a group work strategy that begins with pairs and combines these into larger groups of four; it retains the simplicity of a single pair yet promotes the social skill development of larger groups.

a general term that describes a set of instructional strategies, all of which have specific structures and are designed to teach content and develop interpersonal skills

What is Differentiating   

teachers frequently rotate students into small groups based on demonstrated knowledge, interest, and/or learning style preferences.  Instruction is targeted to the needs of each group with the aim of moving all students toward higher levels of achievement

-          Teaching “differently”

-          Using more interactive collaboration that is data informed and student driven

-          Many experts group differentiating into larger groups of: content, process, product, assessment, and environment

-          The goal is for all students to be successful

-      Incompatible with a “one-size-fits-all” approach

Interactive instructional strategies that teach higher-level thinking and affective skills, and interpersonal communication skills.

Teacher role in Discussions

-          Focus discussion

-          Maintain momentum

-          Summarize questions at the end: Closure

-          (there are many more)

3-2-1 Strategy

-           Students can be paired or grouped to fill out a 3-2-1 chart with something like this:

 3 Things You Found Out

2 Interesting Things

1 Question You Still Have

Carousel Brainstorming

-           Students are in groups of 3-4 (heterogeneous)

-           Each group is given a paper with a subtopic

-          Students are given a specific amount of time to brainstorm their topic and write their ideas on a piece of paper

-          Each group has a different color marker

-          Students pass the paper to the next group to add to the subtopic sheet

-          When the sheet is returned to the first group, the information is shared as a class addressing each subtopic to finally define the topic

RAFT Strategy

Writing assignments strategy where students put their "heads" together to write about a chosen topic

-          R is for Role; understand their role as a writer

-     A is for Audience; the audienc they will address

-     F is for Format; varied formats for writing

-     T is for Topic; the expected content

Probable Passage Groups

-          Pre-reading strategy

-          small groups work together to categorize words and phrases from a story in order to make predictions about the passage, improve comprehension, develop an awareness of story structure, and increase vocabulary development

Literature Circles

-          Small heterogeneous groups discuss a piece of literature in depth

-          Based on reading; discuss events, characters, author’s craft, personal experiences

Problem Solving Groups

-          Reflective and Creative Groups

-          Focuses on knowing the issues

-          Considers all possible factors that affect the issues

-           Finding a solution

-          All ideas are accepted initially; problem solving allows for finding the best possible solution as opposed to the easiest solution or the first solution proposed

-           How would you apply this to the real world?

-          Students work together as partners, one functioning as the “does” and the other as the “helper”

-          The doer performs a task or answers questions; the helper observes and provides feedback and helping information

-          The doer is the student and the helper takes on the role of teacher

-     Later, the partners reverse roles

Pairs Check

1. Pairs of students are provided with handouts containing problems with specific right and wrong answers (i.e. math problems, punctuation, etc.)

2. One member of the pair solves and the second member checks

3. Check with another group to see if their answers are correct

4. Whole class discusses confusion or different answers

High level of student interaction, improves communication skills

Enhance cognitive goals- share different backgrounds and points of view

Enhances effective goals- listening and respect; promotes values and moral development

Variables for Peer Tutoring Model

-          Age

       -          Delivery

   -          Ability

organized; trained and organized methodology; computer program to monitor success

 the instructional support teachers provide as students master new content

(e.g. models, cues, prompts, hints, partial solutions, think-aloud modeling and direct instruction)

makes information meaningful by forming additional links to existing knowledge

  requires students to make extended written responses to questions or problems

refer to incentives that create a team spirit and encourage students to help one another (a component of group interactions)

a cooperative learning strategy that promotes group planning and inquiry

students working together in a group small enough so that everyone can participate

effective strategy for promoting and maintaining high levels of student involvement

promotote higher-order thinking skills

each individual in the group is held responsible for learning essential content as measured by quizzes, tests, or individual assignments ( a component of group interactions)

 a cooperative learning strategy that uses task specialization to make individual students “experts” on a particular area of topic

  presents students with an everyday problem, the solution to which involves the resolution of the value conflict

  pairs of students are provided with handouts containing problems (a strategy to promote working in groups)

  most well-known type of cooperative learning which uses four-or five- members, multi-ability teams to master basic skills.

students thinking about content,

compare their thoughts with those of their partner,

share their answer with the whole group

(simplest form of group work)

Components of Effective Small-Group Activities

(hint: S.S.,G.G.,I.A.,C.S., G.P.)

-          Student-student interaction

-          Group goals

-          Individual accountability

-          Collaborative skills

-          Group processing

Benefits of Small Groups

(hint: S.I.,M,O.R.,F.F.,I.D.,M)

-          Students interact more socially

-          Promotes motivation for many learners

-          Students have more opportunities to respond

-          Students receive more frequent and immediate feedback

-          Students benefit from interactive discourse

-          It gives students who need more physical activity an opportunity for movement (without Chaos!)

Benefits of students who interact more socially

-          Encourages students to re-evaluate their own views of the world

-          Facilitates learning by encouraging people to listen to the views and perspectives of the world (Vygotsky)

-          Elaboration is enhanced by making information more meaningful by forming additional links to existing knowledge

-          Promotes motivation for many learners

-  Differentiating with small groups creates management opportunities….

- Differentiating with small groups sometimes involves changing adult belief behavior and system

- Lack of training

- It sometimes feels uncomfortable because it challenges traditional practice

-Teachers’ primary concern

          What do the others do while I am working in small groups?

           How will I get everything done?

            How to manage the noise level and movement