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Please upload anything that you are currently using or plan to use to the Center drive. Make sure you put it in your grade-level folder.

Cargue todo lo que esté usando actualmente o planee usar en la unidad central. Asegúrate de ponerlo en la carpeta de tu nivel de grado.

You are welcomed to use the items in this drive. I just ask that you do not make duplicate copies or delete anything. Please download the item you would like to use or make a copy of it on your personal device or drive. Thanks!

Le invitamos a utilizar los elementos de esta unidad. Sólo les pido que no hagan copias duplicadas ni borren nada. Descargue el elemento que desea utilizar o haga una copia en su dispositivo o disco personal. ¡Gracias!

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Whether to form groups with students of similar or mixed ability depends on the purpose of the learning activity.

©Shutterstock.com/Syda Productions

"OK, kids, we're going to be learning in groups today. Each group needs a math checker, a presenter, a writer/editor, and an illustrator. You decide who does what. You'll be reviewing the best ways to solve polynomial problems. Please pull out the instructions and the rubric for this assignment. As a group, your task is to create a one-page, step-by-step process that someone could follow to arrive at a solution. You have 15 minutes to complete this task according to the rubric that I have handed out. Ready, set, go!"

The teacher who gives these instructions then spends the next 15 minutes roving about the classroom, reviewing the progress of each group and asking probing questions to help the individual groups clarify their thinking.

Grouping sounds so easy. What we don't see in the above example is how the teacher has organized students in the groups in order to achieve the best results. Some educators firmly believe that a teacher must mix the groups so that students of all levels are represented in each group (heterogeneous grouping of students), while others believe that a teacher must organize the students by ability levels (homogeneous grouping of students). Robert Marzano, Debra Pickering, and Jane Pollock explain in Classroom Instruction That Works (first edition) that there are advantages to both methods, depending on what the teacher wants to do.

Identifying Purposes

If the purpose of the group learning activity is to help struggling students, the research shows that heterogeneous groups may help most. On the other hand, if the purpose is to encourage medium ability groups to learn at high levels, homogeneous grouping would be better.

I learned this as a teacher when one of my gifted and talented students told me in confidence that she really hated being in heterogeneous groups (she said it differently, of course) all the time because by default, the other members of the group expected her to be the leader, organize things, and do all the work.

This was a tipping point for me, because it made me realize that I wasn't grouping students for increased learning. I was using grouping mainly as a discipline management tool, and in actuality my attempt to increase student engagement had completely backfired. By always making sure that the "smart" students and the struggling students were equally divided in the groups, I was actually limiting the student participation to the de facto leaders of the groups.

Deciding Which Is Best

Because of this epiphany, I remember vowing that I would further differentiate my teaching by also seeking ways to give the upper-level students challenging and engaging learning activities. I promised to stop using the "good kids" in the hope that some of their "goodness" would rub off on the other students. An interesting thing happened when I grouped the students by ability. New leadership structures formed, and students who had never actively participated in groups before all of a sudden demonstrated skills and creativity that I never knew they had.

Students are smart and can easily figure out what we're really doing. Students, in our classrooms, know when they are being grouped to mainly tutor and remediate less capable students and... most of the time they resent it. We can also tick them off when we form groups solely for discipline purposes by placing the calm, obedient students in each group to separate and calm down the unruly ones. My daughter Mercedes, who falls in both categories above, said that when teachers do this to her, she doesn't learn and it's not fun for her or the other students. Perhaps more often than not, students are savvy enough to play along when they recognize that the grouping is nothing more than a routine way to spend the time and has no real learning purpose at all.

If given a choice, students prefer to learning in groups of their peers and friends (homogeneous groups), but they also appreciate getting to know and learn from other members of the classroom. This requires that we trust students to make good decisions and hold them accountable for following the norms of learning in groups.

According to Marzano, Pickering and Pollock, effective learning in groups must have at least the following elements:

The work must involve every member of the group.

Each person has a valid job to perform with a known standard of completion.

Each member is invested in completing the task or learning goal.

Each member is accountable individually and collectively.

Remember that the desks are not attached to the floor-we can mix things up in heterogeneous and homogeneous groups in interesting and creative ways: eye color, left- or right-handedness, preferred pizza toppings, number of siblings, music preferences, gender, nationality, hair length, shoe laces, genetic traits, learning styles, etc.

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Student Learning Groups: Homogeneous or Heterogeneous?

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Whether to form groups with students of similar or mixed ability depends on the purpose of the learning activity. ©Shutterstock.com/Syda Productions "OK, kids, we're going to be learning in groups today. Each group needs a math checker, a presenter, a writer/editor, and an illustrator. You decide who does what.

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Ejemplo de diapositiva de rotación de estación en español

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Ejemplo de diapositiva de rotación de estación en español

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Utilice este documento para crear sus grupos por actividad.

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Use this document to create your groups per activity.

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Stations/ Small groups impacts peer tutoring, peer engagement, one-on-one supporting students needs.

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It has allowed our students to facilitate their own learning with visuals and a timer to keep everybody on task.

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Kids can practice in a smaller group setting, one on one with teacher

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It improves the students test scores. It allows students to grasp the concepts that are taught during the main lesson. It allows for peer tutoring.

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Small group instructions benefit students by teacher using differentiated instructions to customize to an individual student's needs.

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Small groups allows for differentiated instruction, peer learning, and one on one support.

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It's great opportunity to focus on their personal goals based on the outcome of our assessments. They are more engaged and can develop individually.

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Positive environment and students love to work with teacher. It also, gives student an opportunity to learn from their peers.

It gives teacher to collect data on each student.

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Small groups allow struggling students to practice areas where they need help. It helps getting them up to pace with the other students who are on level. Doing stations allows peers to support others and helps strugglers understand the concepts they are not getting on their own.

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Support the student learning process, and is more cooperative because increase the student knowledge. In addition, the students learn how to help each other.

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They help us provide tailored instructions.

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You can reinforce all the new and past knowledges studied in class during small groups and stations.

Students became more independent during stations, especially in Kinder.

Learning process is hand on, so it is more fun.

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The small groups can be benefited by making a differentiation when students are struggling. Based on data and students needs we can create a differentiation. one-on-one supporting student's needs.

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It impacts the students because it allows them to practice what they have learned, the instruction can be differentiated according to their needs. It also allows them to work together with their peers and is a time to clarify misunderstandings.

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Small group has an impact on student's progress by getting what the student's needs.

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The lowest TEKS are two in Math...

2.2 & 2.7

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The lowest Teks are 2.2 & 2.7

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M.2.2.B
M.2.2.A

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M.1.3

M.1.5

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The lowest teks are 1.3 and 1.5

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M.1.5.F

The students applies mathematical process standars to identify and apply number patterns within properties of numbers and operations in order to describe relationships.

Student expectation: Determine the unknown whole number in an addition or substraction equation when the unknown ma y be any one of the three or four terms in the equation.

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K.2F Generate a number that is one more than or one less than another number up to at

least 20.

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Teks: K.2A, K.2C, K.2D.

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Our lowest TEK is K2E Recognize instantly the quantity of a small group of objects in organized and random arrangements.

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M.1..5.

M.1.3

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TFAR 5 Lowest TEKS

Student Expectation: M.2.7.B: Use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200; and

Student Expectation: M.4.4.A: Add and subtract whole numbers and decimals to the hundredths place using the standard algorithm;

Student Expectation: M.5.3.C: Solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm;

Student Expectation: M.5.2.C: Round decimals to tenths or hundredths.

Student Expectation: M.3.4.K: Solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.

Student Expectation: M.2.9.C: Represent whole numbers as distances from any given location on a number line;

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M.1.5.D

M.1.5.F

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Unable to find TEKS

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ST Math

Addition fluency

Number bond fluency

Substraction fluency

Teacher table

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Number bonds

Place Value

Addition/ Subtraction 3 Digits

ST Math/Zearn

Teacher Table

Versa Tile

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Number Bonds

ST Math

Addition and Subtraction

Teacher Table

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Eureka Math resources

Teacher Table

ST Math

Zearn

Versa-tiles

Place Value Chart

Math Reading Books

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2.2B, 2.27 lowest

# data[].attributes.body
ST Math

Zearn

Fluency

Sorting

Teacher Table

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ST math/ Zearn

teacher table

addition and subtraction fluency

number bond activity

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STMath, Zearn, Teacher Table.

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1. St. Math

2. Fluency

3. Teacher Table

4. Counting

5. Writing Numbers

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Q1: Succeed work and manipulatives

Q2: Template practice

Sprint practice

ST Math

Teacher table

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Progressive counting

Stmath

Number Sense

Missing number - One less/one more

Quantity and number with Clothes pin

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2.2b,2.27

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St Math/Zearn

teacher table

Number bonds (Vinculos numericos)

Conteos numericos

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ST Math/ Teacher table/ flash cards (adding & subtracting)/

# data[].attributes.body
St math

Teacher Table

Eureka math resource

sorting

Fluency

Number bonds

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StMath

Fluency station

Teacher table

Subtraction and addition fluency

Manipulatives

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Write the missing number activity

STMath

Fluency

Number Bonds

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ST Math

Fluency

Counting

Addition

Teacher table

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1. ZEARN/SEESAW

2. NUMBER BOND

3. ADD OR SUBTRACTION WITH CARDS AND WRITING WITH LETTERS THE ANSWER.

4. ST-MATH

5. EXIT TICKET OR PREVIEW ON THE TEACHER TABLE.

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STMATH

Fluency

Number bonds

Add and subtractions

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ST Math

Teacher Table

White Boards

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Teacher table

Number bond

Fluency

ST Math

Addition

Subtraction

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Number recognition

Zearn

Teacher Table

Family numbers

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ST Math/ Zearn

One more, one less

Fluency

Teacher Table

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Writing numbers. Numbers sentence steam

1 menos es_________

1 mas es____________