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Peer Discussion Based Upon Degree of Comprehension:

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Peer Discussion Based Upon Degree of Comprehension:

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This grouping strategy is based upon my first communication strategy in the next column, so please refer to that column first in order to understand this strategy.

After students have raised their fingers denoting how well they comprehended the material, the teacher can then divide them into groups based upon how many fingers they raised.

For example, after explaining to the class what a noun is, I can have them raise their fingers to show their comprehension level. After this, I can split them into groups of 2 with one student who fully understands the concept of a noun and one who is not quite sure if they understand. This way, the student who understands the concept can explain it to the student who does not using language that is appropriate for their age group.

References

Fuchs, D., & Fuchs, L. S.(2005). Peer assisted learning strategies: Promoting word recognition, fluency, and reading comprehension in young children. The Journal of Special Education, 39, 34–44.

Maheady, L., Michielli-Pendl, J., Harper, G. F., & Mallette, B. (2006). The effects of numbered heads together with and without an incentive package on the science test performance of a diverse group of sixth graders. Journal of Behavioral Education, 15, 25–39.

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Whole-Group Responding Through Hand Signals:

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Whole-Group Responding Through Hand Signals:

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This communication strategy allows students to demonstrate the level at which they have understood the content. While it promotes engagement from every student, it also checks for the level of comprehension. As opposed to the traditional dichotomous system of "yes, I understand," or "no, I don't understand," this strategy allows students to self-evaluate and stay engaged in the process of learning.

There are several ways this strategy can be implemented, but the following is an example of how I would use the system in my own classroom:

After reading the definition of a spelling word to my class, I would ask them to raise their hands and put up one finger if they did not understand what I just said. I would ask them to raise two fingers if they think they understood everything, but they are not completely sure. I would ask them to raise three fingers if they are sure they understood. Lastly, I would ask them to raise four fingers if they completely understood and feel that they would be able to explain the definition to the class.

This will allow me to see who understands and who needs more help. Additionally, each student is taking responsibility for his/her learning and practicing becoming an autonomous learner.

References
Nagro, S. A., Hooks, S. D., Fraser, D. W., & Cornelius, K. E. (2016). Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms. Teaching Exceptional Children, 48(5), 243–249. https://doi.org/10.1177/0040059916640749

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This grouping strategy entails grouping students into pairs after posing a question. Instead of having to "group" the students, have them move seats, etc., it would be wise to just use who they are sitting next to to be the other member of the pair. For the purpose of this strategy, their seating partner is sufficient.

Say that I was asking my students to spell words out on their individual white boards after I called out the word. I would have everyone write down how they think the word is spelled. I would then have them consult with their partner. After a few moments and after I realize everyone is done, I would have the entire class raise their white boards up and show me their answer. This is useful for several reasons. First, students who can not think on the spot as quickly or students who cannot write as quickly as the others are not embarrassed in front of the whole class. Secondly, those that have written their word incorrectly can have the help of their peer to correct their work.Lastly, the goal is that every student holds up the correct spelling at the very end and has learned the correct way to the write the word.

References
Tyminski, A. M., Richardson, S. E., & Winarski, E. (2010). Enhancing think-pair-share. Teaching Children Mathematics, 16, 451–455.

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A fixed group is a group of students that are assigned to that group for the duration of the year. However, a student can be a member of several fixed groups. The groups that a student is a part of should depend on the task at hand and what the purpose of the group is.

For example, if I was having my students discuss a topic relating to a book we are reading that I feel should expose the students to different viewpoints/backgrounds/experiences, then I would have them get into their "#1 Groups" where I have grouped them based upon my perception of including a variety of backgrounds in that group.

However, if I was having my students discuss a sensitive scene that may be awkward or emotional, I would have them get into their "#2 groups" which may be comprised of all boys or all girls that I have determined they are friends with. These are not the only two groupings that a teacher could do. The possibilities are endless depending on the task at hand. Once a teacher is able to know his/her students better, these groups can be pre-decided and put up on the wall so every student knows immediately which group to go to.

References

Rance-Roney, J. A. (2010). Reconceptualizing Interactional Groups: Grouping Schemes for Maximizing Language Learning. English Teaching Forum, 48(1), 20–26. Retrieved from https://easydb.angelo.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ914885&site=eds-live

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Grouping students based upon their level of English acquisition is necessary at times when the task at hand is to practice using English in a group setting.

For example, if I want students to discuss a character from a story we are reading in class, I can split them into groups based on their English proficiency. In this case, they do not share the same native language. As the students discuss, they will have to use English, and they can assist each other with finding the correct words and terms to use to describe the character. This will decrease the anxiety of members in the group because they are all struggling to find the correct words as opposed to one child being the only one in the group who is struggling. This will increase engagement and promote a sense of security within this group.

References

Rance-Roney, J. A. (2010). Reconceptualizing Interactional Groups: Grouping Schemes for Maximizing Language Learning. English Teaching Forum, 48(1), 20–26. Retrieved from https://easydb.angelo.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ914885&site=eds-live

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This strategy is useful for teachers to use when they need to more accurately gauge how each individual is doing and specifically where the problems lie.

For example, I could ask my students to spell one of their spelling words on their white board. I would give everyone adequate time to respond. I would then have them all face forward and hold their boards up toward the front of the class. This would allow me to see who is struggling with what words and where each student is having problems.

References

Nagro, S. A., Hooks, S. D., Fraser, D. W., & Cornelius, K. E. (2016). Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms. Teaching Exceptional Children, 48(5), 243–249. https://doi.org/10.1177/0040059916640749

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When content mastery is the primary goal and English language acquisition is second, students can be paired with students who share their same native language before engaging in whole-group response.

For example, if the objective is to create a short story using one's spelling words for that week, I would group students into pairs based upon their native language. This would allow for an optimal level of communication because students can then codeswitch when needed in order to complete the task at hand. This would allow for the best outcome when the task at hand is the primary goal and the acquisition of the secondary language is the secondary goal.

References

Rance-Roney, J. A. (2010). Reconceptualizing Interactional Groups: Grouping Schemes for Maximizing Language Learning. English Teaching Forum, 48(1), 20–26. Retrieved from https://easydb.angelo.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ914885&site=eds-live

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When anxiety levels are high, student engagement will drop. In order to counteract this, repetitive whole group response is advisable. This will help to build predictability in the classroom so that students can be more at ease. This will increase participation, which will in turn increase engagement, and thus, increase learning.

For example, everyday, after individual reading time, I can tell my students that we will be practicing our vocabulary definitions. Then, I will hand out response cards. They will have "A," "B," "C," or "D." This will help those students who struggle with writing, spelling, etc. It creates a safe environment in which they feel they can participate without any negative consequences. I will then put questions up on the board and have them raise the appropriate card to denote their answer. The questions will simply ask what a certain vocabulary word means, and the answer choices will be the definition responses to pick from. In this case, content mastery is the primary goal while all other goals are secondary.

References
Nagro, S. A., Hooks, S. D., Fraser, D. W., & Cornelius, K. E. (2016). Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms. Teaching Exceptional Children, 48(5), 243–249. https://doi.org/10.1177/0040059916640749