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If I has a para I would definitely do model 2 but since I do not , I think model 1 would work for my class.  I think to be able to give the kids the opportunity to reteach is very beneficial for all students.

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I have been working with small groups for the last 2 years and like the fact that I know exactly where the students are and what they need. I am continuously doing formative assessments.

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Depending on how the district provided assessments look for the coming school year, it may affect our ability to pull groups during assessment windows because as assessments were this year, many questions needed to be asked one on one and it would be difficult to do that next year. It was something I struggled with this year because testing one on one is for kindergarten is hard when there's a lot happening in the classroom that can distract them.

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I like model 3 and I have implemented it in my class in the past.   At times I didn't feel like 15 minutes was enough time.

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Model 1 would work for my class. It is a way of seeing all my kids in a smaller group and having the opportunity to reteach /enrich everyday. Choosing a model really depends on the number of the kids in the classroom.

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I currently use model 4 in my classroom everyday. I think next year I will incorporate model 1 so I can add the follow up at the end of the lesson for those students that need extra help.

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I am going to try model one where I teach half the class and then switch to teach the other half. It will be interesting to see how engaged students will be if they see other students doing centers.

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I am going to try model one where I teach half the class and then switch to teach the other half. It will be interesting to see how engaged students will be if they see other students doing centers.

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We use model 4 everyday! it's a great way to make sure each student is getting the instruction that they know. It also provides time for me to do a formative assessment as well as reteach the next day if I need to.

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We currently use a mix of the models based on the Unit and skills that need to be taught in each unit. I love small group!! It's a lot easier to check understand... Formatives! :)

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I like the 4th model, as I currently see 3 groups of students some of the days. My third group is a simple check in, as they are my highest students that have already scored higher than a 75% on the pretest. I do a bit of a combo depending on the lesson and the level of engagement of my students. Occasionally, I have 6 different table groups working together on a task and I walk around while they work.

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Based off my small grouping already, model 4 would be the most beneficial for my kids. Model 4 will allow for more quality lessons rather than just going through as many lessons as possible to fit the pacing guide in a whole group setting.

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I would like to try this new model and find a new way to do small group during whole group time as they are more focused during small group.

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I currently use the model where they are they are split 4 ways. However, we have 2 people working with the groups. This does vary from topic to topic based on their needs. We do whole group, but sometimes we have them working in table groups. Our groups are created based on when intervention students leave and return. I would like to use the 1/3 model if we have 2 people.

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I am currently using model 2. The use of paraprofessional or a co-teach situation I can see the benefits of this model. A teacher by themselves for instruction I am thinking model 4 would be good for me since I enjoy seeing all my students each day. The times will vary depending on the needs of each group.

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I am currently doing model 2 in my classroom and I do like it. It allows enough time for me to meet with my students while others work in centers or intervention. I think model 4 would be nice, however, I think that it would be difficult to implement because of intervention (depending on next year's students). I think model 1 would be difficult for me to implement with teaching 1/2 the class on the carpet. I think it may be difficult to manage other center activities while doing core group instruction in small groups..

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I like model 4, it is similar to what I do now. I usually use a number talk or quick practice to start, unfortunately some students in intervention do not get this. I do not do heterogeneous groups, but it makes sense.

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I am very eager to learn and have my students participate in any of these models for instruction.  I am just having trouble right now visualizing how it will work with the students who leave the room for interventions that will somewhat dictate which groups I would be able to see and when.    I think Model 4 would probably be the easiest for me to implement, once we get going.

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I think this is a great idea for students in the classroom. Especially when students have a  such a short attention span. When you spend 30 minutes of instruction students begin to tune out at the 10-15 minute mark, so to shorten whole group instruction time will help keep kids focus. It could also possibly help with behavior management in the classroom.

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I currently use small groups to respond to students needs, either to challenge or to address areas of need/re-teaching. These additional models offer additional ideas for small group instruction to deliver core instruction

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I could see trying Model 4 to introduce an idea to the students and then switch to Model 1 the next day to have the follow-up group time for those who need it, but also the flexibility to divide students between the other 2 groups who are getting it.

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I have four groups in my class currently and never have enough time to teach each group completely, however I never thought, until today, to make my groups into two or three sections so that I would have enough time. I love these models and the opportunities they'll allow for students to have.

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First, I do whole group lesson for 10-15 minutes. Then, we disperse into 3 small groups: with myself, my Para, and a group goes to intervention. Small groups are working on problem solving while partners are doing number talks and Drops in a Bucket.

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This is the model that I am already using with the math interventionist. I love this model because it lets me spend more time with my students in small groups.

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This has been very effective with my students, although I have added a follow group at the end of the last rotation.

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This has been very beneficial to meet the needs of my students and allow more the most contact with them as well.