Flexible Grouping

Definition

Flexible grouping organizes students intentionally and fluidly for different learning experiences over a relatively short time frame (e.g., two weeks). Groups should be forms according to collected data. Groupings are well-matched to task purpose and fueled by classroom assessment results and other student characteristics.

Note: Hattie research recommends using flexible grouping with other strategies to learn concepts and skills. It DOES NOT promote permanent ability grouping.

Types

Whole class
Small group
Partner
Homogenous groups
Heterogeneous groups

Steps

Ask yourself, “What is the best type of configuration to meet my learning outcome for this activity?” Consider a teacher-led group (whole-class, small group, or an individual teacher-directed activity), or a student-led group (collaborative, performance-based, or pairs).
Evaluate all assessment data and look over student-learning profiles to help you form groups.
Identify the most effective grouping design. For example, group students by gender, previous group, student selection, or teacher selection.
Differentiate engaging activities for each group.

When to Use

Implement, differentiate
To create opportunities for intervention and/or enrichment
To enhance engagement

*Source Document

Benefits

Teachers use this strategy because it’s a great way to meet the academic, social, and emotional needs of each student,
It allows the teacher to zero in on any specific needs of one student.
It allows students to have the opportunity to work with, and learn from, their peers in a way that lets them feel comfortable contributing.
When students work in a variety of groups, they learn to work independently and cooperatively with a variety of personalities.

http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy

Choosing Collaborative GroupsNinth grade teacher Lauren Hobbs shares how she uses different grouping strategies for different purposes. Lauren discusses the value of collaborative group work and shares the changes she's noticed in her students' abilities to work in groups.

Assess and GroupMr. Yager uses assessment data and student relationships to encourage effective student collaboration. When grouping students for math tasks, he often groups students based on assessment data. However, his groups are fluid, and he will move students as they master tasks or encounter misconceptions. He also considers peer relationships when forming groups. In addition, he encourages students to coach each other during group work.

Resources

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