Organizing and Managing Groups
Types of Groupings
Random grouping
Students of varying ability levels and ages can work together through
random grouping. This grouping method is good for sharing ideas and
accomplishing tasks that are appropriate for the whole group.
Interest grouping
When groups have to work on different topics within a theme, students can
be given the opportunity to choose the one of mart interest to them, in this
case, inter-based grouping techniques can be utilized. if many of the students
have chosen the same topic, you may ask them to make a second
Grade grouping
in this grouping situation, students are grouped according to their grade
levels, I are example, if the class consisted of grades 1, 2 and 3, there could be
three groups. This method can be used when there are specific objectives for
each grade.
Ability grouping
Students with the same achievement level or abilities are placed in the same
group. This allows them to focus on tasks best suited to their istring needs.
Grouping them according to their abilities should be done by the teacher who
has a good understanding of their abilities in a particular area. Observations,
analysis of work samples, and outcomes of previous assessments can be
used as a basis in assigning the students to e group
Cross-age grouping
In the multigrade classroom, the varying age of students can serve as an
advantage.
Older students can assist or tutor the younger ones in accomplishing a task.
However, the teachers should set guidelines so that the tutors won't just be
doing all the work or save all the answers to their tutees.
Friendship grouping
At times, students are asked to form their own groups. Friendship groupings
can help students develop the skills they need to interact appropriately with
their peer group and to practice the skills in forming healthy friendships.
Structuring Group Work
1. Structuring the group process
a. Work Roles
A group must differentiate its members work activities in order to complete
the task successfully. Role differentiation is the term used to describe this
specialization of activities. Work roles can be divided into three categories
based on the tasks that they perform.
* Task-oriented roles. These roles are responsible for task-related activities
that contribute to the achievement of a group's goal. These include the
coordinator, information-giver, information- seeker, elaborator, recorder, and
evaluator.
* Relations-oriented roles. These roles emphasize the development of
interpersonal relationships and the maintenance of harmony within the
group. These include the encourager, compromiser. gatekeeper, harmonizer
and observer.
* Self-oriented roles. These roles prioritize the individual needs and,
frequently at the expense of the group. These include the aggressor,
dominator, blocker, help-seeker, loafer, self-confessor and special interest
advocate.
Structuring Group Work
1. Structuring the group process
Work Group Size
Group size dynamics is a key aspect of group work.
For most activities, it is preferred that groups of three or four people be used
(Burke, 2011). This ensures a diverse spectrum of viewpoints and
experiences, as well as ample time for everyone to participate. If the class
has plenty of students, this may need to be divided into smaller groups with
a larger number of members. But, if there is a limited amount of time
available for the activity, the group should be smaller.
Work Group Norms
The accepted standards of behavior within a group that are shared by the
members are known as norms. Every group has its own set of practices,
values, and expectations about how things should be done
These patterns and expectations, often known as group norms, guide the
way team members interact with one another. Norms can aid or hinder a
group's achievement of its objectives.
Structuring Group Work
2. Structuring the task
Structuring the group process is not enough to make a cooperative learning
activity successful. It is vital to structure the task. Task structuring refers to
how well the activity is explained to the pupils who will be performing it. The
group needs shared knowledge, a challenging task, and a clear idea of the
final output required. The importance of these three criteria will vary
depending on the activity.
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Lesson 4
Managing Instructional Time
Determine Time Required
Determine how much time is required for each subject per week
Specify Subjects and Competencies
Specify the subjects to be taught as well as their competencies for each
grade level as set forth by the Department of Education.
Determine Instructional Time
To do this. subtract the non-instructional time (routines, transitions,
socializing) from the amount of time students are in school. (allotted time)-
(non-instructional time) (instructional time)
Identify Resources and Strategies
Identify the available resources and teaching strategies needed for each
subject.
Here are two common timetabling approaches that can be utilized in a
multigrade class (Hyry-Beihammer & Hascher, 2015):
a. Split timetable or Subject stagger approach
In a multigrade class, each grade level studies different subjects
simultaneously. The teacher prepares different lessons and teaches the
groups in turns.
Time Grade 4 Grade 5 Grade 8
8:00 - 8:50 Math Science English
8:50 - 9:40 English Math Science
10:00 -10:50 Science English Math
Tips for Timetabling in Multigrade Class
* Math and other subjects that need more concentration should be taught in
the morning
* Consider the students' maturity and attention span. Younger students
have shorter attention span and may need to change activities more often.
* Allow adequate time to teach and supervise all the grade levels may it be
in whole class or small groups activities.
* The timetable should be posted clearly and be made familiar to the
students.
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Lesson 5
Preparing the Curriculum
Review the National Curriculum
First, thoroughly review the national curriculum to see what is relevant and
required for each grade level.
Identify Common Themes
Then, look for common themes or topics that are depicted from one grade to
the next in each subject area, and identify the general themes. This answers
the question on what topics or themes can be taught together and which
should be taught separately.
Work on Objectives and Content
After identifying the general themes, work on the objectives and content for
your
theme or unit of work.
Differentiate Activities
Once you have decided what objectives and
contents to be included, it is then possible to look at differentiating the
activities for the different groups in your classroom.
