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The artifact attached for this example of Ability/Aptitude Groups shows the Google Slides that are used for the highest reading group of our distance learners. This group was put together based on their reading and oral fluency scores as well as their reading comprehension scores on standardized tests. These students are shown the slideshow in a small group meeting and then are given three days to work on each slide (names assigned to tasks on slide 2). Students must read the text together as a group and then go on to work on the slides either collaboratively or as a group/partners. Each of our small groups is assigned the same Google Slides, but we have various expectations for each group based on their level. So for example, you notice that student's in this group are writing in mostly complete sentences and paragraphs, including details in their work.

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Instructional Grouping: Cooperative Groups Part 2

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Instructional Grouping: Cooperative Groups Part 2

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The images below are screen shots of google slides that are used in both distance learning and face-to-face learning classes. Students are randomly split into two groups and are then assigned a "side" of the debate after reading an article together as a group. Each team works together to decide three main talking points to be used for their side of the argument. This activity and use of cooperative grouping allows all students to work together on the same task and must be efficient with their time. When we have done this activity with student's it is awesome to see how well they work and share ideas, and how heated the debates can get because the fourth graders take their side of the topic so seriously. This activity also is great to allow student's the ability to take new perspectives being that they do not get to choose which side of the debate they argue for and thus may need to think deeply about how to make it convincing.

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The student work examples below show that work has been assigned according to it's challenge level and student's individual abilities to apply and analyze a text. Student's were assigned two different texts to read and were then asked to compare and contrast them to one another. For some students, such as student 1's work that is attached below, we assigned solely the graphic organizer below stating some similarities and differences they noticed. A more challenging task was assigned to our higher level reading students in that after completing the graphic organizer they had to write a paragraph going into further detail. A sample of this work is shown below for student 2. Both students were asked to use the same texts, but were expected to achieve two similar but different outcomes in order to assess for learning.

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Example 2: This example of a thinking routine highlights the use of the "4C's", connection making, identifying key concept, raising questions, and considering implications. Students were shown how to complete this type of graphic organizer first as whole group practice and then in the following week with an additional text were asked to apply their knowledge and skills to a new text. The photo in example 2 shows student work that was done independently. This photo below shows the work that was done as a whole group with teacher guidance. The focus on the authors point of view forces students to really think critically about what they are reading and what it means, or the underlying messages that are being sent.

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Example 1: For this fourth grade science assignment on Seesaw students were asked to think about ways in which they could reduce, recycle, and reuse. I believe that this assignment was an authentic question that brought learning into real life. I see this example as "Compass Points" being that it allows for personal interpretations and reactions as well as decision making and planning. Not only do students need to activate prior knowledge of the three vocabulary terms, they must relate it to an actionable application of their every day life. This student really went into detail and thought by providing pictures of her assignment.

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Example 1: These first two examples of Tiered Assignments show how student's work can be tiered by complexity. These 4th grade students were assigned a math fact fluency assignment to assess their knowledge and level of multiplication skills. Students were allowed to choose which problem they felt most comfortable solving. In the first image you can see a student who chose the least complex problem, and in the second image we see a student who chose the most complex problem. My CT and I used these math fact fluency assignments in our grouping of students, they were one piece of data that we assessed as we created our small math groups.

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1. Instructional Grouping: Flexible Groups

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1. Instructional Grouping: Flexible Groups

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The artifact below shows evidence of students being put into flexible groups based on their learning needs. I was able to work alongside my CT to create these small groups for our in person students. These groups not only take into account students ability in math and their performance, but also were designed with the social fabric of each group carefully planned out. Knowing that some students are quicker to speak than others, and we want each learner to share as much as possible, we grouped them based on some predictions of their engagement. You'll notice the groups are labeled with "high, on grade level, on/little below grade level, and below grade level. These are rough estimates of students abilities in math, and each group will have unique focus areas each week dependent upon student's learning needs. Student's in these groups may be moved any time as we the teachers see fit or as their social and academic needs change.

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Example 3:

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Student 2 work