learning goal participants will enhance their understanding of flexible groupings by experiencing...
TRANSCRIPT
Learning Goal Participants will enhance their
understanding of flexible groupings by experiencing practical strategies
DI Regional March 2011
Minds On◦ Whip Around (Prior Knowledge: Give 3
reasons/statements that indicate why we would use flexible groupings.
◦ Stand Up, Hands Up, Pair Up (Describe an example of a specific grouping you have used and comment on its effectiveness)
◦ Pairs Pair Up (Round Robin) Action
◦ Physical Set up◦ Name Game in small groups◦ Rally Robin: What guidelines would you establish when
setting up productive groups with your class?◦ Inside Outside Circle: Flexible Groupings: Why? How?Consolidation◦ Two Truths and A Lie
DI Regional March 2011
Write three statements that complete this statement:
Some benefits of flexible groupings are:
DI Regional March 2011
Used to check for understanding in a group.
(Do I need to re-teach?)
1. Teacher poses a question or task requiring the students to make a list of at least 3 items.
2. Students individually respond on paper then stand up.
3. Teacher randomly calls on Student A (pick a popsicle stick) to share one of his or her ideas. Other students check off any items that are said by A. Continue picking students. Students sit down when all of their items are checked off.
4. Teacher randomly calls on one of the students still standing to share and so on.
What did you do during the March
Break?
DI Regional March 2011
Talk about a time you used a
specific grouping…
How effective was it?
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PAIRS PAIR UP
DI Regional March 2011
A, B, AB partners, AA partners, BB partners
Numbered Heads
DI Regional March 2011
FRONT OF CLASS
CLASSROOM SET UP
NAME GRADE (e.g., Language)
High William A
High Olivia A-
High Elizabeth B+
High Michael B+
High Medium Emily B
High Medium Benjamin B
High Medium Meghan B
High Medium Lucy B
Low Medium Harry B-
Low Medium Sarah C+
Low Medium Lyndsay C+
Low Medium Jack C
Low James C
Low Patricia C-
Low Jason D
Low Bryce D
HIGH(Academic ability)
HIGH- MEDIUM
LOW MEDIUM
LOW
FRONT OF CLASSFRONT OF CLASS
CLASSROOM SET UP
B B
A A
FRONT OF CLASS
CLASSROOM SET UP
3. 4.
2. 1.
FRONT OF CLASS
CLASSROOM SET UP
In your teams, introduce yourself by indicating an activity you like
Start with person # 2, clockwise; introduce the person before you (use their new name) and then yourself
Example, “I’m Arlene, and I like golfing…
DI Regional March 2011
Think of something you like to do or are good at. Turn ‘what you are good at’ into an “ing” word and
preface your name with that word, example, “Golfing Arlene”
We will introduce ourselves with our ‘new’ name Starting with me, “I am Arlene and I like golfing.” Person on my left
introduces herself and then repeats my ‘ing’ name; This process continues, as each person introduces himself and then repeats the ‘ing’ names of several people before him (about three)
Don’t worry if you forget, we will ALL help.
Rally Robin with AB partner (shoulder partner)
What guidelines would you establish when setting up productive groups in your class?
DI Regional March 2011
When during a unit of study should the class work as a whole?
When should I plan small group activity?
When does it make sense for students to work independently?
DI Regional March 2011
TWO TRUTHS AND A LIEExample:1. I have been teaching for over 30 years2. I met my hero, Terry Fox, when he ran
through Pembroke in the summer of 1980
3. My middle name could have been Sputnik because I was born the day it was launched.
DI Regional March 2011
Let’s view the ‘Truths and Lies’
DI Regional March 2011