Grouping Strategies: Reflection

Grouping for teaching this year has pulled my mind in a hundred different directions.  This best practice has been around since the start of teaching, yet teachers utilize the method that is most time effective in order to survive, not thrive, in the classroom.

I recommend a spreadsheet that has different grouping options and notes about individual students.  I began by having students take a learning styles inventory found here:
http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml


The results were posted in the room so students could see what other students could compare and contrast the different learning styles in the classroom.

This allowed students to self-assess and then I recorded their results to use in grouping.  When doing a learning task that requires an activity that would benefit by having a variety of learners, I would mix the groups with visual, auditory and tactile learners for maximum effect.  Another way of coding students was by noting students who had been identified in gifted for reading and additionally I made notes on the spreadsheet about AP classes taken.  This allowed me some useful information about the students via learning style and academic history.

I also used a grouping strategy in an English Elective: Bestsellers that has a spectrum of students ranging from grade 9-12, and an even greater extreme of reading levels.  After teaching a lesson that involved grouping, I reflected on my strategies.
Students were exploring the concepts of plot and theme development.  They were being encouraged to begin to think about how the book is making larger commentary via smaller plot events.  Each group had a question that scaffolded to the essential questions of the book.  Students were engaged and contributing to their groups.  I plan to do a variety of groupings in the future of this elective class.  There is an opportunity to have grades 9-12 collaborate over content and there is value in that experience.