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
Blended Learning Model Overviews
School of One Mastery-Based Model

In 2011, my school was awarded a grant that brought the School of One mastery-based blended learning model to MS88.  School of One allows students to learn at their own pace in a totally redesigned, open classroom that can fit well over 100 students in different centers of the room.   Students are assessed at the beginning of the year and given a “learning trajectory” for the entire year.  Every day, each student is assigned new individualized lessons in different parts of the classroom in one of seven different learning modalities: virtual instruction/reinforcement, independent practice, small group/peer-to-peer collaboration, live investigation, and task projects.  At the end of each class, we use an “exit slip” to evaluate and regroup students based on their progress. They are required to demonstrate mastery in each skill or concept before they can move onto new skills and concepts.


Number of Students: ~300 students

Number of Adults: six teachers; one Operations Technology Associate; SPED teacher(s) and/or paraprofessionals (as needed)

Length of Class Period/Learning Time: 92 minutes (divided into two 36 minute sessions)

Digital Content/Ed Tech Tools Used on a Regular Basis: proprietary web-based software;  IXL, LearnZillion, VirtualNerd, Khan Academy, MangaHigh, Math XL, TenMarks, I Can Learn,  Khan Academy, Engrade, Educreations, Padlet, Remind, Weebly, Google Apps for Education

Hardware Used on a Regular Basis: student laptops (1:1), iPads for teachers, SMARTboards

Key Features: competency-based; student agency;individualized learning paths; project-based; innovative use of time; innovative use of talent; co-teaching


 
Collaborative Student Groups
Shoulder Partners and Pop-Up

My students respond well to kinesthetics. Popping up for an answer choice or when they are ready to move on to the next topic is a way to keep the students engaged and also check for understanding. Turn and talk - students turn to talk to their neighbor about a question/problem/scenario that was posed. One of the partners then reports out by either being chosen from the equity sticks or by volunteering by putting their thumb up. I use Shoulder Partner strategy to give students the opportunity to talk, share and explain content to each other. This strategy is good to increase the accountable talk in classrooms and to practice speaking and listening skills.

 
Assessment & Data
Aaron's Use of Assessments of Data

Assessment and data play a crucial role in a blended teacher’s classroom. Blended learning gives teachers an opportunity to assess consistently throughout a class, in a way that drives instruction, impacts grouping, and assignments. Blended educators have to develop capacity to sift through multiple sources of data and synthesizes quickly into action. Check out how Aaron utilizes Assessment and Data here.


 
 
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