Warm Up Think about your interests, hobbies, strengths, and struggles. Copy and complete the following: I could probably help someone… I would probably need help…

Learning something new is like the Earth… it has many layers.

Which challenge is appropriate for students who… are currently learning how to multiply fractions? have already learned how to multiply fractions and can demonstrate mastery? Consider these two related- but different- fraction multiplication challenges. Challenge A: Use your understanding of fraction operations to solve these five multiplication problems. Challenge B: Use your understanding of fraction operations to create and solve five multi-step word problems that demonstrate real-life application of the fraction multiplication.

The skills we learn are layered from the simple or introductory level to the more complex. Our level of comfort or readiness with learning a new skill is based on a combination of our prior knowledge and experiences with the skill. Because of the differences in our interests and backgrounds, we learn new skills in different ways and at different rates.

Have you ever… o Understood a new skill in class and then been totally confused when you tried to do your homework? o Caught on to a new skill quickly and then been bored when the teacher re-taught it? o Been confused during class and left for the day without really understanding how to do your homework? o Been made fun of for something you need help with? o Put others down because they couldn’t do something that you could?

Doing something you already know how to do can be repetitive and even boring. Attempting something you have no idea how to do can be overwhelming and frustrating. Our goal for this class is for everyone to have meaningful, challenging work. Therefore, to be fair, not everyone will have the same work at the same time. But, everyone will be challenged!

In this class, we will be working in “flexible groups” based on the skills being assessed. If your assessment indicates that the skills being taught are new to you, then you will have traditional teacher led instruction with skill development and practice. If, on the other hand, your assessment indicates previous mastery of the skills being taught, then you will investigate learning activities that provide the opportunity to extend those skills and/or use them in real world applications.

Class Ground Rules for Successful Flexible Grouping This class must be a “safe” place where we all feel comfortable to take risks. (Putdowns and making fun of someone who doesn’t understand will not be tolerated. In this class, we will work together so everyone will be successful and challenged.) Everyone does challenging work. For some of us, the “new skill” being taught will be challenging. For others, who have demonstrated mastery of the new skill, extension activities will provide the challenge.

Structurally, as a class, we will move in and out of groups based on individual needs. One group will work with the teacher to practice/ reinforce the new skill, while the other group investigates the skill through independent practice. Students in both groups will need to practice their higher level thinking skills (analysis, decision making, inferring, interpreting, etc.) Everyone will need to learn to work independently (without the teacher’s input) while the teacher is working with the other group. All students in both groups should work quietly and stay focused.

Closure- Assessment 1. Explain the purpose and benefits of using flexible groups in this class. 2. What questions or concerns do you have about why or how we will be using flexible groups?