Effective Teaching Strategies

EFFECTIVE TEACHING STRATEGIES

Jessica

TEACHING STRATEGY: FLEXIBLE GROUPING

"FLEXIBLE GROUPING APPEARS TO BE ONE WAY TO DIMINISH CLASSROOM MANAGEMENT PROBLEMS IN A HETEROGENEOUS CLASSROOM AND TO TEACH PUPILS

SOCIAL SKILLS IN MORE HETEROGENEOUS GROUPS"

(RYTIVAARA, 2011).

FLEXIBLE GROUPING In

the Classroom:

"The grouping and regrouping of students based on instructional needs rather than student categorization. Grouping decisions are made based on a variety of student needs and classroom context and may change frequently" (Estes & Mintz, 2016).

"Flexible grouping allows students to practice new knowledge and skills with a group of peers of similar interests, skills, or background knowledge or with a mixedachievement group so that peers can share insights and skills. Students learn in a social context, and groups need to be fluid to provide many opportunities to learn. The key here is flexibility groups should never be stagnant during guided practice; they shift to meet the needs of individual students" (Estes & Mintz, 2016).

HOW CAN THIS STRATEGY BE EFFECTIVE?

"Flexible grouping can become a way of differentiating instruction" (Estes & Mintz, 2016). By breaking into small groups, the teacher can more easily meet the individual needs of the students within the groups.

"Students learn in a social context, and groups need to be fluid to provide many opportunities to learn" (Estes & Mintz, 2016).

Teachers can "shift to meet the needs of individual students" (Estes & Mintz, 2016).

When intentionally placed in specific groups, students can learn to "selfmonitor and self-correct, and reflect on and evaluating their own learning"

ASSESSMENT STRATEGIES

"Teachers can "categorize questions" and "vary the cognitive demand on your students"(Estes & Mintz, 2016). The questions that teachers use can used as an informal assessment to track progress and evaluate students.

"Reviews assessment results with class and individuals if necessary" (Estes & Mintz, 2016). Flexible grouping provides a space for educators review assessments with various students and groups.

"Formative assessments allow both the students and the teacher to make mid-lesson or mid-unit corrections so that they can meet objectives.

Formative assessments use instructional objectives to provide feedback on practice that is clear, accurate, and aimed at informing students of their progress" (Estes & Mintz, 2016).

CLASS RULES, PROCEDURES, & EXPECTATIONS

Class Rules: The teacher "reminds students of appropriate classroom rules and process guidelines"

(Estes & Mintz, 2016). The teacher can use flexible grouping to aide students who need more support with this skill with students who can model appropriately for others.

Procedures: "The teacher should circulate the classroom during independent practice, checking that no student is repeating a mistake or is actually practicing error"

(Estes & Mintz, 2016). The teacher is actively participating even when students break into small groups.

Expectations: "There is also evidence that high expectations for all students help keep students interested in schoolwork"

(Estes & Mintz, 2016). Students should know what is expected of them in groups.

REFERENCES

Estes, T. H., & Mintz, S. L. (2016). Instruction A Models

Approach. Pearson Education, Inc.

Rytivaara, A. (2011). Flexible grouping as a means for classroom management in a heterogeneous classroom.

European Educational Research Journal, 10(1), 118–128.