WHAT:
Varying grouping configurations, moving from whole to small group, whole group to partners, small group to individual assignments, provides students with opportunities to discuss and process new information. Organizing students into smaller groups for instructional purposes provides a context that whole-group, teacher-dominated instruction does not always offer.
WHY:
To maximize achievement, a balance is necessary between active and passive learning in the classroom. Flexible small groups promote the development of multiple perspectives and encourage collaboration. Partnering encourages success because it provides practice opportunities, scaffolding, and assistance for classmates (Flood, Lapp, Flood, & Nagel, 1992; Nagel, 2001; Tompkins, 2006).
Varied grouping configurations:
Add variety to the learning situation
Increase student involvement
Provide much-needed movement
Permit closer observations by teachers
Inform differentiated teaching and practice, thereby improving student achievement
HOW:
Depending on the lesson activities and objectives, grouping configurations may vary from homogeneous to heterogeneous based on students’ abilities, language proficiency, and/or language background. It is recommended that at least two different grouping structures be used during each lesson, but the grouping configuration should always support the content and language objectives.
Whole Class: Ensures exposure to key concepts, new information, and teacher modeling.
Small Group: Provides opportunities for working with students who have common needs, such as reinforcement or enrichment
Homogeneous: Used for intensive intervention or extensions
Heterogeneous: Used to introduce, teach, practice, and assess specific skills
Partnering: Provides scaffolded practice opportunities before independent practice.
Edutopia Article
ELA/ELD Framework Chapter 2
ELA ELD Grouping Scaffolding.pdf