# data[].attributes.body
- Student Choice
- facilitation
- data driven

# data[].attributes.body
How to raise the rigor?

# data[].attributes.body
Mrs. Blumenauer offered tech integration as an option. I think this is awesome, as it allows student autonomy for problem solving. i wonder though, how this impacts direct instruction and directiveness.

# data[].attributes.body
Read aloud with targeted group (night)

# data[].attributes.body
Small groups to ' Re Learn" materials

# data[].attributes.body
SGI Norms on bulletin board and referenced in lesson

# data[].attributes.body
Yates: facilitation skills! set task for Small group instruction, checked a MI, then back to Small group

# data[].attributes.body
Teacher stationed at "Help Desk"

# data[].attributes.body
Drill used to create small groups

# data[].attributes.body
Stamp or no stamp to form Small group instruction

# data[].attributes.body
Self paced study of Night with targeted small group instruction planned.

# data[].attributes.body
Yates: Self paced targeted group instruction

# data[].attributes.body
Mrs. Yates class was divided with small group instruction and independent work.
Her time, though, seemed devoted to classroom management.  While students answered questions independently.

How can we adapt rigor in this setting?

# data[].attributes.body
Small group Instruction planned for the entire day

- how is it targeted?

# data[].attributes.body
Missed opportunities from group work

# data[].attributes.body
- Roles
- Norms
- Routines

# data[].attributes.body
Good SGI
Norms reviewed
- 3 before me
- Teacher Time

# data[].attributes.body
Students self sorted via 'focus' or other learning check to students/activities

# data[].attributes.body
Teacher working with group based on previous class assessment

# data[].attributes.body
Teacher working with small group others independent

# data[].attributes.body
Grouping based on warm up-- working with select students

# data[].attributes.body
All T's were allowing students to work together but not really targeted groups.

# data[].attributes.body
Kaumeyer had students working in groups

# data[].attributes.body
Saw Hohlfeld reinforce expectations and routines for small group time

# data[].attributes.body
Relearning activity based on drill before moving to today's work

# data[].attributes.body
Routines/ clear direction in place and free teacher to facilitate

# data[].attributes.body
Targeted small group instruction norms created and discussed

# data[].attributes.body
Students used the posters around the room to help with assignments

# data[].attributes.body
Teacher going over Small Group Norms

# data[].attributes.body
Student as teacher

# data[].attributes.body
Literature circle with pull out group

# data[].attributes.body
3 different learning assignments

# data[].attributes.body
Small Group instruction becomes all teacher talk and more targeted

# data[].attributes.body
Meaningful work. Purposeful.

# data[].attributes.body
Expectation were clear to 9th grade English

# data[].attributes.body
English 9: Small group instruction with teacher; students not with teacher working in pairs to mind map

# data[].attributes.body
AP world history- teacher as facilitator to socrative seminar

# data[].attributes.body
Multiple concurrent socrative seminars allowed the teacher to drop in on groups/ questions that needed clarification

# data[].attributes.body
Ms. Lubold had students working in small groups completing mini socratic seminars

# data[].attributes.body
ESOL students grouped by strength of target language

# data[].attributes.body
SGI to help with complex reading comprehension

# data[].attributes.body
SGI- Rm 324
Teacher met in small group with students while other students used lesson tiles for graphic representation of TKAM

# data[].attributes.body
Students self selecting small group with teacher

# data[].attributes.body
* Teacher pulled students based on FA from the day before

* Student roles?

*1 girls partner was with the teacher in SGI and she didnt want to work ahead without her- nothing to do

# data[].attributes.body
* students broke into groups based on warm up FA

* could the teacher have a small group as one of the stops so he didnt have to run around the room?

# data[].attributes.body
Grow- how to build self efficacy

# data[].attributes.body
*Students picked to work ahead on PBA or meet with the teacher for extra help

* How do you position yourself to hold all accountable?

# data[].attributes.body
Blumenauer:
- TSG happening
- To Do List posted for all
- Accountability of students not in teacher group

# data[].attributes.body
Ridgway had small groups tiered by need but students were off task if teacher wasnt present

# data[].attributes.body
Teachers focused on small group, primarily teacher talk

# data[].attributes.body
Mrs. Blumenauer was working with a select group of students while the rest of the students were working in pairs completing a map of characters in to kill a mockingbird

# data[].attributes.body
Did not see today but eager to see this more as teachers get more comfortable

# data[].attributes.body
Lewin- TSGI was a modified lecture. What are kids to be doing/ looking at during TSG?

# data[].attributes.body
Students working in groups based on past assessments in pre-college math

# data[].attributes.body
TSGI for PBA revision