For your writing assignment for unit 6, use the readings from the unit and outside sources to think about the inclusive classroom and grouping arrangements for students. Adapt the chart below to relate grouping techniques to classroom subject domains and learning activities. Ideal groups can change for each subject domain. Reflect upon what an educator anticipates an inclusive class to need. Follow the format provided below and note the grade or age range level, subject, activity, and grouping ideas, (see the example provided). Focus on a grade level or age range (early childhood, elementary, high school, etc.) of instructional choice. Select three subjects. For each subject list and briefly describe a learning activity related to that subject. Describe two grouping arrangements for each activity listed. When the chart is completed, it will contain a total of three subjects listed, three activities listed (one per subject), and six grouping arrangements listed (2 per activity).
Your written assignment should include a brief introduction and a brief conclusion. Submit a paper which is 2-3 pages in length, exclusive of the reference and title page, double-spaced using 12 point and Times New Roman font. Cite at least 2 of the unit readings in APA format. Check all content for grammar, spelling, and be sure you have properly cited all resources used in APA format.
Example
Age-Range/Grade: Elementary
|
Subject |
Activity |
Grouping Ideas |
|
Reading/ Language Arts |
Reading a story from the primer or reading textbook. |
Small group of students who need text to be read to them for accommodations to use the computer or audio player to access an audio component of the story. Students can listen individually or in small groups, as needed. Students will be paired to read to each other. Pairings will be composed of a stronger reader with a student who has lower reading skills. |
Papers will be peer-assessed using this rubric.
Provides an
Introduction and
Conclusion – Fully provides an
introduction and
conclusion.
1. Cirillo, M., Drake, C., Herbel-Eisenmann, B., & Hirsch, C. (2009, August). Curriculum vision and coherence: Adapting curriculum to focus on authentic mathematics. The Mathematics Teacher, 103(1), 70-75. http://www.jstor.org/stable/20876521
- To access this resource, you must be logged into Moodle and the Library and Information Resource Network (LIRN) This resource discusses ways to adapt curriculum materials such as your subject textbooks. Many educators adapt curriculum materials to use in combination with the school textbook to meet student needs.
2. Cohen, R. & Barczyk, R. (2015). Adapting materials to meet your classroom needs [Presentation slides]. American English. https://americanenglish.state.gov/files/ae/resource_files/webinar_15.2_-_slides_for_ae.pdf
- This webinar focuses on the aspect of finding a resource to use or a portion of a textbook that is suitable for the topic of a lesson of instruction, but not suitable to meet the needs of all students in the classroom. Adapting materials is discussed from the aspect of meeting student learning levels, context of topics, cultural awareness, and so forth. Focus should be on slides 3-51.
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3. Ford, M.P. (2005, December). Differentiation through flexible grouping: Successfully reaching all readers. Learning Point Associates. https://files.eric.ed.gov/fulltext/ED489510.pdf
- Reading should be concentrated on pages 1-29 to become knowledge of the different types of groupings that can be used in reading instruction. How to use the groups effectively is reviewed in-depth.
4. Gomez, C. L., Kurz, T.L., & Jimenez-Silva, M. (2011, November). Your inner English teacher. Mathematics Teaching in the Middle School, 17(4), 238-243. https://www.jstor.org/stable/pdf/10.5951/mathteacmiddscho.17.4.0238.pdf?refreqid=excelsior%3A908affbf76b2b38cf80ba3c835076dc7
- This article provides an overview of how teachers can meet the needs of English Language Learners in the classroom by adjusting phrases and wording of instructional materials.
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5. McDonald. L. (2014, September 19). Flexible grouping as a differentiated instruction strategy. Teach Hub. http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy
- Flexible grouping is described in this resource. Use of flexible grouping arranging is described for how to use grouping techniques with differentiated instruction and to meet inclusive classroom needs.
6. Scanlon, D., & Baker, D. (2012, November). An accommodations model for the secondary inclusive classroom. Learning Disability Quarterly, 35(4), 212-224. http://www.jstor.org/stable/41702375
- This resource provides discussion into the application and use of accommodations in inclusive classrooms. Assessments, effective practice, regular and special education teacher perspectives, and an accommodation model for best practice are reviewed.
7. Ward, B.A. (1987). Instructional grouping in the classroom. School Improvement Research Series. https://educationnorthwest.org/sites/default/files/InstructionalGrouping.pdf
- This is an older resource, but it has many great ideas in it about how an educator can use different arrangements of groups in the classroom to meet student needs and increase student achievement.