1. Module 3: Incorporating Flexible Groupings into Instruction
Good Spirit School Division

2. Module Outcomes
To review the process for completing Learning Profile cards.
To develop and refine our understanding of flexible grouping and the role it plays in planning instruction in a differentiated classroom.
To determine different flexible grouping strategies that can be implemented in a classroom.
There are three outcomes for this module. The first outcome is to review the process for completing the Learning Profile Cards. The second outcomes is to develop and refine our understanding of flexible grouping and the role it plays in a differentiated classroom. The third module is to determine different flexible grouping strategies that can be implemented into your classrooms.

3. Activating Prior Knowledge Activity
Complete “Grouping Practices Survey” according to current practices.
Hand out a Grouping Practices Survey to teachers. This activity should only take about five minutes to complete. The purpose of this activity is to activate the prior knowledge of teachers.

4. Learning Profile Cards
The learning profile cards provide information about students and can be used when using flexible grouping strategies in your classroom. It is expected that a Learning Profile Card will be completed for every student in Grades 3 and up by the end of this module on May 31, 2014.

5. Give students the Triarchic Theory of Intelligences Instrument to determine their dominant intelligence (analytic, creative, or practical) . Record results on the Learning Profile Card.

6. The Modality Preferences Instrument helps determine whether students are visual, auditory, or kinesthetic learners. Record results from this instrument on the Learning Profile Card.

7. What is flexible grouping?
A differentiated instruction strategy
A way to group students in a variety of ways
Students working collaboratively on a task
A strategy to address needs of 21st Century learners—collaboration and communication
Flexible grouping is a differentiated instruction strategy that involves grouping students in a variety of different ways. Students are encouraged to work collaboratively in groups to develop their collaboration and communication skills. Collaboration and communication are two important skills of 21st Century learners.

8. Why do we use flexible grouping?
Allows for both collaboration with classmates and independent work.
Allows students to work with a wide variety of peers.
Allows for exploration by students.
Keeps students from being pegged as ‘advanced’ or ‘struggling.’
Gives students and teachers a voice in working arrangements.
Groups students on likenesses rather than differences.
We use flexible grouping for a number of different reasons. This slide outlines six of those reasons.

9. Purposes of Flexible Grouping
Flexible grouping can be used to:
- review material
- re-teach
- practice a skill or concept
- enrichment
The purpose of flexible grouping is to review material, re-teach a concept or skill, practice a concept or skill, or to extend the learning of some students.

10. Grouping Patterns T – Total Group A – Alone P – Partners
S – Small Groups
There are different ways to group students. Some teachers find it useful to use the acronym “TAPS” to help them remember to group their students in a variety of different ways. Consider printing the word “TAPS” on your daily lesson plan and plan activities that target the different groupings of students throughout the a lesson, course, unit, or day.

11. Basis for Flexible Groups
Readiness
Interest
Learning Style
Use information you have collected on student readiness, interest and learning style to create your different groupings. Student readiness is obtained through standardized testing as outlined on the Learning Profile card and/or through pre-assessment and formative assessment measures.

12. Formation of Groups Teacher Choice Student Choice Random
Groups can be formed through teacher choice, student choice, or random assignment.

13. Duration of Flexible Groups
Single lesson or activity
Set of skills
Unit of study
A few minutes
An hour
A day
A week
A month
The duration of flexible groupings will be determined by the task that is assigned to students. Some tasks may be only five to ten minutes long while other tasks may last a week or longer.

14. How do we use flexible grouping?
Begin with assessment or instruction.
Put students into same ability or mixed ability groups based on purpose of task.
Most flexible groupings begin with an assessment of readiness skills or whole group instruction. Teachers need to decide if they will group students according to the same ability or have mixed ability groups. A teacher’s decision will depend on the task.

15. Prepare Students for Flexible Groups By Discussing:
why you are using a specific grouping practice.
the expectations for behaviour within groups.
Be sure to prepare students for working in groups. Inform students of why you are using the strategy and what your expectations are regarding participation and behaviour.

16. Group Work Routines
Consider establishing the following group work routines:
Attention-Getting Signal
Asking Questions
Getting Materials
Using Anchor Activities
Sharpening Pencils (younger students)
Leaving the Room
Think about the task you are assigning your students. What questions may arise while you are working with one of the groups? Think about routines you can establish to deal with these questions.
You will want some type of signal for getting everyone’s attention when you want to speak to the whole group. You will also want to establish routines for asking questions, getting materials, finding something to do if groups finish early, sharpening pencils, leaving the room, etc.

17. Tips For Naming Groups
Choose names that do not reflect ability levels.
Continually change the names of groups.
Use different names for various types of groups.
Let students come up with group names.
Use names only once.
Let name reflect purpose of group (Punctuation Group, Double Digit Club, Handwriting Clinic, etc.)
It is important that group names do not reflect the ability level of the students. Consider asking students to help come up with group names.

18. Flexible Grouping Strategies
There are many different flexible grouping strategies that can be used in a classroom.

19. Read through the descriptions of the various flexible grouping strategies in the handouts. Choose one strategy to implement into your instruction.

20. Differentiation Using Flexible Groupings

21. Differentiate Task Design and Assignment
based on readiness
based on interest
based on learning styles (visual, auditory, kinesthetic)
all students do the same task
There are different ways to differentiate the task design or assignment. You can have all students complete the same task or you can differentiate based on readiness, interest, or learning style.

22. Differentiate Product
student choice of products reflecting multiple intelligences or learning styles
teacher assigned based on multiple intelligences or learning styles
teacher assigned based on readiness
same product for all students
Differentiate the produce by offering students choice, assigning projects, or giving the same activity to all the students.

23. Differentiate Group Formation
alone
small group based on interest
small group based on same ability
small group based on mixed ability
partner based on interest
partner based on same ability
partner based on mixed ability
student choice of alone, with a partner, in a small group
The formation of the flexible groups can be any of the above suggestions.

24. Module Assignment
Consider the different flexible grouping strategies presented in this module.
Choose a flexible grouping strategy to use in your classroom.
Implement a strategy you have not used before or use a familiar strategy for a different purpose than you have traditionally used in the past.
A planning guide and reflection template are included to support you with this module.
For this module, choose one strategy to implement into your instruction. Choose a strategy you have not used before or use a familiar strategy for a new purpose. After implementing the strategy, complete a reflection of the process.

28. Exit Card On a scrap piece of paper, complete the following:
Three things I learned about flexible grouping …
Two questions I still have about flexible grouping …
One strategy I am going to implement into my instruction …
Before leaving, finish the exit card. List three things you learned about flexible grouping, two questions your still have, and identify the strategy you are going to try out in your classroom.

29. Module 3 Expectations TEACHERS:
Complete a learning profile card for each of your students (Grade 3 and up)
Implement a new flexible grouping strategy into instruction.
Reflect on one strategy using the “Module Three Flexible Groupings Reflection Guide.”
Reflections to be completed and handed in to administrators by: May 31, 2014
ADMINISTRATORS:
Complete a three-minute walk-through in each teacher’s classroom when they are implementing a flexible grouping strategy.
These are the expectations for module three for teachers and administrators. Any questions?