https://padlet.com/ljackson141/85by5g0du99j Communicating and Collaborating en-us 2017-02-06 21:50:56 UTC 2017-02-07 00:00:28 UTC hello@padlet.com ljackson141 https://padlet.com/ljackson141/85by5g0du99j/wish/151989587 Heterogeneous grouping:
This type of grouping consists of grouping students based on their ability levels. With these groups, students representing all ability levels will be placed in a group. Therefore, students will be working with other classmates who are on a different level than they are in the course (Herrmann, 2014).

Application:
Every student is at a different level of understanding when it comes to mathematics and the concepts that come along with it. With heterogeneous groups, students who have mastered the concept, understand some of the concepts, and do not understand the concept at all will all be placed in a group with each other. With these kinds of groups, the students will work with each other to make sure that everyone has reached the mastery level of understanding the concept. For example, after instruction of a new concept, an instructor will evaluate the students based on their understanding of the new concept. The following day, the instructor will assign the students a group based on her observations. In these groups, students will work on a variety of problems that relate to the new concept. As they work on the problems, the students will help each other understand the steps necessary to complete the problem correctly.

References: 
Herrmann E. (2014). Grouping students: heterogeneous, homogeneous, and random structures. Retrieved from http://exclusive.multibriefs.com/content/grouping-students-heterogeneous-homogeneous-and-random-grouping-structures/education]]> 2017-02-06 22:07:46 UTC https://padlet.com/ljackson141/85by5g0du99j/wish/151989587 ljackson141 https://padlet.com/ljackson141/85by5g0du99j/wish/151989621 Homogeneous Grouping:
This type of grouping consists of grouping students based on their ability levels. with these groups, students will be placed in groups that represent the level of ability they have. All the students in their group will exhibit the same ability level and need for growth (Herrmann, 2014).

Application:
With every student being at  a different level of understanding, it is important to make sure that every student reaches a mastery level of understanding. With homogeneous groups, these students will get to work along side other classmates who are at the same level they are in understanding the concept. They will work with each other to come to an understanding of the concept. For example, after instruction of a new concept, an instructor will evaluate the students based on their understanding of the concept. The following day, the instructor will assign the students a group based on the level of mastery they show. Students who understand some of the concept will be put with other students who only understand some of the concept. students who have mastered the concept will be placed in groups with other students who have mastered the concept. the students will work together to better understand the concept.

References:
Herrmann E. (2014). Grouping students: heterogeneous, homogeneous, and random structures. Retrieved from http://exclusive.multibriefs.com/content/grouping-students-heterogeneous-homogeneous-and-random-grouping-structures/education]]> 2017-02-06 22:08:00 UTC https://padlet.com/ljackson141/85by5g0du99j/wish/151989621 ljackson141 https://padlet.com/ljackson141/85by5g0du99j/wish/151989796 Shoulder Partners:
This type of grouping consists of working with a partner in your group. In this case, students will work with the person they are sitting next to or their shoulder partner (Sandhu, n.d.).

Application:
In this situations, students will already be in a group of four in a classroom. The desks will be in the formation of a square. After the instruction of a lesson, the instructor will give the students practice problems to work over the new concept. The students will work with their shoulder partner on these problems. With the shoulder partner, students will have been sitting next to this classmate throughout the class. They will have worked on several problems with them previously. Therefore, they will have prior knowledge of how this classmate works. This type of grouping is easy and quick to pair up students. They will not have to move seats or find a partner.

References:
Sandhu, M. (n.d). Turn and Talk. Retrieved from http://www.theteachertoolkit.com/ index.php/tool/turn-and-talk]]> 2017-02-06 22:09:12 UTC https://padlet.com/ljackson141/85by5g0du99j/wish/151989796 ljackson141 https://padlet.com/ljackson141/85by5g0du99j/wish/151989987 Small Groups:
This type of group consists of four to six students. Within this group, students are diverse in their learning styles and abilities. Students will work on individual parts of an assignment within the group that will be combined for a group assignment (Ward, 1987).

Application:
In this situation, students will already be in groups of four in the classroom. These groups will be changed and assigned at the beginning of every six weeks depending on the students learning style and academic success from the previous six weeks. These students will learn to work as a group with the classmates they are assigned to work with. For example, an instructor will complete instruction over finding the slope of a line, the y-intercept of a line, writing the equation in slope-intercept form, and graphing the equation. In their groups, students will take turns finding all the required information taught by the instructor. When the parts of the process are put together, the students will have all the answers to the four parts. The students will interact with each other and explain the concepts to one another.

References:
Ward. B. A. (1987). Instructional grouping in the classroom. School Improvement Research Series. Retried from http://educationnorthwest.org/sites/default/files/InstructionalGrouping.pdf]]> 2017-02-06 22:10:29 UTC https://padlet.com/ljackson141/85by5g0du99j/wish/151989987 ljackson141 https://padlet.com/ljackson141/85by5g0du99j/wish/151997821 Stations:
In a mathematics classroom, stations are when the instructor separates the students into group. These groups then work on problems focused on one area then switch to another station to focus on another area. Students will work individually and within their groups. Stations allow the students to work with each other on concepts while also having more of a chance for one on one time with the instructor (Garcia, 2013).

Application:
The instructor will assign the students to groups of four based on their learning abilities and skills. There will be stations set up around the classroom that will contain problems that relate to the concepts previously taught. Stations will consist of working problems on a worksheet, solving a word puzzle by using the answers from simple mathematics problems, and creating their own problems based on their knowledge and having classmates solve them. Students will spend about 20 minutes at each stations.

References:
Garcia, J. (2013, November 26). Math stations. Retrieved from https://www.youtube.com/watch?v=SvmdJrJFdUQ]]> 2017-02-06 23:04:20 UTC https://padlet.com/ljackson141/85by5g0du99j/wish/151997821 ljackson141 https://padlet.com/ljackson141/85by5g0du99j/wish/151999405 Showdown:
In a mathematics classroom, students will work on a problem individually. After a few minutes, the instructor will call showdown. At this moment, the students will compare answers within their groups. If there are any discrepancies in answers, students will work together to find the correct answer (personal communication, November 18, 2016)

Application:
After the instructor has introduced and explained the new concept to the students, she will have them work within their groups on practice problems. The instructor will post the problem up on the board. The students will work individually on the problem until the instructor says time and showdown. At this point, students will show their answers to the other members in their group. If any of the students do not have the same answer, the group will work the problem together to help that student understand. After all groups have arrived at the correct answer, the instructor will give the next problem to be worked. This type of activity will get the students to help each other understand the concepts that are being taught.

References:
(B. Woods, personal communication, November 18, 2016)]]> 2017-02-06 23:20:52 UTC https://padlet.com/ljackson141/85by5g0du99j/wish/151999405 ljackson141 https://padlet.com/ljackson141/85by5g0du99j/wish/152001290 Rally Coaching:
In this exercise, students will be paired with a partner. One partner will be named the coach. A set of problems will be given to the students. The coach will work the problem that is assigned then explain the steps they took to get to the answer to their partner. They switch roles and repeat the process (personal communication, November 2, 2016).

Application:
After the instructor has introduced and explained the new concept to the students, she will have them pair up to work on problems. She will assign a number of problems out of their workbook. For the first problem, the instructor will assign one of the partners to be the coach. This student will then work the assigned problem to the best of their ability. After they have completed the problem, they will explain the steps they took to arrive at the answer. If the partner disagrees or does not understand, they will ask questions. After the partners agree on the process and answer, they will switch roles and the other student becomes the coach. This kind of learning style will help the students in knowing how to explain a problem to their classmates and helping them understand the concepts.

References:
(B. Woods, personal communication, November 2, 2016)]]> 2017-02-06 23:36:38 UTC https://padlet.com/ljackson141/85by5g0du99j/wish/152001290 ljackson141 https://padlet.com/ljackson141/85by5g0du99j/wish/152002412 Stand and Mix:
In this exercise, students will start to walk around the classroom. Once all students are moving around, the instructor will call stop. At this time, students will stop and be partnered with the person closest to them. They will then work a problem together (personal communication, November 10, 2016).

Application:
After the instructor has introduced and explained the new concept to the students, she will have them grab their white boards and walk around the classroom. After all the students are walking around, the instructor will say stop. At this time, students will be partnered with the person standing closest to them. The instructor will give a problem that the pair of students will work together on their white boards. After everyone has finished, the instructor will give the answer. If there are any discrepancies, the instructor will work the problem on the board. After the problem is worked, students will once again stand up and walk around the room. The process will repeat until the problems have been worked. This exercise gets students up and moving around in the classroom. This will also give them the experience of working with not just one partner but multiple. They will get to experience the different levels of ability and learning styles of their classmates.

Reference:
(B. Woods, personal communication, November 10, 2016)]]> 2017-02-06 23:47:59 UTC https://padlet.com/ljackson141/85by5g0du99j/wish/152002412