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Small Group Instruction

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Kara Rawson

on 11 November 2014

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Transcript of Small Group Instruction

Effective Small Group Instruction
Mrs. Rawson: Curriculum Specialist
Mrs. White: Instructional Partner

Highlands Elementary
Principal: Dr. T. Scott
July 30, 2014
What is
Small Group

What is Essential about Small Group Instruction?
Teacher preparation
Explicit Modeling and Guidance
Purposeful and Meaningful
Clear expectations - rubric
Flexible Grouping
Assessment Drives Instruction
Matching Books to Students Reading Level
Teacher as Coach
Differentiated and Rigorous
Well planned routines and procedure
Small group instruction encompasses the efforts of the teacher to respond to a variety of learners in the classroom.
The teacher recognizes that each individual student will need differentiated instruction to master the learning goal.
Gallery Walk
Consensus Board
Padlet Link is in your email
How to Assess Small Groups
Why should we Progress Monitor?
Formal Progress Monitoring:
Informal Progress Monitoring
Lunch Break Enjoy!!
Mock Data/Grouping Activity:
Self-Assess and 5 Words, 3 Words
Routines and Procedures
Sample Routines and Procedure
"Must Do" for the day
Reading Choice Menu
The participants will
Gain a deeper understanding of small group instruction.
Understand the essential components of small group instruction
Discuss the types of small group instruction
Review and utilize data to construct instructional groups
"Next Do" or "May Do"
What is Essential about Small Group Instruction?
Developing a classroom plan for differentiated instruction is imperative. To accomplish this task teachers must consider:
Arrangement of Classroom
Time Allocation
Rules for Centers
Center Rotation
Asking For Help
Being Accountable
Connected Instruction that is meaningful and purposeful
All targeted skills should have been previously taught or introduced during whole group instruction
The small group lesson is explicit, rigorous and academically engaging
Types of Small Group Instruction
Teacher Led
Begin with Whole Group
Student Led
Grouping Options:
Grouping Options:
Independent Practice
Teacher directed activity with rubric
Collaborative or Cooperative
Students applying strategies together
to meet a learning goal
Performance Based
Occurs after Whole Group instruction
Reinforce key concepts
Pairs or Triads
Working collaboratively or side by side
to meet a learning goal
Small Group
Guided instruction
Targeted Reinforcement or Enrichment
Develop a Rubric
Anecdotal Notes
Entry/Exit Slips
Student Response Systems
Written Response - Journals
Graphic Organizers
Quick Writes-before,during,after

Independent Practice

Pairs, Triads or Small Group

Connected practice with Purpose
(Rigorous and Meaningful)

Students complete Must Do's and move on to Next Do's

Routines and Procedures are key to success
Teacher and Student Led
Why Is Assessment Needed?
To find out:
if instruction was effective
if students need more instruction
if student are ready for the next step
if a different approach is required
how instruction can be improved the next time the lesson is taught
Teachers need to:
provide corrective feedback
gather information for progress reports/report cards
identify the appropriate level for grouping/placement
determine future goals and outcomes
motivate learners by allowing them to successfully struggle (without frustration)
Learners need to:
Know what is expected of them
know and understand the plan on how to improve their performance
understand that evaluation is fair and meaningful
Guides instruction for next day
Snapshot of student understanding
Identify student needs
Provides opportunities for immediate feedback
Conferences/Corrective Feedback
Provides the teacher with a Running Record of each student's performance and growth
Evidence of student learning
Data Obtained from Tests and Quizzes:
STAR Enterprise (Learning Progressions)
Accelerated Math/Reading
Math Facts in a Flash
Interactive Written Response
Write to Learn
Student Response System
Cite evidence from text
Questioning (Thick vs Thin)
Summarize and Synthesize
You are already assessing every day!
Observations with anecdotal notes
Turn and Talk
Think, Pair, Share
Green Card/Red Card
Thumb up/down
Human Graphs
Think Aloud
Structured Discussions
Student Response System (Ex: Socrative)

Add new idea
Revise misconceptions
Discuss with your group to come to a consensus - a Big Idea or Key Points of Effective Small Group Instruction
Post your group's
on our wall
Write your ideas on your
consensus board
Share your ideas
Use the mock data provided in the folder to discuss the grouping of the students based on their performance.
Fill in the provided chart that will be used for discussion.

Silently walk the gallery

Decide, Is the activity...
Meaningful Small Group Activity
"Busy" Work - Rote Activity
Pick 3 strategies to implement into your small group plans
Be ready to explain why you picked those strategies
Revisit your anticipation guide
Getting Started with Small Group Instruction
Be repetitive, consistent and concise
First few weeks of school
Start small and gradually increase independent student responsibility
Model expectations for meeting goals - rubric
Practice often with Getting-to-know-you Activities
Incorporate fun collaborative activities
Require students to learn and explain teamwork

Develop procedures
Collaborative Learning
Collaborative and Independent
Small Group Instruction Video
Look for ...
Teacher's role
Student's role
Procedures and routines
Noise level
Tier 2 - Small Groups
Groups formed based on reading interferences and data
Phonemic Awareness
Guided Math - Small Groups
Groups based on performance
On a sticky note, silently write 5 key words to describe Effective Small Group Instruction
student 1
student 2
student 4
student 3
10 Minute
Ready to Learn
at 12:30
Plan Small Group Activities
Tier 2
20% of Students
Small Groups based on interferences from data
Who delivers this instruction: Classroom Teacher
Tier 3
5% of Students
Small Group for intense learners in general
or special education
(Current ELL, Spec. Ed. 504, or PST Referrel)
Who delivers the instruction:
Classroom Teacher, Sp. Ed or ELL
Classroom Example
18 Students
2 students - IEP intervention plan

10 students - Need targeted intervention for reading interferences

6 students - Near and/or On Grade Level
~Reinforce key concepts
~strategic intervention
Three Tiers
to Instruction
Independent Practice
Teacher directed activity
with rubric
Begin with Whole Group
Tier 1
100% of students receive this instruction
Whole Group: The Entire Class Receives the same instruction
Differentiation - Small Groups for All Students
Who Delivers the instruction: Classroom Teacher
Filling the achievement gaps
With someone next to you, share your 5 words and why
Narrow your 10 words to 3 words
Using your Think-Tac-Toe and ideas from our morning discussion, develop 4-6 meaningful, connected practice activities
Be ready to share your ideas
Teacher is meeting with groups while students complete 'must do' and 'next do' activities
Full transcript