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
Independent Student Learning
Like It, Love It, Gotta Have It

Like It-Love It-Gotta Have It is a strategy I use to differentiate assignments within my micro-groups in a Live Investigation. The three names are, in my opinion, a better way of saying high, medium and low. The kids really love the names. In a Live Investigation, there is usually varying levels of abillity or knowledge in that particular skill. By making a high, medium, and low activity, students have the ability to challenge themselves at their own level. I assign different parts of the room for each activity so I can physically see where the students are. Most of the time, I let the students self-assess and they move throughout the room according to which level they are. They are free to move (up or down) from one section to the next. Most of the activites I assign here are digital. I really like using Khan Academy here, as I can track students physically as well as digitally. With this strategy, I can also target the students at the Like It level and allow the Gotta Have it students to fly a bit on their own. 

 
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.

 
Assessment & Data
Individualized Daily Exit Slip

At the end of every class, my students must take a computer-based exit slip. This is an essential part of my blended program because these exit slips tell me whether or not my students are ready to move on to the next skill. If a student gets 4/5 or 5/5, he or she can move on. If not, he or she will be assigned a different type of lesson on that skill the next day.

 
 
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