Knowledge of subject XXX Skill/ strategy X X X Student choice XXXX

6. Nine reasons for using flexible grouping 1. To ensure that all learners feel part of the community. 2. To help children better understand what they have read. 3. To enable students to work cooperatively with a wide variety of peers. 4. To help students feel more involved in their learning. 5. To capitalize on the research that supports the use of grouping as a way to engage students with appropriate instruction and materials. Opitz, Michael (2005) Empowering the reader in every child 6

7. Nine reasons for using flexible grouping 6. To offset the effects of ability grouping. 7. To help the majority of students by using time efficiently. 8. To provide for individual differences using open- ended assignments. 9. To accomplish the goals of a reading program and address national reading and language arts standards Opitz, Michael 7

8. Do I need to use flexible groups?  If after analysing pre-assessment data, no powerful differences exist among students, flexible grouping is not necessary.  Flexible grouping is necessary if, after analysing pre- assessment data, significant differences exist among students with respect to: interests; learning style preferences; expression style preferences; prior knowledge /readiness to learn. 8

9. In a flexibly grouped classroom, the teacher is trying to ensure that students work in many different grouping arrangements even over a relatively short period of time. Besides creating an optimal learning experience for all students, flexible grouping prevents the bluebird/buzzards phenomenon. 9 9

10. Flexible grouping 10 Grouping based on formative assessment Short periods of time Targeted instructional strategy Formative assessment used to determine effectiveness Groups will vary Permanent Same instruction as large group Tracking Extra work Repetitive worksheets Round Robin reading Drill, drill, drill What is it ?What is it not ? Fluid

11. 11 Flexible grouping is the heart of differentiated instruction Heacox, Diane (2001) Differentiating instruction in the regular classroom

12. What is Differentiation? 12 Differentiated instruction, also called differentiation, is a process through which teachers enhance learning by matching student characteristics to instruction and assessment. Differentiated instruction allows all students to access the same classroom curriculum by providing entry points, learning tasks, and outcomes that are tailored to students' needs. Hall, Strangman, & Meyer, 2003 Differentiated instruction is not a single strategy, but rather an approach to instruction that incorporates a variety of strategies. Access Centre, 2004 12

13. What is Differentiation? 13  increasingly proficient in understanding their students as individuals,  increasingly comfortable with the meaning and structure of the disciplines they teach, and  increasingly expert at teaching flexibility in order to match instruction to student need with the goal of maximizing the potential of each learner in a given area. Differentiated instruction is responsive instruction. It occurs as teachers become: Carol Ann Tomlinson, 2003

14. Key principles that support differentiation … 1.A differentiated classroom is flexible. 2.Differentiation of instruction stems from effective and ongoing assessment of learner needs. 3.Flexible grouping helps ensure student access to a wide variety of learning opportunities and working arrangements. 4.All students consistently work with “respectful” activities and learning arrangements. 5.Students and teachers are collaborators in learning. Tomlinson & Allan, 2000 14

15. In conclusion 15 Student grouping is not an organisational structure, but a teaching strategy.

16. Bibliography 16 Access Center. (2004). Differentiated Instruction for Reading. Washington D.C.: Author Heacox, Diane (2001) Differentiating instruction in the regular classroom Opitz, M. (2005) Empowering the reader in every child: The case for flexible grouping when teaching reading. Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. A. (2003). Fulfilling the Promise of the Differentiated Classroom. Alexandria, VA: Association for Supervision and Curriculum Development.