2. 1 Flexible Grouping: Teaching All the Kids All the Time National Reading First Conference July 13 & 14, 2004 Marty Hougen, Ph.D. The University of Texas Center for Reading And Language Arts mhougen@mail.utexas.edu

3. UTCRLA, 2004 2 Features of Effective Instruction Provide explicit instruction Overtly teach each step through teacher modeling and many examples Systematic instruction Dividing lessons and activities into sequential, manageable steps that progress from simple to more complex concepts and skills

4. UTCRLA, 2004 3 Features of Effective Instruction Ample practice opportunities Providing many opportunities for students to respond and demonstrate what they are learning Immediate feedback Incorporating feedback (from teacher or peers) during initial instruction and practice

5. UTCRLA, 2004 4 Flexible Grouping Allows Differentiated Instruction When you think of flexible grouping for differentiated instruction, what concerns you most?

6. UTCRLA, 2004 5 History of Grouping Practices Small, teacher-directed, same-ability groups Whole-class instruction, cooperative- learning groups Mixed-ability groups

7. UTCRLA, 2004 6 Types of Grouping Whole Group Small Group (Same Ability) Small Group (Mixed Ability) Pairs/Partners One-on-One

8. UTCRLA, 2004 7 Whole Group Engages teachers and students in shared learning experiences Allows inclusion of every student Read aloudsShared writing Author’s chairSpeaking/performances Class discussionsModeling Introduction of new concepts Texas Education Agency: Second Grade Teacher Reading Academies

9. UTCRLA, 2004 8 Small Group (Same Ability) Meets individual students’ needs Allows teachers to vary membership Maximizes opportunities for students to express what they know and to receive feedback Often used for reading and math instruction Small group instruction targeted to specific student needs Texas Education Agency: Second Grade Teacher Reading Academies

10. UTCRLA, 2004 9 Pairs/Partners Meets individual needs Motivates students Addresses social needs Partner reading Practice activities Center/station activities Peer tutoring Texas Education Agency: Second Grade Teacher Reading Academies

11. UTCRLA, 2004 10 One-on-One Meets individual needs Allows for more intensive instruction Often used for students who have reading difficulties Instruction targeted to needs of each student Texas Education Agency: Second Grade Teacher Reading Academies

12. UTCRLA, 2004 11 Grouping Why should you group students for instruction? Grouping addresses the wide range of reading abilities Texas Education Agency: Second Grade Teacher Reading Academies Grouping can positively influence the levels of individual student engagement and academic progress when used effectively. Maheady, 1997

13. UTCRLA, 2004 12 Flexible Groups Flexible groups provide opportunities for students to be members of more than one group. The key to successful grouping is to monitor student progress.

14. UTCRLA, 2004 13 Grouping for Struggling Readers Research supports two grouping formats for teaching reading to struggling readers: Same-ability groups Adjust pacing and instruction to meet specific needs Regularly change group membership Peer tutoring Alternate roles so student can act as tutor and tutee Provide opportunities for students to tutor younger students

15. UTCRLA, 2004 14 One-on-One Instruction Research shows few differences between small-group instruction of 2 to 3 students and one-on-one instruction Because teaching students in groups of three allows more students to receive instruction at one time, instructional time is increased One-on-three grouping can be implemented at a lower cost than one-on-one instruction Texas Education Agency: Second Grade Teacher Reading Academies

16. UTCRLA, 2004 15 Grouping for Instruction When small groups are utilized, student learning can be greater than individual instruction or large group instruction What features of instruction are addressed with small group instruction?

17. UTCRLA, 2004 16 Features of Effective Instruction Provide explicit and systematic instruction Include many opportunties for practice and responding Provide corrective and appropriate feedback

18. UTCRLA, 2004 17 When Is Small Group Instruction Effective? Effective Small Group Instruction Ineffective Small Group Instruction Using assessment data to plan instruction and group students Teaching targeted small groups Using flexible grouping Matching instructional materials to student ability Tailoring instruction to address student needs Using only whole class instruction only Using small groups that never change Using the same reading text with all the students Using the same independent seatwork assignments for the entire class

19. UTCRLA, 2004 18 Questions You Ask In what reading areas are students on track? In what reading areas do students need additional instruction? What specific skills have been mastered? What instruction can I provide to ensure mastery (more practice, more modeling, more scaffolding, smaller group)? Reading First Initiative: Secretary’s Leadership Academy

20. UTCRLA, 2004 19 Questions continued Which students have similar instructional needs and will form an appropriate group for instruction?

21. UTCRLA, 2004 20 Planning Group Instruction Use assessment data to group students and plan appropriate instruction: Examine established benchmarks Document student progress and look closely at data Group students and target instruction to meet needs of students Texas Education Agency: Second Grade Teacher Reading Academies

22. UTCRLA, 2004 21

23. UTCRLA, 2004 22 Use Small Groups to Address Features of Effective Instruction Systematic, explicit instruction Manageable Steps More opportunities to respond Immediate Feedback

24. UTCRLA, 2004 23

25. UTCRLA, 2004 24 Keeping Groups Flexible Regroup Often Use class work, informal assessments during instruction, and progress monitoring of at-risk students to regroup students and change instruction Texas Education Agency: Second Grade Teacher Reading Academies

26. UTCRLA, 2004 25 Key Issues for Managing Groups Teach students to work independently! Consider using mixed ability groups for independent work Choose appropriate activities for independent work

27. UTCRLA, 2004 26 How Do I Teach Students to Work Independently? Teach each independent activity as a separate set of lessons (with modeling and feedback) Practice, practice, practice Teach “independence” in small increments

28. UTCRLA, 2004 27 How Can I Use Mixed Ability Groups for Independent Work? Assign all students to mixed ability groups to fill the number of independent work centers E.g., If there are 3 stations/centers split the class into 3 groups Separately, also assign students to the same ability instructional groups you will work with The # of instructional groups should also match the number of centers

29. UTCRLA, 2004 28 What Will Other Students Do While I Teach a Small Group? Managing small groups All About Words -- extends vocabulary, word study, and spelling knowledge and skills Reading Corner -- where a wide variety of books are organized by topic and reading level, and students can read and reread with a partner, or in a small group Writing Plus -- extends all the components of reading through a variety of writing activities, including computers Texas Education Agency: Second Grade Teacher Reading Academies

30. UTCRLA, 2004 29 FAQs 1. How do I manage more than one group at a time? When introducing centers/stations, take sufficient time to explain, demonstrate, practice procedures, and clarify expectations one step at a time. Establish rotation procedures that allow you to work with a small group without interruption.

31. UTCRLA, 2004 30 FAQs 2. What will other students do whle I teach a small group? Provide opportunities for students to work in literacy-related centers or stations, on reading- and writing-related activities and projects. Demonstrate activities in lessons before introducing them in a center/station.

32. UTCRLA, 2004 31 FAQs, #2 continued Link a variety of activities to reading skills/topics/content-area subjects. Provde choices: some students need more practice than others.

33. UTCRLA, 2004 32 Remember! Combine early reading data with other sources of information to form reading groups Continuously monitor student progress Regularly regroup students for reading instruction that meets student needs Use a variety of grouping formats Texas Education Agency: Second Grade Teacher Reading Academies

34. 33 Marty Hougen, Ph.D. The University of Texas Center for Reading And Language Arts mhougen@mail.utexas.edu Try flexible grouping! Thank you!