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March 2009
Vol 6 No 3
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Teachers.Net Gazette Vol.6 No.3 March 2009

Cover Story by Graysen Walles
Teachers are Brave
Somewhere in this country a drive-by was avoided, a robbery was reconsidered, or a suicide attempt was abandoned because a teacher was willing to show up and make a difference in the classroom, administrative office, after school activity, or at the home of a child.


Harry & Rosemary Wong: Effective Teaching
Assessing for Student Learning

Columns
»The 21st Century Teaching-Learning Environment - (Think Outside the Classroom Box)Hal Portner
»Why Do You Teach?Sue Gruber
»Educating Homeless ChildrenLeah Davies
»Old School Progress ReportsTodd R. Nelson
»Habit vs. Awareness for the 3 Practices and for the Hierarchy of Social DevelopmentMarvin Marshall
»The Busy Educator's Monthly FiveMarjan Glavac
»Dear Barbara - Advice for SubsBarbara Pressman
»Global Travel GuruJosette Bonafino
»Tool & ToysRick Morris

Articles
»Economic Relief for TeachersTeachers.Net
»Fifty Years of TeachingBill Page
»Strange SignsTim Newlin
»A Dozen Surefire Tips To Maximize Flexible Grouping and Small Group LearningSusan Fitzell
»Time to Reward YourselfAlan Haskvitz
»March 2009 Writing PromptsJames Wayne
»Using Photographs To Inspire Writing VHank Kellner
»What’s Wrong With Teacher Education In This Country?Howard Seeman
»“Slumdog Millionaire” Teaches About Education, TooDorothy Rich
»Teachers’ Role in Improving Students’ Thinking Skills: Moving beyond the ‘sage on the stage’Ambreen Ahmed

Features
»Apple Seeds: Inspiring QuotesBarb Stutesman
»Today Is... Daily CommemorationRon Victoria
»The Lighter Side of Teaching
»Teacher Blogs Showcase
»Liz Phillips' Printable Discipline Rubric
»Photo tour: 4th Grade Classroom
»Lessons, Resources and Theme Activities: March 2009
»Featured Lesson: Recognizing Bullying
»Modeling Guided Reading FAQ, Periodic Table of Videos – Fascinating Chemistry!, Carl Sagan - 4th Dimension Explanation, Parabolas in the Real World, Al Jolson sings - Brother Can You Spare a Dime?, Lovers’ Waltz - Casey Willis on violin, Meet Secretary of Education Arne Duncan
»Live on Teachers.Net: March 2009
»T-Netters Share Favorite Recipes
»Managing Hyperactive Students
»Newsdesk: Events & Opportunities for Teachers
»This Board’s For Me!


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Cover Story by Graysen Walles

Effective Teaching by Harry & Rosemary Wong

Contributors this month: Graysen Walles, Hal Portner, Sue Gruber, Leah Davies, Todd R. Nelson, Marvin Marshall, Marjan Glavac, Barbara Pressman, Josette Bonafino, Rick Morris, Bill Page, Tim Newlin, Susan Fitzell, Alan Haskvitz, James Wayne, Hank Kellner, Howard Seeman, Dorothy Rich, Ambreen Ahmed, Barb Stutesman, Ron Victoria, Liz Phillips, and YENDOR.

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Susan Fitzell

Archive | Biography | Resources | Discussion

A Dozen Surefire Tips To Maximize Flexible Grouping and Small Group Learning

Research indicates that cooperative learning increases achievement.
by Susan Fitzell


Regular contributor to the Gazette
March 1, 2009

Group work is traditionally fraught with challenges. Will students do their fair share? Will they behave appropriately? Will learning be effective and efficient enough to meet the achievement challenge?

Research indicates that cooperative learning increases achievement. (Marzano, Robert. Classroom Instruction That Works. Prentice Hall, 2004. p. 87)

Here are a dozen things to consider when setting up and implementing independent and small-group activities in order to foster that result:

  1. Provide instruction and activities that match students of varying skill levels.
  2. Assess student progress frequently by monitoring student work and error patterns to identify what needs to be re-taught.
  3. Avoid using worksheets as the primary focus of small-group work. Worksheets should be kept to a minimum, if not eliminated altogether.
  4. Establish clear routines for students to follow. Model and practice those routines. Rehearse the expectations and review expectations frequently.
  5. Notice positive group behavior. Research indicates that teachers should give students more positive comments than negative comments.
  6. Calmly, quietly, and quickly approach and redirect students who are off task. Use a nonverbal cue, a cue card (see cue card example)
  7. Use proximity control. The co-teaching environment makes this much more doable.
  8. Use assessment data to create lesson plans and determine the groups.
  9. Keep groups small, preferably three to four students to a group. Sometimes it might even be appropriate to have pairs.
  10. Change groups as students grow or test out of a curriculum section.
  11. Describe, show an example, or model the expectations for assignments and activities as well as examples of what the outcome should, and should not, look like.
  12. Correct misbehavior and teach appropriate behavior and expectations (we cannot assume that students know what to do)



» More Gazette articles...




About Susan Fitzell...

Susan Fitzell is a nationally recognized speaker and author of several educational resource books. She has over two decades of experience with differentiated instruction, teaching youth with special needs, students with behavioral and anger management issues, and students who experience bullying. Susan’s company, AIMHI Educational Programs, focuses on building caring school communities. aimhieducational.com

When I am traveling my messages tend to be short.
Thank you for your understanding.

Susan Fitzell, M. Ed.
Author, Educational Consultant & Professional Speaker
PO Box 6182, Manchester, NH 03103 USA

Keep up with Susan!
Susan's website www.SusanFitzell.com
Susan's blog www.hightestscores.org
Join twitter.com/home & connect with susanfitzelldotcom@gmail.com.
Find me on www.Facebook.com at susanfitzelldotcom@gmail.com
and www.LinkedIn.com as sfitzell@yahoo.com
Talk to me on www.Skype.com as sfitzell@aimhieducational.com


Susan Fitzell Articles on Teachers.Net...
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