Grouping Students in an English high school class
Summary
TLDRThis transcript outlines a teacher's approach to collaborative learning in a classroom setting. The teacher emphasizes grouping students based on data to facilitate peer learning and adheres to small group sizes for effective collaboration. They use baseline assessments to understand student needs and tailor group work accordingly. The teacher's role shifts from direct instruction to facilitation, focusing on monitoring and guiding students through complex tasks. Strategies such as nonverbal cues and targeted questioning are used to maintain focus and comprehension.
Takeaways
- ๐ฅ Collaboration is key to unlocking Florida standards and learning from peers.
- ๐จโ๐จโ๐งโ๐ฆ Group sizes are kept small, typically no larger than four, to ensure effective learning.
- ๐ Baseline data from assessments at the beginning of the year helps determine student needs.
- ๐ Students with IEPs are considered when forming collaborative groups.
- ๐ Each student is responsible for their own task within a group, promoting individual accountability.
- ๐ค Groups work on complex tasks for the first time within a unit to understand material complexity.
- ๐ On-task behavior is monitored, and off-task issues are addressed promptly and non-disruptively.
- ๐ค Nonverbal cues are used to redirect students who are off-task.
- ๐ Teachers check in with students by asking key questions to gauge their understanding and progress.
- ๐ซ The teacher's role shifts from direct instruction to facilitation and coaching during group work.
- ๐ Today's learning goal is to identify specific behaviors in 'Romeo and Juliet' that illustrate related claims from a pamphlet.
Q & A
What is the key to unlocking some of the Florida standards according to the transcript?
-The key to unlocking some of the Florida standards is the collaboration piece, as students can learn from their peers in a way that might not be possible through the teacher's instruction alone.
What is the ideal group size for students when collaborating?
-The ideal group size for students when collaborating is typically no larger than four, and for students with high needs or low-performing students, the group should not be larger than three.
Why does the teacher not place low-performing students in larger groups?
-The teacher does not place low-performing students in larger groups to leave space for the teacher to provide assistance at their level in an unobtrusive and unintimidating way.
How does the teacher determine the groups for students?
-The teacher determines the groups for students by looking at baseline data from assessments tied to the standards for the semester, as well as considering any students with IEPs.
What is the purpose of students working collaboratively in groups?
-The purpose of students working collaboratively in groups is to help them understand the complexity of the material while completing individual tasks, not to complete one unified project.
How does the teacher ensure that students are accountable for their work within the group?
-The teacher ensures that students are accountable for their work within the group by assigning individual tasks such as a graphic organizer or a written piece that they have to submit at the end of class.
When should students collaborate with their peers according to the transcript?
-Students should collaborate with their peers typically within the unit when they are grappling with complex tasks for the first time, before they have to do it independently.
What strategies does the teacher use to maintain focus within the groups?
-The teacher uses nonverbal cues to redirect students who are off task in an unobtrusive and non-disruptive way to maintain focus within the groups.
How does the teacher monitor students when they are working collaboratively?
-The teacher monitors students by checking in with them, asking key questions, and having mini-conferences while also monitoring for on-task behaviors with other students.
What is the teacher's role when students are in collaborative groups?
-The teacher's role shifts from direct instruction to facilitator of the learning process, coaching and guiding students towards their own discoveries.
What is the learning goal for the day mentioned in the transcript?
-The learning goal for the day is for students to identify specific behaviors of Romeo and Juliet that illustrate related claims from a pamphlet.
Outlines
๐ Effective Grouping Strategies in Classroom
The speaker emphasizes the importance of grouping students based on data to meet Florida standards, with a maximum group size of four. For students with high needs or low performance, groups are limited to three to allow for personalized assistance without intimidation. The speaker uses baseline assessments to determine students' capabilities and needs, and considers IEPs when forming groups. Each student is responsible for individual tasks within the group, promoting accountability. The speaker also discusses strategies for maintaining focus and addressing off-task behavior using non-verbal cues and regular check-ins with students.
๐ Facilitating Comprehension through Collaboration
As a facilitator, the speaker's role shifts from direct instruction to guiding students towards their own discoveries. They monitor groups for on-task behavior and comprehension, moving and rotating throughout the classroom to ensure understanding of the assignment. The learning goal is to identify specific behaviors in 'Romeo and Juliet' that illustrate related claims from a pamphlet. Students are given time to independently identify main claims by underlining or highlighting them, which will aid in group discussions using a graphic organizer.
Mindmap
Keywords
๐กCollaboration
๐กGrouping
๐กBaseline Data
๐กIEPs
๐กAccountability
๐กComplexity
๐กOn-task Behavior
๐กNonverbal Cues
๐กFacilitator
๐กComprehension
๐กGraphic Organizer
Highlights
Collaboration is key to unlocking Florida standards.
Groups are based on data to enable peer learning.
Groups are kept small, typically no larger than four students.
Students with high needs are placed in groups of three or less.
Teacher provides assistance in an unobtrusive way.
Baseline data is used to determine student needs.
IEP students are considered in group assignments.
Students are responsible for individual tasks within groups.
Collaboration aims to understand complexity, not complete a unified project.
Groups work on complex tasks for the first time within a unit.
Monitoring is crucial for on-task behavior.
Nonverbal cues are used to redirect off-task behavior.
Strategies include checking in with students and asking key questions.
Teacher's role shifts from direct instruction to facilitation.
Monitoring involves multitasking and listening for on-task behavior.
Facilitator ensures groups understand and are on task.
Learning goal is to identify specific behaviors from 'Romeo and Juliet'.
Students are given time to identify main claims from a pamphlet.
Graphic organizers are used for quick referencing of claims.
Transcripts
yeah dat like a teenager I groups
students because the collaboration piece
is key to unlocking some of the Florida
standards and when they're grouped based
on data they are able to learn things
from their peers that they might not be
able to get from me in my instruction
when I'm trying to deliver a lesson my
groups are never larger than four
students typically if I have students
with very high needs their
low-performing students
I will not place them in a group larger
than three because then that leaves
space for me to be able to sit down with
them on their level and provide them
that assistance that they need in an
unobtrusive and unintimidating way when
determining the groups for my students
and how they're going to work
collaboratively I like to look at any
data which would be baseline data always
at the beginning of the year I
administer a baseline assessment that is
tied to the standards for that semester
for the scope and sequence that the
district gives us so that I can
determine where they stand
are they below expectations meeting
expectations are they exceeding so I can
determine their needs
in order to help them achieve success
from there I also take into
consideration any students that have IEP
s when working in collaborative groups
students are responsible for their own
tasks so there might be something like a
graphic organizer or a written piece
that they have to submit at the end of
class so every student is accountable
for the work that they're doing within
the group it is not a collaboration to
complete one unified project between the
students but rather it
to help the students understand the
complexity of the material while they're
completing an individual task it's
typically within the unit when they are
grappling with complex tasks for the
first time so when they are trying to
wrap their mind around the task and the
complexity of the material and what
they're being asked to do they usually
interact with their peers before they
have to do that independently in order
to maintain the focus within the groups
and the control of the classroom you
have to monitor for on task behavior and
when a student is off task or a group is
off task it's always key to address it
as soon as it happens but you're
addressing it can become just as
disruptive as the behavior if you don't
already have a system in place and I
like to utilize nonverbal cues so that
the students can see that they're off
task and it can redirect them in an
unobtrusive and non disruptive way to
the rest of the classroom some
strategies I use to monitor my students
when they're working collaboratively
within groups is to check in with them
and ask key questions that require them
to actually think about what they're
doing
typically when I'm doing my first
walkthrough throughout the classroom I
ask them to explain the task back to me
as they think it should be accomplished
and what they think their goals are for
that session with their peers and from
there my questions just help determine
where are they within the task are they
actually on track
you have to multitask when you are
monitoring because you have to be able
to have a mini conference with one
student at a table within their group
but also still be able to monitor for on
task behaviors with your other students
and just always listen for key phrases
and on task behavior when I release
students into their collaborative groups
my role as the teacher shifts
direct instruction to facilitator of the
learning process and really coaching
them and help guide them towards their
own discoveries
I monitor my groups for both on task
behaviors and comprehension of the tasks
that they've been given so what I have
to do as a facilitator is constantly
move and rotate within the groups and
throughout the classroom I am moving the
entire class period while they are
collaborating and ensuring that I am
touching base with each group at
different intervals to ensure that they
are on task they are behaving
appropriately and they are actually
understanding the assignment so today's
learning goal is that you will be able
to identify Romeo and Juliet specific
behaviors dictators that illustrate
related claims from this pamphlet so you
should have already read through the
pamphlet but today we're going to give
us some time about we'll say 10 minutes
independently to identify the main
claims because yesterday you just let's
see a brief overview of the article you
didn't really get to dive into it today
what I want you to do with this is
identify by underlining or highlighting
some of the main claims that the
author's make so that when were looking
at the graphic organizer that I just
we're working within our groups you're
able to quickly reference the main
claims because you already identified
them
Browse More Related Video
Desain dan Cara Optimalisasi Pembelajaran Interaktif
Classroom Observation: Establishing Routines
Real-Time Assessment: Providing a Window Into Student Learning
LU 2 Menyiapkan Asesmen - Asesmen Diagnostik (PJOK)
Shaping the Way We Teach English: Module 07, Learning Strategies
The Good, The Bad, and The Collaborative - EPI's Launch Your Classroom!
5.0 / 5 (0 votes)