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We would group students based on ability or understanding of a topic. This would benefit them because their instruction would be specific for their learning needs. We would also do other activities with randomized groups with varying ability levels to allow them to learn from each other and collaborate with different peers.

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During parallel teaching, one way you could group students is based on interests. For example, you could group the students that prefer partner work vs. the students who prefer independent work and each teacher could do an activity based on those preferences. You could also group students based on reading level if it's an ELA lesson, or based on math skills for a math lesson, etc. That way you can provide more individualized supports for those students who might need it.

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We would group students with varying academic levels and skill sets to encourage classroom collaboration and peer learning.

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Some things we discussed on ways we would group students include splitting students in groups based on their understanding. One group would be students who understand things a bit more quickly while the other group would be students who need a bit more assistance on getting concepts. Another way would be splitting groups based on who works well with one another. Whoever will help motivate each other as sometimes some students can't work together.

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We thought of grouping students who are performing below grade level in one group, students who are above grade level in the other, and then the students who are at grade level will be split in the middle and put into the two groups. This would benefit students because they will be given instruction at their level, so they don't feel like they aren't being challenged or that they are being challenged too much.

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I would group them based on where students are at, students who may need to dive deeper into the content or need a different approach, but are still getting the same material can go in one group and the other group that benefit from a different approach can go into another group. Some of these include hands-on, visuals, writing, lecturing, etc.

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We would group my student in a lower and higher group, but we would mix my middle leveled kids in to either group to make them more even. This way the lower level students are able to get more individual instruction while not feeling left out.

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How we would group the students is by skill level. If the students are at a similar level, they can get the same help that can help them the most. This would benefit them the most because they are getting the proper support, and they are being helped in similar ways with the other students in their group. And if they are also around students who have the same strengths and weaknesses, they can work together and work better as a team.

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We were thinking about grouping students based on their preferred mode of learning. We can have one group that is more hands on and uses more manipulative materials, and one group that focuses more on reading/writing. This would provide students with more engagement based on how they prefer to learn best.

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In Joanna's placement, one co-teacher takes the students that need more support and another co-teacher uses enrichment for learning methods. Each group gets different tools and different learning materials, while the other group needing more support uses more resources for understanding. Groups aren't fixed, it is very dependent on learning within the groups. This does seem to benefit students because it is addressing their needs and is flexible and adaptable.

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In my current placement, I would group kindergarteners together based on their strengths/ needed areas of improvement. I would try to balance the groups in terms of kids with behavioral issues, putting them in groups with strong peer models to work with. In a lesson where we are reviewing ASL letters and word sounds, I would most likely take the students who have demonstrated fair understanding already, while my cooperating teacher would take the students who are struggling a bit more.

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We would group students by the supports that would benefit them. This would benefit students because students would work with different formats of the instruction that they may feel more comfortable with.

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We would group students based on their proficiency level. This would be beneficial because the teachers would be able to make their lesson and how they plan to teach to fit the students differentiated needs. This would reduce intimidation and result in a lower stake learning environment because they would not feel pressured to live up to a standard and compare themselves with their classmates.

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In parallel teaching, I would group students based on any differentiation needed, while keeping student behavior in mind. Students who need extra help or instruction to understand a topic would be in one group, while students who have fewer learning needs or supports would be in another. I would use student behavior as a grouping method. I would not group students who constantly distract each other in the same group.

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We think that a lesson involving hands-on activities, in addition to having something a bit more structured as well, would be good for parallel teaching. Students could be grouped by interests or by ways they like to show their thinking. The hands-on group would cater well to students who learn well visually and by moving around or using movement/voice. The other group could be more structured and use more writing based-activities.