An Overview of Flexible Grouping and How I utilize it in my Inclusive Classroom

 

An Overview of Flexible Grouping and How I utilize it in my Inclusive Classroom

Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan

 

Introduction

Flexible grouping is a successful method of classroom education because it gives students the chance to participate in a variety of groups based on their level of preparation, interests, or learning preferences. All grouping patterns—large groups, small groups, teams, partners, and individuals—are acknowledged as having importance since they each provide the reader with slightly varied experiences and educational outcomes (Ford, 20025). Such grouping takes into account the benefits and drawbacks of each grouping strategy, combining them to help the teacher better fulfill the needs of the students (Radencich and McKay, 1995). My favorite teaching strategy has always been flexible grouping since it gives children a place to work together, form teams, and communicate while still making the classroom inclusive and addressing each student’s skills both individually and collectively. Additionally, it recognizes that all grouping structures, including big groups, small groups, teams, partners, and individuals, have value since they each present the reader with a somewhat different set of experiences and results. Most crucially, the groups are created and disbanded when requirements alter to maximize flexibility and avoid the static character of previous grouping models (Ford, 20025).

An Overview of How I Wo’ld Approach Instruction Using Flexible Grouping

We are aware that flexible grouping in the high school where I teach would resemble collaborative learning groups in which students have roles that are specified, such as facilitator or timekeeper (Morin, n.d.). I should take the following factors into account to properly use instruction using flexible grouping:

To be more deliberate about the groups I form, including which students belong in the groups and the size of the groups, I must first clearly establish the learning objective for my class. Then, I must be aware of checkpoints to monitor each student's progress and alter groups as needed.

Additionally, I need to look over the information gathered from the students so that I may choose which ones to put in groups so they can practice the targeted skills. Every learning objective requires determining the sort of group that will be necessary during the learning process (Morin, n.d.). For instance, if some students in the short story comprehension class have trouble understanding the text, the teacher should divide the class into numerous homogeneous small groups of students who face similar difficulties. Students who understood it could move on, while those who didn't could be grouped for additional practice and support.

On the other hand, I need to establish clear rules for how the groups will communicate during the session. Regarding the adaptation of the materials, I should be adaptable in the classroom with the use of materials and should supply the materials that are most appropriate for my student's learning styles and settings to facilitate effective learning. I should simplify the contents, adapt them to learners' requirements and learning preferences, and update outdated materials to make them more pertinent to the local environment (Edge Hill University, n.d.).

Finally, immediately following the activity, I should have my students share what they had learned during the debriefing session. This will allow me to decide which students will be in the next groups I construct and which may have the same unanswered questions or misunderstandings (Morin, n.d.). Making students reflect on a range of circumstances and their assignments, in my opinion, is crucial. I'll be able to pinpoint exactly what they've learned, gauge the success of the grouping, and hear what they believe the following class should focus on.

How Can I Utilize Flexible Grouping Effectively in My Inclusive Classroom

Ford (2005) asserts that there are numerous instances of flexible grouping that address the misuse of whole-group education and the disengagement of students who most need assistance in a diverse classroom setting. Some examples of flexible grouping are as follows:

•        Grouping without tracking: Teachers offer various degrees of help.

•        Jigsawing: During the learning process, students receive differentiated instruction inside a text.

•        Connected Literature Circles: Based on the reading levels of the groups, various texts are chosen for various student groups.

•        Focused Workshops: The entire class receives instruction and direction while working individually.

•        Formative Assessment: Used to classify students into homogeneous or heterogeneous groups according to their degree of mastery.

•        Random Assignments: These are used in student-centered learning activities like role-playing and color-coding cards.

For instance, Jean Paratore's "Grouping without Track" as elaborated by Ford (2005) is one of the best flexible grouping strategies I can employ in the classroom. Using the same book content for the exercise involves every student and will help the teacher address the needs of the various learners. This strategy encourages whole-group instruction in which all students participate in a prereading phase and the lessons are frontloaded (Ford, 2005). The goal is to help students become familiar with the text through discussion, possibly by reading aloud a brief passage from it and asking them to read other brief passages as well. It will be simpler for me to identify the pupils who want additional assistance and attention to read and comprehend the material. Children who can read and respond to material independently will be encouraged to assist the instructor in identifying students who need extra attention and support to read and respond to the content. Students who can independently read and respond to the book will be combined, depending on my observations of the students and their ideas, to broaden what has been read and discussed as a community. Children can read and reply to stuff at the same time using this technique. As students become more comfortable and confident readers, I as a teacher should think about how I may support their development. It could be crucial to differentiate using a variety of texts, or what Ford calls "targeted workshops." Helping students choose books that are appropriate for each of their levels and further differentiating based on the amount of help needed, especially for kids with special needs, they can read and respond to activities using this approach at their own pace and cognitive level. Before being divided into uniform groups for support and progress assessment, students are given a time limit.

Conclusion

We all require a flexible learning environment to stay engaged in education today. Students who are in a flexible learning environment can follow their unique learning path. Along with giving them the option to select their courses, it also suggests that the classroom will change how it uses resources like staff, time, and space to best enable customization. Flexible learning also makes time flexible, going beyond the flexibility of the physical setting, where students can select between online and physical learning environments. Flexible learning schedules are available to students. Students gain ownership of and responsibility for their learning through flexible grouping (Morin, n.d.).

 

  

References

Edge Hill University. (n.d.). Materials evaluation and adaptation. https://www.futurelearn.com/info/courses/tesol-teaching-english-to-speakers-of-other-languages/0/steps/292474

Ford, M.P. (2005). Differentiation through flexible grouping: Successfully reaching all readers. Retrieved from https://files.eric.ed.gov/fulltext/ED489510.pdf

Morin, A. (n.d.). Flexible grouping: What you need to know. https://www.understood.org/en/articles/what-is-flexible-grouping#What_do_flexible_groups_look_like?

Radencich, M. C. & McKay, L. J. (1995). Flexible grouping for literacy in the elementary grades. Boston, MA: Allyn and Bacon.