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Why and What
Why and What
Teachers assign students to homogeneous and heterogeneous groups based on explicit learning goals, monitor peer interactions, and provide positive and corrective feedback to support productive learning. Teachers use small learning groups to accommodate learning differences, promote in-depth academic-related interactions, and teach students to work collaboratively. They choose tasks that require collaboration, issue directives that promote productive and autonomous group interactions, and embed strategies that maximize learning opportunities and equalize participation. Teachers promote simultaneous interactions, use procedures to hold students accountable for collective and individual learning, and monitor and sustain group performance through proximity and positive feedback. Quoted from https://highleveragepractices.org/four-areas-practice-k-12/instruction
How
How
This video provides an overview of the background and rationale for high-leverage practice (HLP) 17 and demonstrates three key components of this HLP through video exemplars from real classrooms. The first key component is that groups should be highly structured and include clear directives. The second is that some groups should be homogeneous and others should be heterogeneous to provide an appropriate setting for the goals of the lesson. The third key component is that the use of flexible groups does not occur in a vacuum.
“Flexible Grouping: What You Need to Know”
This article from Understood.org provides not only the what and why behind flexible grouping but also ideas for implementation.
“How to Use Flexible Grouping in the Classroom”
In addition to the benefits of flexible grouping, this article explains considerations for planning to make groups more impactful.
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