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I would like to use contact grouping because it allows the kids to get up and move. It's a little fun but quick activity to create interest. Also, it groups them with someone they are familiar and comfortable with.

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Using a turn and talk is always good because the responses are very quick and doesn't leave transition time. Also, in terms of management, student's could also right on sticky notes then discuss results as a quick alternative.

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Clock partners was the most surprising strategy because I'm unsure of what it's attempting to accomplish. Especially based on the time of day. Classes occur at the same times mostly so what would be the difference in partnering of a 50 minute class?

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It's the easiest considering the students are already sitting next to one another and presumably comfortable and familiar.

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I'd like to use the famous pairings because its seems fun. Using terms from the course would also serve to familiarize the students with them.

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I would use heterogeneous grouping in my lesson plan because I'd like my students to be randomized so that everyone has a fair chance to work with another student who may or may not be on their academic level. Perhaps they'll learn from each other. 

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I would use heterogeneous grouping in my lesson plan because I'd like my students to be randomized so that everyone has a fair chance to work with another student who may or may not be on their academic level. Perhaps they'll learn from each other. 

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I like this option because it gives the students a chance to learn details about each other that they might otherwise not have known based on the trait/question asked to have them line up. And it can possibly partner people that can learn from one another because they're further apart in subject knowledge.

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I would favor more heterogeneous groupings (count off, birth months etc.) for where to sit for a project or group exercises. I would use homogenous groups for research projects based on the student’s subject matter to present

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I plan on using this one because I want to encourage students to talk about their interests as much as possible. This will increase their spoken fluency and their interest in the language itself.

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I believe that the clock partner strategy will be very effective in my classroom because it gives the students a chance to know all of their classmates and to share their knowledge. I think it also builds interpersonal skills as each student gets a chance to speak to everyone.

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This seems like a fair way to get students to interact with different people, especially during the beginning of the school year.

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I would group my students in accordance to artistic skill, and by adding a student that exhibits higher talent to less talented groups to facilitate and assist with processes and concepts. 

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I would group my students in accordance to artistic skill, and by adding a student that exhibits higher talent to less talented groups to facilitate and assist with processes and concepts. 

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I would use different groups for each day of the week. For example, the students will have a Monday group, Tuesday group, etc. This keeps things interesting, gets the students to learn new ideas from one another, and helps to build a sense of camaraderie among the class.

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I would use different groups for each day of the week. For example, the students will have a Monday group, Tuesday group, etc. This keeps things interesting, gets the students to learn new ideas from one another, and helps to build a sense of camaraderie among the class.

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I would like to use this approach because it would require them to work with different people every day of the week. They can learn new and different perspectives by cooperating with students who don't necessarily share the same interests or backgrounds.

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I like the idea of the "Day of the week" partners.  I think depending on what I was teaching, I could ensure that each of the day of the week groups is healthy and diverse so that depending on the subject we could focus on different needs & strengths of the class and groups.

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I would "Count off" to get the most randomized group as possible

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I would "Count off" to get the most randomized group as possible

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It would be also important for me to group students who want to focus more on foundations rather than advanced concepts. This way I can ensure that students feel comfortable with their skillbase and are allowed the space they need to grow.

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I like this option because it will allow more advanced speakers to deal with the challenge of simplifying their language so that a less proficient speaker can understand them. This will give them a better understanding of what native speakers experience when they talk to non-native speakers.
It'll also give the less advanced speakers to hear language that might be a little out of their comfort zone without overwhelming them since the more advanced person probably isn't light years ahead of them (like a native speaker would be).

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I thought the "left out" grouping strategy was the most surprising because a student may feel actually left out when their name or number isn't called, or if they're too slow to pair with their classmates

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I thought the "left out" grouping strategy was the most surprising because a student may feel actually left out when their name or number isn't called, or if they're too slow to pair with their classmates

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This allows students to contribute within their comfort level or forces them to practice skills outside of their comfort zone.

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Grouping among coming interests would be another useful strategy because it helps the students' brains to "get moving" quickly as the students begin to share their common interests and how they can relate them to the class work.

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Grouping among coming interests would be another useful strategy because it helps the students' brains to "get moving" quickly as the students begin to share their common interests and how they can relate them to the class work.

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Turn and talk makes the most sense to use often because it is an icebreaker, and it's quick and easy to do

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I thought this was interesting because it would provide some neat dynamics when it comes to producing works of art, not everyone may be familiar with each others individual art style, and collaborations usually bring out some neat results.

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One of biggest goals is to build relationships in my classroom. By grouping students by interest, students have already broken the ice and may be more prone to have in-depth discussions in class.

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Under this group, teams share leadership roles and are able to collaborate for effective problem solving.
This ensures that all team members collaborate in order to progressively move forward towards their goals.
Most importantly, the team focus is on cooperation as well as achievement of goals.

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I believe that grouping based on shared interest helps to show students that they are quite the same despite their physical or social attributes.

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I also like this approach to grouping because it allows students with different skill levels to learn and be helped by those with a higher skill level. It also allows for different tasks to be given to students on different levels and approaches to learning.

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This will allow students to collaborate and will give opportunities for students to teach others.

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Group According to same skill level.

This is most commonly practiced in my classroom, here projects are determined my mutual interest in specific content areas. Students then usually come together and demonstrate similar skill sets and work with each other to improve and learn from one another.

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This one surprised me too. The consequence of getting left out was written in as a positive thing (getting bonus work) but it really sounds like a double whammy of suckiness. First no one wants you to join their group, then you have more work to do.

Does this technique work better than it sounds like it would at first glance?

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I found this particularly interesting because of the concept. I could have never thought about that.

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In part because I don't understand how it works. The explanation seems to be missing something (or I am.) And the left out person gets an extra task, which seems odd, even a bit punitive.

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If there was a student who mastered a technique or understood the subject matter of a piece, I would pair a struggling student with them in order to learn how they where using the materials, but not encourage them to emulate the student who is doing better than them.

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To develop trust...

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Left out surprised me because I don't agree with how this could make for effective grouping. Seems to me like it could put a student "on the spot."

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Left out surprised me because I don't agree with how this could make for effective grouping. Seems to me like it could put a student "on the spot."

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Does this actually work?

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This is surprising especially after our discussion with the representatives from SpEd. We all have triggers and I wonder how being the person that is left out may make the student feel.

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This is always a great strategy for differentiation but lends to students being identified as "smart ones" or "dumb". There is a fine line to making this effective without insulting those low learners.

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It is easy and quite effective.

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Grouping by the subject matter we will be teaching seems to be the best strategy. It already offers a sense of camaraderie as we get together and bounce off ideas that are related to our subject matter. Makes the ideas flow a lot easier.

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Grouping by the subject matter we will be teaching seems to be the best strategy. It already offers a sense of camaraderie as we get together and bounce off ideas that are related to our subject matter. Makes the ideas flow a lot easier.

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I liked the pairing of the stronger performers with the lower performers. There's an opportunity for the stronger student to enhance learning by teaching, and the other student to learn from a peer, which may eliminate some issues with the teacher.

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Grouped for classroom management + Various Skill levels + Same skill level

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Grouped for classroom management + Various Skill levels + Same skill level

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I've created groups where various attributes are at play

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I think that since my first two weeks will be about building a collaborative classroom culture, students will feel comfortable getting into groups themselves. If I notice a pattern I will point it out and correct it but with a time limit (Just for today can you two switch?) stuff like that.

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This was most surprising because I have never been exposed to this strategy before; I believe it limits the students exposure to the different ideas and minds of other students not on their "contact list."

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Well, the name says enough.
There are so many other options, just use one that sounds/seems positive.

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This allows students to work in partners to effectively solve problems. Because students are working together, they are able to discuss their solutions as well as their misconceptions.

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The student enjoy being able to pick groups and it is effective with certain types of lessons. Having the expectations assigned helps students choose groups that support the objective.

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Using an app to group students is odd to me... are we adding names? Who keeps the information? How much is needed? Soo lost!

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I thought it was just a playground game. I was surprised that it is used in the classroom.

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I did not know how effective this team strategy would be. I also appreciated the leadership decisions allocated between team members, in order to harness and develop those roles.

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I like the Whole Brain Teaching/Thinking model, so I'd like to have my class in rows of 2. It also allows for students to have an immediate partner, and I can pair them by scores.

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I would use this more often because it allows for more personal one on one feedback, and encourages clear and concise dialogue.