Differentiation and Collaborative Groups

Chapter 11 was unique in that it really broke down the ways that each of the chapters prior explained ways to differentiate through quantity, variety and choice. In using a variety of teaching techniques, learning tools, tailoring lessons and providing stimuli for different kinds of learners, and adopting a classroom library with a diverse shelves, teachers create a rich learning environment that is conducive for each of their learners' individual abilities and interests.

According to Allington and Cunningham, collaborative groups are great for the classroom because offer a teaching alternative to one on one teaching because with only one instructor in the classroom is just not realistic or always effective. Partners are good choices for class read-alouds because they allow every student the opportunity to respond and share their thoughts as you read to the class without taking the amount of time you personally addressing each student would. Reading partners are also useful because some students are eager to help encourage struggling students and they will provide the appropriate challenges and support if given the opportunity or paired well. The activities chosen as these paired readings take place and the amount of time allotted to interacting together will influence how productive reading partners are. It is inevitable that students will finish activities at different paces, so "filler" activities are also a must to ensure that every group has the opportunity to finish work at their own appropriate paces. 

This would be a good reference for reading partner activities. I especially liked this because it offers similar discussion to the discussion and questions that were suggested in the chapter for talking partners during whole class read-alouds. It would allow for reinforcement of specific questions and consistency.

Literature circles, like the ones we did over the course of this semester, were also mentioned in this chapter. However, one variation mentioned is to have each group read different books by the same author. I think that this would be cool to use if I were to assign a group assignment on different authors. Each group could study a different author and notice patterns, themes, unique illustrations, consistencies in target audiences, etc. and share their findings and maybe brief summaries of the books they examined with the class in a literature cafe setting (mentioned in a previous post) at the end the week. This would allow me to tailor the assigned readings to best suit various reading levels while also allowing students to choose books for their interests. 

A few weeks ago, I had to write my first CSEL draft, and a huge part of my learning theory and classroom application focused on inclusion. Collaborative groups and this chapter will be really useful for me in that regard because they allow me to specialize learning for different abilities and provide a forum for students to engage with one another in a productive, positive way. I want to nurture a community of learners who all feel included, involved, and important; group work or team work will have a huge part in developing an excited, interconnected community.

How do you think you will implement group work in your classroom?