Instructional grouping options (e.g., individual, small-group, whole-class, cross-grade, computer-based, etc.) as appropriate for accomplishing given purposes.
Several different grouping options exist for instruction and practice within classroom settings such as whole-group, small-group, individual, cross-grade, and computer-based. In addition, various styles of grouping exist such as by ability, interests, skill, age, learning style, etc. Educators must decide which options and styles best fit their students for every learning experience. For example, whole-group instruction may be appropriate for introducing a new concept. Educators can quickly ascertain which students will need review or supplemental instruction and may choose to work with these students on an individual basis, partner them up with a peer (possibly from another grade level), or pull them in a small group.
The first artifact is a picture of my kindergarten students working with their writing partners. They were using this time to listen and attend to each others' stories then give feedback in the form of compliments, questions, or friendly suggestions. The second artifact is my Daily 5 grouping chart. In the chart, my students are put into ability groups for guided reading as one of their Daily 5 stations. Both of these artifacts exemplify instructional grouping decisions I have made. The third artifact is the first chapter in Curt Dudley-Marling & Patricia Paugh's book, A Classroom Teacher's Guide to Struggling Readers (2004). In this chapter, the authors discuss utilizing different grouping options within the Reading Workshop model and highlight one teacher's classroom. This teacher engages students in literate conversations during read alouds in a whole-group situation. He allows students to choose their literacy centers, thereby inadvertently grouping them by interest. During this time, he conducts guided reading groups in which students are grouped by ability. Next, he holds individual reading conferences, tailoring the conversation and work to each student's needs. These artifacts demonstrate my knowledge of different types of instructional groupings, and my ability to use them effectively in my classroom.
Several different grouping options exist for instruction and practice within classroom settings such as whole-group, small-group, individual, cross-grade, and computer-based. In addition, various styles of grouping exist such as by ability, interests, skill, age, learning style, etc. Educators must decide which options and styles best fit their students for every learning experience. For example, whole-group instruction may be appropriate for introducing a new concept. Educators can quickly ascertain which students will need review or supplemental instruction and may choose to work with these students on an individual basis, partner them up with a peer (possibly from another grade level), or pull them in a small group.
The first artifact is a picture of my kindergarten students working with their writing partners. They were using this time to listen and attend to each others' stories then give feedback in the form of compliments, questions, or friendly suggestions. The second artifact is my Daily 5 grouping chart. In the chart, my students are put into ability groups for guided reading as one of their Daily 5 stations. Both of these artifacts exemplify instructional grouping decisions I have made. The third artifact is the first chapter in Curt Dudley-Marling & Patricia Paugh's book, A Classroom Teacher's Guide to Struggling Readers (2004). In this chapter, the authors discuss utilizing different grouping options within the Reading Workshop model and highlight one teacher's classroom. This teacher engages students in literate conversations during read alouds in a whole-group situation. He allows students to choose their literacy centers, thereby inadvertently grouping them by interest. During this time, he conducts guided reading groups in which students are grouped by ability. Next, he holds individual reading conferences, tailoring the conversation and work to each student's needs. These artifacts demonstrate my knowledge of different types of instructional groupings, and my ability to use them effectively in my classroom.