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A Teacher's Guide to Flexible Grouping and Collaborative Learning : Form, Manage, Assess, and Differentiate in Groups Ebook.
- Format:
- Book
- Author/Creator:
- Brulles, Dina.
- Language:
- English
- Subjects (All):
- Group work in education.
- Physical Description:
- 1 online resource (202 pages)
- Edition:
- 1st ed.
- Other Title:
- Teacher's Guide to Flexible Grouping and Collaborative Learning
- Place of Publication:
- Huntington Beach, CA : Free Spirit Publishing Inc., 2018.
- Summary:
- Master flexible grouping and differentiation strategies to challenge every learner, every day.
- Contents:
- Cover
- Title Page
- Copyright
- Contents
- Contents Cont.
- Page xi - List of Figures
- Page xiii - List of Reproducible Forms
- Page xv - Foreword by Karen B. Rogers
- Page 1 - Introduction
- Page 1 - Equity vs. Equality
- Page 2 - The Objectives of This Book
- page 5 - Flexible Grouping: Confronting the Criticism and Overcoming the Obstacles
- Page 7 - About This Book
- Page 7 - Using This Book
- Page 11 - PART ONE: Rationale and Methods for GroupingStudents in Mixed-Ability Classrooms
- Page 12 - CHAPTER 1: Why Flexibly Group Your Students?
- Page 12 - Flexible Grouping
- Page 13 - Small-Group Methods: Flexible Groups
- Page 13 - Whole-Class Grouping Methods: Fixed Groups
- Page 14 - Two Main Variations of Flexible Groups
- Page 14 - Requirements and Benefits of All Flexible Grouping Models
- Page 15 - Understanding Learning Behaviors
- Page 17 - The Schoolwide Cluster Grouping Model: One Example of Ability Grouping
- page 18 - Composing Cluster Classrooms Strategically
- Page 19 - Grouping Variations in the Cluster Model
- page 22 - FAQs About the Schoolwide Cluster Grouping Model
- page 23 - Content Replacement: A Second Example of Ability Grouping
- Page 24 - Criteria and Considerations for Content Replacement Groups
- Page 24 - Specialized Instruction in Content Replacement Groups
- Page 26 - In Closing
- Page 29 - CHAPTER 2: Establishing Structure in Classrooms That Group
- Page 29 - The Role Teachers Play
- Page 30 - Forming Flexible Groups
- Page 30 - Managing Flexible Groups
- Page 31 - Structuring the Classroom
- page 34 - Establishing Routines
- Page 37 - Lesson Planning
- page 39 - Instructional Pacing
- Page 40 - Addressing Social and Emotional Issues
- Page 41 - Providing Challenge
- Page 41 - Modeling Learning.
- Page 43 - Meeting All Students at Their Challenge Levels
- Page 43 - Partnering with Parents
- Page 45 - Forming Learning Teams and Teaching Collaboration
- Page 46 - Guiding and Facilitating Learning in Flexible Groups
- Page 48 - Setting and Meeting Expectations for Groups
- Page 49 - In Closing
- Page 54 - CHAPTER 3: Assessment and Flexible Grouping
- Page 54 - Why Assess?
- Page 56 - Seven Processes for Using Assessments
- Page 56 - Process 1: Learning Progressions
- Page 57 - Process 2: Assessing Academic Progress
- page 58 - Process 3: Creating a Recordkeeping System
- Page 60 - Process 4: Recording Preassessment Data
- Page 60 - Process 5: Grading
- page 63 - Process 6: Communicating Goals, Expectations, and Feedback
- Page 67 - Process 7: Constructing and Deconstructing Rubrics
- page 68 - Three Types of Assessments
- page 68 - Preassessments for Grouping
- page 72 - Formative Assessments in Groups
- page 79 - Summative Assessments in Groups
- page 80 - Assessing Group Work
- page 81 - Sharing with Parents
- Page 82 - In Closing
- Page 87 - CHAPTER 4: Grouping Support for Administrators,Coordinators, and Teachers
- Page 87 - Support for Grouping within Administration
- page 89 - Collaboration Among Administrators
- Page 89 - Support for Grouping within Districts
- page 89 - Collaboration Among Departments to Identify High Potential in Diverse Populations
- Page 92 - Preparing and Supporting Teachers Who Group
- page 92 - Selecting Teachers for Diverse Learner Groups
- Page 93 - Selecting Teachers for Gifted-Cluster Groups
- Page 94 - Developing Teacher Leaders: Elementary and Secondary
- Page 95 - Impacts of Grouping on Teacher Evaluation
- Page 95 - Designing Professional Development for Grouping Practices
- Page 96 - After-School Workshops
- Page 98 - Sharing and Accessing Resources.
- page 100 - In Closing
- Page 101 - PART TWO: Instructional Strategies forFlexible Learning Groups
- page 102 - CHAPTER 5: Strategies for Extending Learning Processes in Groups
- Page 103 - Strategy 1: Make It Complex, Not Complicated
- page 103 - The Continuum of Complexity
- Page 103 - The Continuum of Complexity
- Page 112 - Strategy 2: Develop Depth of Knowledge
- Page 113 - DOK Levels of Cognitive Rigor
- Page 115 - Strategy 3: Grouping and Personalized Learning: A Perfect Match
- page 116 - Definitions and Core Beliefs of Personalized Learning
- Page 118 - Strategy 4: Grouping for Multiple Intelligences
- Page 120 - Strategy 5: Project-Based Learning
- page 125 - Strategy 6: Encourage Active Questioning
- Page 126 - Why Question? It's Simple!.
- Page 127 - Questioning Types and Examples
- page 132 - Strategy 7: Embed Self-Regulation Skills
- Page 133 - Self-Direction
- page 133 - Problem-Solving
- Page 134 - Critical Thinking
- Page 136 - Collaboration
- Page 137 - Creativity
- page 138 - In Closing
- Page 141 - CHAPTER 6: Differentiating Daily with Flexible Groups
- Page 141 - What Is Curriculum Compacting?
- Page 143 - Strategies for Differentiating Daily for All Students
- Page 143 - Tiered Lessons
- page 144 - Thinking Triangles
- Page 145 - "I Am's"
- Page 146 - Choice Boards/Extension Menus
- page 147 - "Make 10" Boards
- Page 149 - Restaurant Menus
- page 150 - Developing Creative Thinking: Fluency, Flexibility, Elaboration, and Originality
- Page 152 - In Closing
- Page 155 - CHAPTER 7: Differentiating Digitally in Groups
- Page 155 - Grouping and Collaborating in a Digital World
- Page 156 - The Pedagogy Wheel: Integrate Apps with Purpose
- page 158 - Differentiating with Bloom's Digital Taxonomy
- Page 160 - Integrating Technology in Group Work
- Page 160 - Apps to Aid Small-Group Learning.
- Page 162 - Apps to Support Diverse and Special Needs Learners
- page 163 - Grouping and Collaborating with Google Classroom
- page 165 - Differentiated Digital Lesson Examples
- page 171 - In Closing
- page 172 - Conclusion.
- page 173 - References and Resources
- page 177 - Index
- page 183 - About the Authors
- BackCover.
- Notes:
- Description based on publisher supplied metadata and other sources.
- ISBN:
- 9781631982842
- 1631982842
- OCLC:
- 1373987846
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