Unit 2: How to create Small Groups

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Mini-course Incorporating the Workshop Model in Math (K-2)
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Unit 2: How to create Small Groups

At the end of this unit learners will be able to…

Assess and analyze pre-assessments
Create small groups based on student needs

Please review the following excerpt is from unit 1 as a summarized review of creating small groups.

   Prior to the math block, the teacher will conduct various assessments to determine student learning needs. For example, a teacher may use a pre-assessment prior to a learning unit to determine student learning strengths and needs. Throughout the unit, the teacher may utilize exit slips during the closure portion of the workshop model. The teacher may use data obtained from a pre-assessment or exit slips to create intentional small groups.

Prior to utilizing the workshop model along with math work stations it is essential that the teacher or team focuses on student needs and analyzes the learners. Larson and Lockee (2020) explained, "When you prioritize the learner, their needs and abilities impact the design of the instruction in many ways" (p.50). What is meant by this is that the learner analysis process will directly impact the creation of small groups and the design of the workshop model and how much time can be designated to each small group.

The Learner Analysis Process

In this unit you will use Larson and Lockee's (2020) learner analysis process to intentionally create small groups. As you read and follow each step, please keep track of your responses using the collaborative Google Sheet. You may use the instructors examples and your peers responses for reference.

Google Sheet : The Learner Analysis Process

Step 1: "Confirm the identity of the target learner(s)" (p. 52). Referring back to the initial needs assessment, Incorporating the Workshop Model in Math (k-2) is intended for elementary teachers with a diverse set of learners in their classroom. When taking on this step, reflect on "exactly who will be using the proposed instruction" (p.52). If you are indeed an elementary teacher then your target learners will be the students that you teach for math. When confirming the identity of the target learners reflect on "what they already know, what they need to know, what interests them, and the abilities they have that will enable them to engage with and learn from your instruction" (p.52).If you are an instructional coach or administration leader working with several classrooms or grade levels, please be sure to "determine which group is the primary audience" (p.52).

Step 2: "Determine the Information Required" (p. 53). Larson and Lockee (2020) explained, "When contemplating the type of information about the learner that might be required to design instruction, it is helpful to know the range of data available and how each type of information can impact an instructional design" (p.53). Various characteristics to keep in mind when creating small groups in mind are demographic and group data, physiological characteristics, cognitive abilities, prior knowledge, and motivations. These aspects will impact student make up of each group as well as instructional goals and activities.

Table 3.1 has been obtained from Larson and Lockee (2020) and outlines other possible "Learner Characteristics and Implications for Instructional Design" (p.53-54)

Larson, M.B. & Lockee, B.B. (2020). Streamlined ID: A Practical Guide to Instructional Design (2nd edition). New York, NY: Routledge.

Step 3: "Collect Data and Produce a Learner Profile" (p. 55). Their are a variety of methods to collect data and gather evidence to determine student needs and create intentional small groups.

One way to collect data prior to instruction is utilize assessment resources form your current math curriculum. For example, within most, if not all math curriculums each unit has a post assessment paired with specific standards intended for the end of the unit. This post assessment could be modified by changing the numbers or words in each problem ever so slightly for a pre-assessment. Success or difficulties on specific problems on the pre-assessment would then guide the teacher in creating effective small groupings based on students abilities and learning needs. Groupings may change throughout the instructional unit as students show growth in areas.

Another idea is to incorporate exit slips at the end of each lesson within the closure. Exit slips are a from of formative assessment composed of 1-2 problems that focus on the lessons learning objective. Used in combination with the pre-assessment, teachers can track student growth on skills narrowed in on during small groups and visited during work stations. We will revisit exit slips in Step 5.

Table 3.2 has been obtained from Larson and Lockee (2020) and outlines other possible "Sources of Data about Learner Populations" (p.55)

Step 4: "Analyze the Learner Profile to Identify Design Impacts" (p. 56) Based on data and learner profiles obtained in step 3 Larson and Lockee (2020) noted, "there will likely be variation in how individual learners think, act, and feel within that group. There will also be learner differences in prior knowledge and experience of the subject matter that will impact how they respond to and engage with the instruction" (p.56). Learner differences obtained from steps 1-3 are to be expected and directly impact the design of small groups. Student strengths and weaknesses based on step 3 data are the pillars of creating intentional small groups. When analyzing the learner profile, begin to group students in groups of 3-4 based on similar learning needs. What is meant by this is consider what specific standard, topic, or skill each pre-assessment question relates to and create groupings based on student challenges in this area. These groupings will inform small group instruction and guide the teacher in intentionally choosing appropriate learning activities associated with that specific standard, topic, or skill.

Step 5: "Revisit and Revise your Learner Analysis Throughout the Project" (p. 58) Larson and Lockee (2020) explained, "the learner analysis for an instructional design project continually evolves throughout the life of the project as new information about learner needs and characteristics becomes available" (p.58). In the case of this learning unit (How to make Small Groups), the learner analysis for the small group may change throughout the instructional unit. Students may show growth or mastery in the area focused on within the small group instruction. This information may be obtained through teacher observations or anecdotal notes during the whole group mini lesson, small groups focused instruction, work stations, or through other formative data collection such as exit slips.

This is a reminder to please keep track of your responses to each step above using the collaborative Google Sheet.

Google Sheet : The Learner Analysis Process

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References

Larson, M.B. & Lockee, B.B. (2020). Streamlined ID: A Practical Guide to Instructional Design (2nd edition). New York, NY: Routledge.