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
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Assessment & Data
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Stakeholder Collaboration
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Daily common planning has been an essential part of the transition from a traditional to a blended classroom. In my model, I essentially co-teach with six other teachers in the large classroom, so we have valued the daily meeting very much for the first three years. We are considering scaling back on the meetings in the future. We use this time to plan logistics, review student data and lesson study. 

 
 
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