Effective Small Group Effective Small Group InstructionInstruction

Goal Statement:Goal Statement:

• Hillcrest teachers will have a mastery Hillcrest teachers will have a mastery of small group instruction by of small group instruction by incorporating complete student incorporating complete student understanding through high-yield understanding through high-yield engagement strategies, varied engagement strategies, varied learning styles and differentiation, and learning styles and differentiation, and articulating clear expectations with the articulating clear expectations with the final assessment/goal in mind.final assessment/goal in mind.

TimelineTimeline

• December 2- December 2- PLC meet with Departments PLC meet with Departments INSTEAD of teams to discuss how, as a INSTEAD of teams to discuss how, as a department, you will implement thisdepartment, you will implement this

• January 6- January 6- Department meetings to discuss Department meetings to discuss and report on progress (staff mtg)and report on progress (staff mtg)

• January 7- January 7- Departments present data from Departments present data from small group implementation (1/2 day)small group implementation (1/2 day)

• Feb. 2- Feb. 2- Full Professional Development Day– Full Professional Development Day– More Info To Come!More Info To Come!

EvaluationsEvaluations

• How does this link to the teacher How does this link to the teacher evaluations?evaluations?

EvaluationsEvaluations

• Robin: 1ERobin: 1E

Evaluations ContinuedEvaluations Continued

• Additional 15-30 minute observation Additional 15-30 minute observation to see small grouping and rotation of to see small grouping and rotation of groupsgroups

• In Post Conference: Your evaluator In Post Conference: Your evaluator will ask what data you use to will ask what data you use to implement your small groupsimplement your small groups

What is small group What is small group instruction?instruction?

• Small flex groups based on data and Small flex groups based on data and teacher observation of studentsteacher observation of students

• Small groups are used to meet Small groups are used to meet specific students’ needs in specific students’ needs in oneone area area

• Teacher needs to form groups Teacher needs to form groups depending on outcome of depending on outcome of assessment/dataassessment/data

What is small group What is small group instruction?instruction?• Identify target components of the lessonIdentify target components of the lesson

– What concept do you want them to learn?What concept do you want them to learn?

• Identify target resourcesIdentify target resources– What materials do I need?What materials do I need?

• Implement a classroom management systemImplement a classroom management system– How will my students know what to do?How will my students know what to do?

• Differentiated instruction in target groupsDifferentiated instruction in target groups– What is the purpose of the activity?What is the purpose of the activity?– Are each groups’ needs the same?Are each groups’ needs the same?

What does Small Group What does Small Group Instruction Look Like:Instruction Look Like:• See:See: Total student engagement, complete Total student engagement, complete

understanding of topics, varied lesson plans, varied understanding of topics, varied lesson plans, varied styles of learning, data driven, flexible, personalized, styles of learning, data driven, flexible, personalized, small group, differentiation, clear expectations, goal to small group, differentiation, clear expectations, goal to get to the assessment, posted procedures, get to the assessment, posted procedures, independence among groups, teacher monitoring, class independence among groups, teacher monitoring, class set-up and structureset-up and structure

• Hear:Hear: students understanding topics, reciprocal students understanding topics, reciprocal teaching, teacher instruction, re-direction, transitional teaching, teacher instruction, re-direction, transitional cues, and informal assessmentcues, and informal assessment

• Touch:Touch: Varied lesson plans, materials for learning Varied lesson plans, materials for learning styles, finished products, desk (room set-up)styles, finished products, desk (room set-up)

Differentiated Instruction is Differentiated Instruction is ProactiveProactive

The teacher willThe teacher will

• different learners have different different learners have different needs.needs.

• variety of ways to “get at” and variety of ways to “get at” and express learningexpress learning..

• organizes materials and resources so organizes materials and resources so learning will be purposeful and not learning will be purposeful and not chaotic.chaotic.

Expect Expect BETTERBETTER work, work, not not MOREMORE work!!! work!!!

• Adjust the nature of the assignment Adjust the nature of the assignment to meet student needsto meet student needs..

• The The level of complexity, steps in a level of complexity, steps in a task, and levels of questioningtask, and levels of questioning can can be geared to student ability.be geared to student ability.

What do they already know?What do they already know?

Determine where your students are atDetermine where your students are at

Pretests are not the same for every Pretests are not the same for every teacherteacher

• AIMS TestsAIMS Tests

• DVA’sDVA’s

• Interest SurveysInterest Surveys

Benchmarks monitor student’s progress!Benchmarks monitor student’s progress!

Provide Several Provide Several Routes to Content, Routes to Content, Process, and Process, and ProductProduct

• Content—Content—what students learnwhat students learn

• Process—Process—how students go about how students go about making sense of ideas and making sense of ideas and informationinformation

• Product—Product—how students demonstrate how students demonstrate what they have learnedwhat they have learned

Differentiation Blends Several Differentiation Blends Several Types of InstructionTypes of Instruction

• Whole-class instructionWhole-class instruction

• Individual instructionIndividual instruction

• Flexible groupingFlexible grouping

• Cooperative/collaborative learningCooperative/collaborative learning

Differentiation is FluidDifferentiation is Fluid

• Teachers participate in Teachers participate in ongoing ongoing collaboration with studentscollaboration with students

• Lessons and assignments are Lessons and assignments are adjusted as neededadjusted as needed

• There is There is no one “right” way to no one “right” way to differentiate as long as the basic differentiate as long as the basic principles of differentiated learning principles of differentiated learning are followed.are followed.

Why have you been looking Why have you been looking at the ocean during the at the ocean during the presentation?presentation?

BecauseBecauseLike being on the ocean, to avoid being adrift in your new Like being on the ocean, to avoid being adrift in your new

endeavor you need to ensure that…endeavor you need to ensure that…

• Students are Students are pre-assessed to determine learning needs.pre-assessed to determine learning needs.• The teacher plans proactively to The teacher plans proactively to provide several learning options.provide several learning options.• Students Students work alone, in pairs, and in small groupswork alone, in pairs, and in small groups..• Students Students sometimes receive whole-class instructionsometimes receive whole-class instruction ..• The teacher gives The teacher gives clear directionsclear directions and and shares responsibility with shares responsibility with

students.students.• The The teacher provides organizationteacher provides organization to the degree that to the degree that learning is learning is

purposeful and not chaoticpurposeful and not chaotic..• The The teacher provides supportteacher provides support as needed. as needed.• The The student takes responsibilitystudent takes responsibility for his/her own learning and for his/her own learning and

demonstrates understandingdemonstrates understanding through a student-designed through a student-designed product.product.

10 Minute Break10 Minute Break

** When you return: MAKE SURE you get a number from Knowlton

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