Personalized Small Group Instruction: Personalized Small Group Instruction

 
 
 
Personalized Small Group Instruction
Teacher In Action
 
 
Teacher In Action
 
 
 
Small-Group Instruction

Personalized Small Group Instruction

During Personalized Small Group Instruction, I work closely with a small group of students while other students are engaging in activities independently at different stations. Based on my learning objective, I group my students differently for Small Group Instruction every day. Sometimes students are grouped homogeneously, according to specific needs, and sometimes they are grouped heterogeneously. This strategy, which is enabled by my station rotation blended model, allows me to spend individual time with each student on a regular basis.

Strategy Resources (2)
Strategy Explanation
 
 
This is a typical seating/desk arrangement for the three work stations in my class: Small Group, Collaborative, and Independent. I consider the personalities and work ethic of students in the placement of student at their stations.. If there are chatty students or students who are going to end up in a conflict, I do not put them in the same group because I can not facilitate all of the students at once. It is more important to create groupings that promote a harmonious learning environment. There are times when I form groups based on pre-assessment or skill deficits. These homogeneous groups allow students to practice a skill and for the small-group instruction to be more targeted and specific to the needs of the learners. However, there are times that it is also appropriate to have heterogeneous groups to create a more balanced grouping where students are able to work cooperatively and/or collaboratively.
 
Strategy Explanation
 
 
This is a typical seating/desk arrangement for the three work stations in my class: Small Group, Collaborative, and Independent. I consider the personalities and work ethic of students in the placement of student at their stations.. If there are chatty students or students who are going to end up in a conflict, I do not put them in the same group because I can not facilitate all of the students at once. It is more important to create groupings that promote a harmonious learning environment. There are times when I form groups based on pre-assessment or skill deficits. These homogeneous groups allow students to practice a skill and for the small-group instruction to be more targeted and specific to the needs of the learners. However, there are times that it is also appropriate to have heterogeneous groups to create a more balanced grouping where students are able to work cooperatively and/or collaboratively.
Tanesha Dixon
Wheatley Education Campus
Washington, DC


 

About this strategy

Prep Time:
Long
Subject:
Social Studies
Grade:
Eighth grade
Similar Strategies
Routines and Procedures
Launch

Launch is a quick and efficient way for students to prepare themselves to start working on digital content in my blended classroom. This strategy is a student-led process that includes passing out usernames and passwords on paint chips and issuing devices. Student helpers handle the devices and also provide light technical assistance to their peers as they get their assigned devices. Having a student-led Launch process helps to build a culture of student ownership and responsibility in my blended classroom. It also frees me up to complete other last-minute tasks before the beginning of each class.

 
Instructional Closings
Synopsis

My colleagues and I have students write a Synopsis of their learning after every Independent Learning Zone period as well as after Live Investigations. The Synopsis acts as a reflective tool for both large and small concepts. I often tell my students to write what they actually learned or improved upon, not what they THINK I want them to write. I train my students to make a space for the Synopsis in their notebook headings. Occasionally, I will have my students read their Synopses out loud, but most often I walk around and do a quick check, as they are mostly a personal reflection for my students.

 
Learning Apps
Tech-Enabled Graphic Organizer

In my blended and personalized classroom, I rely heavily on software and digital platforms to guide and supplement my instruction. At the same time, I believe that my students still need to practice traditional paper and pencil skills. Graphic organizers have long been used to help students organize content. In my classroom they are primarily used as a pre-writing tool. The mix of using the digital platforms and paper-pencil gives my students the opportunity to practice both skills simultaneously.

 
 
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