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Flexible Grouping:Teaching All the Kids

All the TimeNational Reading First Conference

July 13 & 14, 2004

Marty Hougen, Ph.D.The University of Texas Center for Reading

And Language Artsmhougen@mail.utexas.edu

2UTCRLA, 2004

Features of Effective Instruction

Provide explicit instruction Overtly teach each step through teacher modeling and many examples

Systematic instructionDividing lessons and activities into sequential, manageable steps that progress from simple to more complex concepts and skills

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Features of Effective Instruction

Ample practice opportunitiesProviding many opportunities for students to respond and demonstrate what they are learning

Immediate feedbackIncorporating feedback (from teacher or peers) during initial instruction and practice

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Flexible Grouping AllowsDifferentiated Instruction

When you think of flexible grouping for differentiated instruction, what concerns you most?

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History of Grouping Practices

Small, teacher-directed, same-ability groups

Whole-class instruction, cooperative-learning groups

Mixed-ability groups

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Types of Grouping

Whole Group

Small Group (Same Ability)

Small Group (Mixed Ability)

Pairs/Partners

One-on-One

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Whole Group

Engages teachers and students in shared learning experiencesAllows inclusion of every student

Read alouds Shared writingAuthor’s chair

Speaking/performancesClass discussions ModelingIntroduction of new concepts

Texas Education Agency: Second Grade Teacher Reading Academies

8UTCRLA, 2004

Small Group (Same Ability)

Meets individual students’ needsAllows teachers to vary membershipMaximizes opportunities for students to express what they know and to receive feedbackOften used for reading and math instruction

Small group instruction targeted to specific student needs

Texas Education Agency: Second Grade Teacher Reading Academies

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Pairs/Partners

Meets individual needs

Motivates students

Addresses social needs

Partner readingPractice activitiesCenter/station activitiesPeer tutoring

Texas Education Agency: Second Grade Teacher Reading Academies

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One-on-One

Meets individual needsAllows for more intensive instructionOften used for students who have reading difficulties

Instruction targeted to needs of each student

Texas Education Agency: Second Grade Teacher Reading Academies

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GroupingWhy should you group students for

instruction?

Grouping addresses the wide range of reading abilities

Texas Education Agency: Second Grade Teacher Reading Academies

Grouping can positively influence the levels of individual student engagement and academic

progress when used effectively.Maheady, 1997

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Flexible Groups

Flexible groups provide opportunities for students to be members of more than one group.

The key to successful grouping is to monitor student progress.

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Grouping for Struggling Readers

Research supports two grouping formats for teaching reading to struggling readers:

Same-ability groups • Adjust pacing and

instruction to meet specific needs

• Regularly change group membership

Peer tutoring• Alternate roles so student

can act as tutor and tutee• Provide opportunities for

students to tutor younger students

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One-on-One Instruction

Research shows few differences between small-group instruction of 2 to 3 students and one-on-one instructionBecause teaching students in groups of three allows more students to receive instruction at one time, instructional time is increasedOne-on-three grouping can be implemented at a lower cost than one-on-one instruction

Texas Education Agency: Second Grade Teacher Reading Academies

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Grouping for Instruction

When small groups are utilized, student learning can be greater than individual instruction or large group instruction

What features of instruction are addressed with small group

instruction?

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Features of Effective Instruction

Provide explicit and systematic instruction

Include many opportunties for practice and responding

Provide corrective and appropriate feedback

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When Is Small Group Instruction Effective?

Effective Small Group Instruction

Ineffective Small Group Instruction

Using assessment data to plan instruction and group students

Teaching targeted small groups

Using flexible grouping

Matching instructional materials to student ability

Tailoring instruction to address student needs

Using only whole class instruction only

Using small groups that never change

Using the same reading text with all the students

Using the same independent seatwork assignments for the entire class

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Questions You AskIn what reading areas are students on track?

In what reading areas do students need additional instruction?

What specific skills have been mastered?

What instruction can I provide to ensure mastery (more practice, more modeling, more scaffolding, smaller group)?

Reading First Initiative: Secretary’s Leadership Academy

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Questions continued

Which students have similar instructional needs and will form an appropriate group for instruction?

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Planning Group Instruction

Use assessment data to group students and plan appropriate instruction:

Examine established benchmarksDocument student progress and look closely at dataGroup students and target instruction to meet needs of students

Texas Education Agency: Second Grade Teacher Reading Academies

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**First Grade – Fall Testing**

Name Letter Naming Phoneme Segmentation

Nonsense Word

James 65 70 79 Sara 76 60 64 Will 63 63 41

Thomas 58 56 35 Evelyn 58 59 33 Jenny 55 60 32

Allison 67 42 29 Ben 49 51 29 Amy 53 51 28 Linda 53 53 25 Barry 52 48 22 Alton 50 45 21 Juan 50 42 21

Jessica 53 35 21 Cally 48 42 18 Colin 46 40 18 Andy 37 55 10 Chris 45 38 8

Melissa 16 42 1 Hunter 31 29 1 Andrea 14 21 1 Mark 20 25 0 Karli 16 21 0

Ashley 20 15 0

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Use Small Groups to Address Features of Effective Instruction

Systematic, explicit instruction

Manageable Steps

More opportunities to respond

Immediate Feedback

23UTCRLA, 2004

**First Grade – Fall Testing**

Name Letter Naming Phoneme Segmentation

Nonsense Word

James 65 70 79 Sara 76 60 64 Will 63 63 41

Thomas 58 56 35 Evelyn 58 59 33 Jenny 55 60 32

Allison 67 42 29 Ben 49 51 29 Amy 53 51 28 Linda 53 53 25 Barry 52 48 22 Alton 50 45 21 Juan 50 42 21

Jessica 53 35 21 Cally 48 42 18 Colin 46 40 18 Andy 37 55 10 Chris 45 38 8

Melissa 16 42 1 Hunter 31 29 1 Andrea 14 21 1 Mark 20 25 0 Karli 16 21 0

Ashley 20 15 0

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Keeping Groups Flexible

Regroup Often

Use class work, informal assessments during instruction, and progress monitoring of at-risk students to

regroup students and change instruction

Texas Education Agency: Second Grade Teacher Reading Academies

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Key Issues for Managing Groups

Teach students to work independently!

Consider using mixed ability groups for independent work

Choose appropriate activities for independent work

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How Do I Teach Students to Work Independently?

Teach each independent activity as a separate set of lessons (with modeling and feedback)

Practice, practice, practice

Teach “independence” in small increments

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How Can I Use Mixed Ability Groups for Independent Work?

Assign all students to mixed ability groups to fill the number of independent work centers

E.g., If there are 3 stations/centers split the class into 3 groups

Separately, also assign students to the same ability instructional groups you will work with

The # of instructional groups should also match the number of centers

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What Will Other Students Do While I Teach a Small Group?

Managing small groupsAll About Words

-- extends vocabulary, word study, and spelling knowledge and skills

Reading Corner

-- where a wide variety of books are organized by topic and reading level, and students can read and reread with a partner, or in a small group

Writing Plus

-- extends all the components of reading through a variety of writing activities, including computers

Texas Education Agency: Second Grade Teacher Reading Academies

29UTCRLA, 2004

FAQs

1. How do I manage more than one group at a time?When introducing centers/stations, take sufficient time to explain, demonstrate, practice procedures, and clarify expectations one step at a time.Establish rotation procedures that allow you to work with a small group without interruption.

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FAQs

2. What will other students do whle I teach a small group?

Provide opportunities for students to work in literacy-related centers or stations, on reading- and writing-related activities and projects.

Demonstrate activities in lessons before introducing them in a center/station.

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FAQs, #2 continued

Link a variety of activities to reading skills/topics/content-area subjects.

Provde choices: some students need more practice than others.

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Remember!Combine early reading data with other sources of information to form reading groups

Continuously monitor student progress

Regularly regroup students for reading instruction that meets student needs

Use a variety of grouping formats

Texas Education Agency: Second Grade Teacher Reading Academies

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Marty Hougen, Ph.D.The University of Texas Center for Reading

And Language Artsmhougen@mail.utexas.edu

Try flexible grouping!

Thank you!