Using Flexible Grouping to Create a Climate of Success Note: This is a session on flexible grouping. Be prepared to move A LOT! Using Flexible Grouping to Create a Climate of Success Jennifer D. Morrison, Ph.D. Winthrop University June 9, 2015

How am I feeling and what am I thinking as a learner? How am I feeling and what am I thinking as a teacher or teacher leader? What did the presenter do? Why did she do it that way? What did I get out of it?

Comfort-level Continuums Place your name on a sticky note. Determine where on the continuum line you think your expertise in understanding flexible grouping falls and place your note on that spot. Place your name on another sticky note. Determine where on the 2nd continuum line you think your expertise in implementing flexible grouping falls and place your note on that spot.

Some thoughts and a rationale to begin… “If teaching were the same as telling, we’d all be so smart, we could hardly stand it.” ~ Mark Twain We learn: 10 percent of what we read; 20 percent of what we hear; 30 percent of what we see; 50 percent of what we discuss with others; 70 percent of what we experience personally; 90 percent of what we do/teach to someone else. ~ Edgar Dale (Cone of Experience)

21st Century Skills

Stand Up, Hand Up, Pair Up Stand Up, Hand Up, Pair Up Give your partner a high five With your partner, discuss the implications of both quotes and the picture to teaching and to your teaching context Debrief activity – how did I structure the pairing? Why did I do it that way? Random Small Group Pairing

FleXible, Cooperative Grouping to facilitate 21st Century Skills What is flexible grouping? How is it different from group work? How do I make it happen?

Give One, Get One, Move On (GOGOMO) In 30 seconds, write down as many types of groupings you as a teacher have heard of, used, or experienced. GIVE ONE person one item from your list GET ONE idea from your partner (record on your sheet) MOVE ON to a new partner and repeat the process Random Pairing and Repairing

Flexible, Cooperative Grouping Structures Tools Jigsaw Think-Pair-Share Numbered Heads Sage & Scribe Rally Robin Round Robin Talking Chips Three Stray-One Stay Three-Step Interview Fishbowl Inside/Outside Circles Socratic Seminar Four Corners Place Mats Graffiti Book Club Literature Circles Poker chips Playing cards Bottle caps/yogurt containers Dice Sticky notes Graphic organizers Popsicle sticks Plastic Solo cups Timer/Selector/Team Tools (Kaganonline.com) IWB tools Tablet apps Computer software Job descriptions High fives and positive reinforcement gestures

Definition Key Vocab Examples Non-Examples Directions: Complete the chart to show what you know about flexible grouping. Write as much as you can. Definition Key Vocab Examples Non-Examples Flexible Grouping Heterogeneous Grouping Based on Self-Identified Readiness Level

Numbered Heads Groups are assigned a number 1-6 Group members number off from 1-6 Roll dice to determine who answers the questions * Other forms – use IWB die, doc camera for projection Individual Accountability with Support

Good Flexible Grouping is Proactive Rooted in assessment Multiple approaches to content, process, and product Student-centered Based on student readiness, interest, and learning profile Fluid “Organic” Respectful Defined by what students need to know, understand, and be able to do ~ Carol Ann Tomlinson How to Differentiate Instruction in Mixed-Ability Classrooms

Good Flexible Grouping is NOT… Chaotic Just another way to provide homogeneous grouping Not about “bluebirds” and “buzzards” Just “tailoring the same suit of clothes” Without purpose, goals, or objectives Unstructured interaction Foggy ~ Carol Ann Tomlinson How to Differentiate Instruction in Mixed-Ability Classrooms

Essential Principles of Flexible Grouping Good curriculum comes first Establish what students need to know, understand, and be able to do. Then determine which grouping strategies will help you attain these objectives. Explicitly teach cooperative learning. Being seated together does not mean students know how to work together to solve a problem or create a product. 3. Include individual accountability Students need to demonstrate their own learning Group grades undermine motivation HOWEVER, give support and “escapes”

Essential Principles of Flexible Grouping Allow for equal participation Include turn-taking structures or assign roles Encourage interdependence Design activities and products that require input from all group members. Maximize simultaneous interaction Frequently calling on single students and hand- raisers disengages many other students Think-pair-share Interactive teams.

Flexible Grouping and the Brain The Brain also seeks: Novelty Predictability Feedback Meaning The Brain has: Multiple Intelligences Multiple Memory Systems The Brain needs : 1. Safety 2. Nourishment The Brain is: 3. Social 4. Emotional The Brain seeks and processes: 5. Information

Line-Up, Line-Fold Line up in order based on your birthday month and day YOU CANNOT TALK to get into order Fold the line at the midpoint to create partners Take turns (Person A for 1 minute, Person B for 1 minute) talking about the flexible grouping essential principles and connection to brain research Random Pairing and Structured Turn-Taking

Grouped Reading Get into assigned groups Read through article (key concepts) using the assigned strategy Expert groups Share reading; ensure everyone can explain Main idea of article Key concepts of flexible grouping revealed Jigsaw groups Share individual readings Create Top 5 list of key concepts of flexible grouping on chart paper Homogeneous Grouping based on Self-Identified Readiness Level

How am I feeling and what am I thinking as a learner? Think-Pair-Share Take a minute to reflect on the guiding questions from the beginning of the session. Then, share your thoughts with a shoulder partner. How am I feeling and what am I thinking as a learner? How am I feeling and what am I thinking as a teacher or teacher leader? Paired practice prior to sharing

Thank you for your time! Please contact me if you have any questions, need resources, would like follow-up: morrij10@gmail.com 301-659-7898 (cell phone)