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Whole Group

Whole group instruction helps all students to feel inclusive and if used appropriately can be a great engaging tool.  In addition, whole group is an excellent tool to apply a quick assessment on student retention of conceptual material.

When I conduct whole group discussions.  I use a thumbs up or thumbs down signal.  Many times, I will ask questions on the topic as a review.  Usually I will ask for volunteers to answer a question.  After receiving the answer from that student and the listening to the reasoning behind their answer, I will ask who agrees with that answer.  If the students agree, I ask them to show a thumbs up and if they disagree I ask them to show a thumbs down.  In addition, I will ask both a student who agrees why they agree and then ask a student who disagrees why they disagree.  I like using this method because it gives me a window into their thinking process.  This also provides an opportunity for students to express the critical thinking process of explaining their answer.

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.

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Multi-Level Grouping

Multi- Level grouping allows for students to work compatibly for "cross-ability tutoring, positive race relations, improved cross- sex relations, and efficient classroom management" (Kagan & Kagan, (2015), p. 7.3).
I often use this strategy when I set up my table groups.  When creating table groups, I group the students by academic levels of high, medium high, average, and low.  I like to use this grouping so that those who are higher than my lower students can often assist in guiding my low students to stay on the task expected for them to complete.  Often, if I ability group with the same ability, especially with my struggling students, I find that they are lost, confused, or just don’t care, so none of the work gets completed.  However, when I multi-level groups the work gets completed and all students have participated in the process of completion of work.

Hunter, W. C., Maheady, L., Jasper, A. D., Williamson, R. L., Murley, R. C., & Stratton, E. (2015). Numbered heads together as a tier 1 instructional strategy in multitiered systems of support. Education & Treatment of Children, 38(3), 345-362.

Kagan, S., Kagan, M. (2015).  Kagan cooperative learning.  San Clemente, CA:  Kagan Publishing.

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Small Table Group of Four

This strategy allows students to broaden their confidence in sharing and exchanging information. Teams of four allow for pair work, avoid the odd man out syndrome, optimizes cognitive and linguistic mismatches, and  increases the modes of collaboration partners (Kagan & Kagan, 2015).
I use this as we go through guided questions on a specific topic.  I will ask the question and give the four answer choices.  These choices are also on a paper in front of them.  I give the students time to choose their answer and prove/disprove all of the answer choices.  Then, I have the table group come together and share their answers and proof/disproof to the rest of the table.  As a table group, they have to have a consensus on the answer and each one at the table has to be able to tell me their proof or disproof of the answer choices.

Kagan, S., Kagan, M. (2015).  Kagan cooperative learning.  San Clemente, CA:  Kagan Publishing.

Osterholt, D. A., & Barratt, K. (2012). Ideas for practice: A collaborative look to the classroom. Journal of Developmental Education, 36(2), 22-27.

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Pair Grouping

This strategy allows students to share in a more constrictive environment but also allows for the comfortableness of sharing and opening up on one’s ideas, experiences, and opinions.

I use this strategy of pair sharing quite frequently in my classroom.  Often, we will read a passage on a new concept together as a class.  Then, I have questions that go along with that passage.  I usually pair my students up with another to answer those questions and prove and disprove their answers.  This provides an opportunity for the students to discuss what they think the answer is and why they think that is their answer.  They are also responsible for explaining to me why the other choices are not correct.

Osterholt, D. A., & Barratt, K. (2012). Ideas for practice: A collaborative look to the classroom. Journal of Developmental Education, 36(2), 22-27.

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Around the Room in 5 people

This strategy requires communication among students as well as listening skills.

I use this strategy after watching a video in class or reading a long informative passage.  Once we have viewed or the information, I will give the students a few minutes to write 3 facts they learned while listening or reading.  Then, I will play music and when the music stops, the students have to stop moving.  Then I will usually tell them something like take one step back, 2 to the right and turn around and face your partner.  I do this to avoid those students who will not stray very far from their friends during the music playing.  After they have their partner, the students will take turns exchanging their facts.  One student says one fact, the other student their other fact, swapping back and forth this way until all three have been heard.  The students have to write down on a piece of paper any new fact they did not have on their own paper.  Then I will start the music again and do the process over about 5 times.  Each time the students have to tell their facts including any new facts they may have and write down any other fact that was not on their paper.  Once we have completed this about five times, I will ask the students to go back to their seats and then I will have each one of them tell a new fact they had not initially written down.  I allow time for all students to share in this process.

Kagan, S., Kagan, M. (2015).  Kagan cooperative learning.  San Clemente, CA:  Kagan Publishing.

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Whiteboard Response

Whiteboard review allows for all students to be actively engaged in the review session.  This strategy also assists with collaboration and communication among students and opens the dialogue for whole group discussions.

This strategy is a great review at the beginning of a lesson for the prior day’s information or as a review at the end of class over the concept taught that day.  In this particular strategy, I ask quite a few vocabulary questions.  Vocabulary is a huge part of 5th grade Science success.  If one can learn the vocabulary half the battle is already won.  I do this in various ways.  First, I usually do it as an independent thing if it is a review at the beginning of class.  If I use it at the end of my lesson, then I will often pair the students or have them work as a table.  I will give the definition and the student’s will have to write the word down on their whiteboard.  They will either flip the board over once everyone has a response or they will flip as they write their response.  Both methods can effectively be used.  If one or more students have different answers, they have to discuss together why they wrote that answer and together decide on the correct word.  After the reveal, one can choose to spend a little more time on that vocabulary word discussing it or move on to the next one.  This allows for a quick assessment of what the students remembered form the lesson and what the teacher may have to reteach or spend more time on.

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.

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Critical Thinking

Critical thinking provides an opportunity for students to come together and share what they have learned so far from a lecture or presentation.  Students are given specific questions to discuss and collaborate answers with.  Together they compile their thoughts in an organized manner.  Finally, I will have all the groups/pairings come together and as a whole class we will delve further in discussion about each of the groups/pairings ideas.

Osterholt, D. A., & Barratt, K. (2012). Ideas for practice: A collaborative look to the classroom. Journal of Developmental Education, 36(2), 22-27.

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This strategy can be used at the beginning of class or at the end of class for students to review the facts and information they were taught in class that day or the day prior.  According to Osterholt and Barratt (2112)," Allowing as little as 5 minutes of reflection will not only get students talking about the content but will allow them to consolidate new information so they will improve their chances of remembering it later" (as cited by Osterholt & Barratt, 2012, p. 24).
I have the students write 5 facts they remembered from the lesson. Then, I have them shoulder partner share or face to face partner share the facts they wrote down. After this we will have a slight discussion with everyone sharing ideas they remembered and then we will move on to the day's lesson. This allows me to decipher what specific information I need to reteach based on what they recall back in the Review session.

Kagan, S., Kagan, M. (2015).  Kagan cooperative learning.  San Clemente, CA:  Kagan Publishing.

Osterholt, D. A., & Barratt, K. (2012). Ideas for Practice: A Collaborative Look to the Classroom. Journal Of Developmental Education, 36(2), 22-27,.