Transcript Internship Project EAD 894 Flexible Grouping

Internship Project EAD 894
Flexible Grouping
Shelley Chuchmuch
What is flexible
grouping?
• Flexible grouping is grouping
students accordingly to work in
differently mixed groups
depending on the goal of the
learning task at hand. (Opitz)
Points to consider
• Student groups are based on
performance.
• All groups are kept fluid.
• All groups are provided with higher
order thinking skills.
• Silent reading activities are
accompanied by purposeful reading
and purposeful exercises.
Points to consider
continued . . .
• Teachers utilize open ended
assignments to provide for
individual differences.
• Teachers are expected to use a
variety of materials with an
emphasis on reading whole
books not sections.
• Student performance is
assessed and observed daily.
Benefits of flexible
grouping
• Small groups allow students to learn
content but acquire interpersonal
skills.
• Students become independent
learners and are accountable for
working alone or in a group.
• Develop skills in face to face
interactions.
• Reduced noise levels allow for less
distractions.
Benefits continued…
• Increases literacy knowledge that is
characterized by several abilities.
• All learners feel part of the
community.
• Students care about themselves and
each other.
• More one on one interaction time
with the teacher.
Implementation of
flexible grouping
• April 2004 – met with administration to discuss the need
for implementation of flexible ability grouping in the
elementary school.
• April 2004 – met with principal to determine and schedule
common teaching periods for Language Arts and
Mathematics in the timetable.
• September 2004 – teachers met to determine needs of
students and testing materials to be used to determine
grouping placement.
• September 2004 – Teachers tested students and grouped
them based on testing results from Brigance Inventory of
Basic Skills, Gaites Magininity, MACII English as a
Second Language Test and Math Advantage placement
Tests.
Implementation of
flexible grouping…
• September 2004 – teachers met to discuss testing results
and social groupings. Students would be grouped
according to chronological age and would remain with
the homeroom teacher for Social Studies and Science.
• September 2004 – teachers met to determine how to
disseminate information and decide on the common
vocabulary that would be conveyed to parents about
flexible grouping at Back to School night.
• October 2004 – students began going to respective
groups for Language Arts and Mathematics.
• November 2004 – teachers met to determine how and
who would complete report card and Individual Education
Plan (IEP)
• May 2005- teachers met to determine when to post test
• June 2005- teachers met to assess results
Feedback from students
Sara Hammadi Grade 5
Feedback from administration
Dr. Anna Karola Director
Feedback from Administration
Libby Naert Principal
Feedback from teachers
Shelley Jackson Grade 4
Pre and post test results Grade 5 Language Arts and
Math
Brigance Testing
100
80
60
Pre test
40
Post test
20
0
C4 C5 D1 F1 F2
I1
J3 M1
Key:
C4: Listening Comprehension vocabulary
C5: Listening Comprehension
D1: Word Recognition Grade Placement
F2: Reading Comprehension
F1: Reading Comprehension Grade Placement
I1: Spelling
J3: Sentence Writing Grade Placement
M1: Math Grade Placement
Grade 5 Math Advantage Pre and Post
test results
100
90
80
70
60
50
40
30
20
10
0
Pre test: Class average 62% September 2004
Post test: Class average 75% May 2005
Gates MacGinitie Reading Test
MAC11 English as a Second Language English
Language Grade Placement Test
Gates
MacGinitie Pre
Gates
MacGinitie Post
MAC11 ESL
Placement test
Student 1
Grade 1.1
Grade 1.6
Low G2 Beg
Grade 3
Student 2
Grade 2.4
Grade 3.0
Middle Grade 3
Student 3
Grade 2.1
Grade 3.0
Grade 3
Student 4
Grade 2.9
Grade 3.6
Grade 5
Student 5
Grade 3.1
Grade 3.5
Grade 5
Student 6
Grade 1.4
Grade 1.6
Grade 2
Student 7
Grade 2.7
Grade 3.6
Grade 5
Student 8
Grade 3.3
Grade 3.6
Middle Grade 3
Student 9
Grade 2.2
Grade 3.3
Grade 3
Future plans….
• Because of the success of
flexible grouping in the
Elementary school, flexible
grouping will be implemented
throughout the middle and high
school in the 2005-2006 school
year.