1. Flexible Grouping with Learning Skills Tracy Oliver-Gary

2. Before Class Starts... Go to the table and find your name card.

3. What do you think of when you think of... Flexible Flexible Grouping

4. 1.Skills Review 2.Teacher Led Exemplar 3.Flexible Groups 4.Flexible Group Activoting 5.Individual Activoting

5. Skills Review Think-Pair-Share (with Clock Buddies) You will describe what you know related to how you perform a specific skill. 1.Individually 2.With one of your designated Clock Buddies 3.As a class

6. Teacher Led Exemplar 1.The teacher will review the skill with the class by modeling how to effectively perform the skill. 2.The teacher may teach a next step to related to performing the skill.

7. Flexible Groups 1.Fl exible grouping is when students are organized into groups according to their performance needs or learning preferences (Heacox, 2002). 2.Groups are not stagnant (Heacox, 2002). 3.Groups will have different tasks depending on student needs and preferences (Heacox, 2002).

8. Working in Flexible Groups The name card you picked up as you entered the room has your group number on it. Everyone MUST be engaged in the group and have a group role.

9. Working in Flexible Groups Group Roles Facilitator: Makes sure everyone is heard and stays on task Recorder: Takes notes on group members’ thinking Time Keeper: Provides timing updates and alerts the teacher if the group needs more time Errand Monitor: Gets any needed supplies and gets the teacher’s attention if the group needs assistance

10. Working in Flexible Groups Staying Engaged Everyone participates. Ask each other questions to get clarification. Explain your thinking. Pose questions when you are confused.

11. Flexible Group Activoting Each group will work together to select the best answer related to performing the designated skill using the group’s Activote. Groups will answer up to 5 questions.

12. Individual Activoting Each student will use an Activote to select the best answer to questions related to the designated skill. Students will answer up to 3 questions.

13. ??? QUESTIONS ???

14. Reference Heacox, D. (2002). Differentiating instruction in the regular classroom: how to reach and teach all learners, grades 3 -- 12. Minneapolis, MN: Free Spirit Publishing, Inc.