1. Using Flexible Grouping to Create a Climate of Success
Note: This is a session on flexible grouping. Be prepared to move A LOT!
Using Flexible Grouping to Create a Climate of Success
Jennifer D. Morrison, Ph.D.
Winthrop University
June 9, 2015

2. How am I feeling and what am I thinking as a learner?
How am I feeling and what am I thinking as a teacher or teacher leader?
What did the presenter do?
Why did she do it that way?
What did I get out of it?

3. Comfort-level Continuums
Place your name on a sticky note.
Determine where on the continuum line you think your expertise in understanding flexible grouping falls and place your note on that spot.
Place your name on another sticky note.
Determine where on the 2nd continuum line you think your expertise in implementing flexible grouping falls and place your note on that spot.

4. Some thoughts and a rationale to begin…
“If teaching were the same as telling, we’d all be so smart, we could hardly stand it.”
~ Mark Twain
We learn:
10 percent of what we read;
20 percent of what we hear;
30 percent of what we see;
50 percent of what we discuss with others;
70 percent of what we experience personally;
90 percent of what we do/teach to someone else.
~ Edgar Dale (Cone of Experience)

5. 21st Century Skills

6. Stand Up, Hand Up, Pair Up Stand Up, Hand Up, Pair Up
Give your partner a high five
With your partner, discuss the implications of both quotes and the picture to teaching and to your teaching context
Debrief activity – how did I structure the pairing? Why did I do it that way?
Random Small Group Pairing

7. FleXible, Cooperative Grouping to facilitate 21st Century Skills
What is flexible grouping?
How is it different from group work?
How do I make it happen?

8. Give One, Get One, Move On (GOGOMO)
In 30 seconds, write down as many types of groupings you as a teacher have heard of, used, or experienced.
GIVE ONE person one item from your list
GET ONE idea from your partner (record on your sheet)
MOVE ON to a new partner and repeat the process
Random Pairing and Repairing

9. Flexible, Cooperative Grouping
Structures
Tools
Jigsaw
Think-Pair-Share
Numbered Heads
Sage & Scribe
Rally Robin
Round Robin
Talking Chips
Three Stray-One Stay
Three-Step Interview
Fishbowl
Inside/Outside Circles
Socratic Seminar
Four Corners
Place Mats
Graffiti
Book Club
Literature Circles
Poker chips
Playing cards
Bottle caps/yogurt containers
Dice
Sticky notes
Graphic organizers
Popsicle sticks
Plastic Solo cups
Timer/Selector/Team Tools (Kaganonline.com)
IWB tools
Tablet apps
Computer software
Job descriptions
High fives and positive reinforcement gestures

10. Definition Key Vocab Examples Non-Examples Directions:
Complete the chart to show what you know about flexible grouping. Write as much as you can.
Definition
Key Vocab
Examples
Non-Examples
Flexible Grouping
Heterogeneous Grouping Based on Self-Identified Readiness Level

11. Numbered Heads Groups are assigned a number 1-6
Group members number off from 1-6
Roll dice to determine who answers the questions
* Other forms – use IWB die, doc camera for projection
Individual Accountability with Support

12. Good Flexible Grouping is
Proactive
Rooted in assessment
Multiple approaches to content, process, and product
Student-centered
Based on student readiness, interest, and learning profile
Fluid
“Organic”
Respectful
Defined by what students need to know, understand, and be able to do
~ Carol Ann Tomlinson
How to Differentiate Instruction in Mixed-Ability Classrooms

13. Good Flexible Grouping is NOT…
Chaotic
Just another way to provide homogeneous grouping
Not about “bluebirds” and “buzzards”
Just “tailoring the same suit of clothes”
Without purpose, goals, or objectives
Unstructured interaction
Foggy
~ Carol Ann Tomlinson
How to Differentiate Instruction in Mixed-Ability Classrooms

14. Essential Principles of Flexible Grouping
Good curriculum comes first
Establish what students need to know, understand, and be able to do.
Then determine which grouping strategies will help you attain these objectives.
Explicitly teach cooperative learning.
Being seated together does not mean students know how to work together to solve a problem or create a product.
3. Include individual accountability
Students need to demonstrate their own learning
Group grades undermine motivation
HOWEVER, give support and “escapes”

15. Essential Principles of Flexible Grouping
Allow for equal participation
Include turn-taking structures or assign roles
Encourage interdependence
Design activities and products that require input from all group members.
Maximize simultaneous interaction
Frequently calling on single students and hand- raisers disengages many other students
Think-pair-share
Interactive teams.

16. Flexible Grouping and the Brain
The Brain also seeks:
Novelty
Predictability
Feedback
Meaning
The Brain has:
Multiple Intelligences
Multiple Memory Systems
The Brain needs :
1. Safety
2. Nourishment
The Brain is:
3. Social
4. Emotional
The Brain seeks and processes:
5. Information

17. Line-Up, Line-Fold
Line up in order based on your birthday month and day
YOU CANNOT TALK to get into order
Fold the line at the midpoint to create partners
Take turns (Person A for 1 minute, Person B for 1 minute) talking about the flexible grouping essential principles and connection to brain research
Random Pairing and Structured Turn-Taking

18. Grouped Reading Get into assigned groups
Read through article (key concepts) using the assigned strategy
Expert groups
Share reading; ensure everyone can explain
Main idea of article
Key concepts of flexible grouping revealed
Jigsaw groups
Share individual readings
Create Top 5 list of key concepts of flexible grouping on chart paper
Homogeneous Grouping based on Self-Identified Readiness Level

19. How am I feeling and what am I thinking as a learner?
Think-Pair-Share
Take a minute to reflect on the guiding questions from the beginning of the session.
Then, share your thoughts with a shoulder partner.
How am I feeling and what am I thinking as a learner?
How am I feeling and what am I thinking as a teacher or teacher leader?
Paired practice prior to sharing

20. Thank you for your time! Please contact me if you have any questions, need resources, would like follow-up: (cell phone)