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The interest could be specific or esoteric.

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Interests
Ability
Understanding

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Groupinator...

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Gender

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Interest survey

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Choice in an activity

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I can make groups by mastery of a CCSS

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Learner Types- visual etc

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levels of confidence in topic

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Make a visual representation of the grouping strategy.
What differentiation choices did the teacher make?
How are they using self or formative assessment?
What could they have done differently?
How could this apply to other content areas?

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Try it out if you'd like!

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Coggle is online software for creating and sharing mindmaps and flowcharts. It works online in your browser: there's nothing to download or install. Log in to start diagramming!

Whether you're taking notes, brainstorming, planning, or doing something awesomely creative, it is super simple to visualise your ideas with Coggle. Share with as many friends or colleagues as you like. Changes you make will show up instantly in their browser, wherever they are in the world

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The clear way to share complex information. Coggle is a collaborative mind-mapping tool that helps you make sense of complex things. Create unlimited mind maps and easily share them with friends and colleagues.

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(John, Jess)

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Pinwheel Discussions: Texts in Conversation

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What a fun way to get high school students to discuss literature. The Pinwheel Discussions lesson plan puts students in roles that will force them to be engaged and effectively discuss the readings.

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(Sari and Cassie, Pt. 2)

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Discussion and Supporting Materials

Thought starters

1. How does Ms. Horwitz's use of the checklist help students focus on their speaking and listening goals?

2. How does Ms. Horwitz use the data from the checklist?

3. How could you adapt this checklist for use in your own classroom?

School Details

Acorn Woodland Elementary School
1025 81st Avenue
Oakland CA 94621

Data Provided By:

Teachers

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Listening & Speaking: Formative Assessment

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Sarah Horwitz explains how she uses a checklist to formatively assess listening and speaking skills during academic conversations. She uses the checklist to target specific goals, and says that her use of the checklist encourages the students to focus on those goals.

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(Sari and Cassie, Pt. 1)

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Discussion and Supporting Materials

Thought starters

1. What makes the 1-3-6 process successful?

2. Why is it valuable to have students work individually before forming groups?

3. How does working in groups of three prepare students for working in groups of six?

School Details

Alief Early College High School
2811 Hayes Road
Houston TX 77082

Data Provided By:

Teachers

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Collaborative Group Work with the 1-3-6 Protocol

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Students in Kevin Sevin's AVID class work individually, in groups of three, and finally in groups of six. By working individually, students have a chance to dive into the assignment before collaborating with others. In groups of three, students hear each others' thoughts and then pair up with another group to form groups of six.

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(Joe and Cliff)