LAUNCHING SMALL GROUP INSTRUCTION! CORTNEY ESQUITIN

Transcription

1 LAUNCHING SMALL GROUP INSTRUCTION! CORTNEY ESQUITIN

2 Objectives Define SGI and explore ways it can be used to meet individual student needs and increase learning Share ideas on SGI management and different ways to implement SGI in ELA

3 Admit Ticket When you hear someone talking about the instructional strategy, small group instruction, what do you think of?

4 WHAT IS SMALL GROUP INSTRUCTION AND WHAT BENEFITS DOES IT OFFER FOR STUDENT SUCCESS?

5 A Working Definition SGI is designed to provide an engaging way for students to work independently of the teacher in small groups, pairs or individually to reinforce and extend classroom learning. Utilizing small groups increases understanding, differentiates learning, builds relationships that in turn improves motivation, and helps both the teacher and student identify strengths and weaknesses.

6 .One Sentence Definition Write a one sentence definition of small group instruction. Musical Share: When the music starts, dance around the room until the music stops. Share your one sentence definition with the person closest to you.

7 Possible Scenarios While the teacher is with a small group, the rest of the class is engaging in Cooperative Groups/Pairs Work Stations Menu Activities/ Silent Sustained Reading

8 Name your color! Small Group Learning target fans: red, yellow, green marker fans After whole group instruction, have students display their learning target fans on their desks. Pull small groups based on learning targets. Secret: Pull reds as a small group. Have yellows meet with greens for clarification.

9 Let s Play! Find a learning target fan in your folder. Can you explain SGI to another colleague? Name your color!!!

10 Creating Experts Choose a group of students who can answer questions and help out with duties while you are facilitating a small group. Students who show exemplar qualities for: Listening Following instructions Work well with others Good work ethic Problem solver

11 Cooperative Groups: Lit Circles, Projects While students are engaged in a cooperative group activity the teacher works with a small group The teacher may pull one complete group or individuals from several groups to form a small group with which to work The instruction time can be used to focus on specific student needs, assist students with the activity in progress or conference with students regarding an ongoing project

12 Let s Play! Facebook Character Project

13 Menu Activities Students have a menu of anchor activities to work on during small group time that allows the teacher time to pull and work with small groups. Menu items are listed on the board and may have different dues dates. The menu allows students to choose which helps sustain on task behavior and limits teacher interruptions. The teacher creates procedures for menu activities and models/practices/clarifies activities with students before offering them as a choice.

14 Possible Menu Activities SSR Testing Piece of the Week Independent practice/ homework Projects Word work / vocabulary Manipulatives Corrections Many more possibilities!

15 I Must Do author s purpose practice. Complete vocabulary cube. Do during reading activity with story Party Bus. Mark the text for POW.

16 I May Read AR book silently Complete AR reader s response card Take an AR test Work on literature project Work on homework

17 Maintenance of the Menu Ensure you have a grading policy in place for work completed. EX: Grade 2 of the 4 assignments from menu. Set goals each week you are working with the menu. Before menu time starts, set explicit expectations.

18 Let s Play! Choose a menu item to try with a partner. Choose another menu item to try with a partner. Debrief.

19 Stations Students rotate through a set of station activities. One of the rotations is guided by the teacher and enables the teacher to instruct each group based on their needs. Multiple periods/days may be needed if all students are expected to complete each station, depending on the time allotted per station. Teacher models/practices/clarifies procedures for station rotation before implementing. Clear, precise directions for each activity are necessary if students are to work independently.

20 Possible Station Activities Technology Word Work SSR Time: Can be an article, lit group novel or AR novel Comprehension: Before, During and After Reading Activities Skills Activities Questioning Student Tracking

21 Let s Play!

22 Sample Schedules Warm-up (5 min) Go over Warm-up (5 min) Mini-Lesson (10-15 min) Menu Activity Time (20 min) Wrap-Up (5-10 min) Done over a 2 to 3 day period. Warm-up (5 min) Go over Warm-up (5 min) Mini-Lesson (10-15 min) Rotation Time (20 min) Wrap-Up (5-10 min) Done over a 2 to 3 day period. Monday Tuesday Wednesday Thursday Friday Whole Class Instruction Mini-Lesson Rotations Mini-Lesson Rotations Mini-Lesson Rotations Share/ Assessment

23 Grouping Students Group students based on common need as indicated by student data Avoid random groupings Change groupings frequently Use different criteria/focus to create varied grouping

24 Students Can Be Grouped Based on the Results From A Homework assignment Quiz Pre/Post Assessment District Assessment STAAR test student expectations (SE s) Teacher observation

25 Steps to SGI Choose a scenario that meets teacher needs and teaching style Plan and discuss co-teaching!!!! Develop a plan for management procedures Choose activities and PREP materials Plan and set dates for whole class instruction on procedures/ expectations/ and management and remind students daily Group students Implement a session Evaluate plan by assessing student progress and teacher satisfaction Reflect on the process to refine plan and try again or another scenario Once small group procedures are established, the goal should be to meet for SGI once a week

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27 HOW DO I MANAGE THIS IN MY CLASSROOM?

28 Classroom Management

29 Expectations It is noted that clearly defined behavior expectations are not enough. Expectations must also be communicated and taught in a 3-step process: 1 Teach your expectations before the activity or transition begins. 2 Monitor student behavior by circulating and visually scanning. 3 Provide feedback during and at the conclusion of the activity. Begin the cycle again for the next activity

30 Getting Started It is MUCH easier to teach responsible behaviors from the beginning than to deal with negative behaviors throughout the year. The tasks from the beginning ensure that you build positive relationships with students and communicate your expectations clearly. Research shows: Teachers who take the time to teach expectations explicitly, get further in the curriculum than teachers who don t.

31 Set High and Clear Expectations! Model, Model, Model! Emphasize the teacher is unavailable to class during SGI. Plan a co-teaching strategy if applicable Place accountability into this time. (Will you take a grade, reflection sheet, student folder, student observations, recording, etc?)

32 Systems Are a Must! Choose a system that is in the teachers comfort zone. (Will it be cooperative group work, stations/centers. Menu/SSM, or other?) Provide methods and means for all students to utilize this time to its fullest. (For example: cues, CHAMPS, roles, instruction cards, room arrangements, volunteers, PowerPoint's, etc.)

33 Do What Works for the Teacher! Consider you re their teaching style. Consider you re their room arrangement. Consider the systems to integrate. Consider what the class and groups will be doing during this time. Encourage open-mindedness and positivity!

34 Final Words If all of this feels overwhelming, start small! Begin with one SGI a week. Take a risk and try something new! Observe other teachers using SGI. Practice! Constantly review state standards! Reflect! Refine! Don t give up! Know that the noise level in classrooms may increase slightly as a side effect of using grouping strategies. Encourage teachers to be okay with that! Know that differentiated instruction is a universal win parents love it, students love it, and administrators love it because it meets individual student needs!

35 Final Words Differentiation is not individualization teachers could drive themselves crazy trying to customize lessons too much! Teachers do need to plan ahead in order to differentiate effectively but it s worth it! Try something, anything just get started!

36 GOOD LUCK!