Grouping Strategies
Literacy
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During my final practicum I used different grouping strategies to promote group, class and individual learning. The tables in the classroom had wheels on them, this made changing table groups easy. For example, when the students were completing and assessment task the desks would be separated slightly to give students privacy and remind students to 'have YOUR best go, some will be easy and some will be hard', and that someone else's answer may not be the correct one.
One strategy I used for a Literacy lesson, focusing on journal writing, was Think, Pair, Share. The students would find a partner, someone sitting next to them on the floor, then decide who would talk and who would listen. The talker would have a few minutes to think about what activities they did on the weekend and then share with their partner. After the talker had finished the listener would ask two questions. I would then ask some of the listeners to tell the class what their partner had done. Then the pair would swap the roles and complete the process again. This strategy encouraged students to begin to think of what main events had happened on their weekend, this allowed the students to already have ideas about what to write before they went back to their desks. This grouping strategy was in conjunction to a class discussion of When? Where? Who? What happened? and How did you feel? , these were visual posters on the wall to remind and scaffold students writing to include details for the reader (Standard 2.1).
One strategy I used for a Literacy lesson, focusing on journal writing, was Think, Pair, Share. The students would find a partner, someone sitting next to them on the floor, then decide who would talk and who would listen. The talker would have a few minutes to think about what activities they did on the weekend and then share with their partner. After the talker had finished the listener would ask two questions. I would then ask some of the listeners to tell the class what their partner had done. Then the pair would swap the roles and complete the process again. This strategy encouraged students to begin to think of what main events had happened on their weekend, this allowed the students to already have ideas about what to write before they went back to their desks. This grouping strategy was in conjunction to a class discussion of When? Where? Who? What happened? and How did you feel? , these were visual posters on the wall to remind and scaffold students writing to include details for the reader (Standard 2.1).
*Use teaching strategies (Standard 3.3)