top of page
Homogenous Grouping
THE STUDENT
​
By grouping students according to their instructional need, students can learn from others who are within their same level of understanding.
​
Scaffolding: For attention problems, working memory deficits and poor organized knowledge.
​
Guided Reading: Gives students more time to practice by using reputation.
​
Choral Response: Allows student to hear the answer, join in on the learning and receive automatic feedback.
​
Touch Response: Students are asked to touch items while learning ( 3D letters/numbers or realia.
​
​
THE TEACHER
​
Grouping students bases on their academic need helps teachers to differentiate instruction.
​
Scaffolding: For multistep directions-split into manageable and logical chunks. Sequence skills that build upon one another. Select examples (simple to complex), Always modal with visuals, checklists and sound walls.
Guided Reading: Rotating through groups allows for closer monitoring.
​
Choral Response: Teachers must give extended think time, use signal-auditory (everyone), along with visual hand signals ( lower hand while saying everyone).
​
Touch Response: By having students touch items teachers can evaluate understanding and stimulate engagement.
The Pause Procedure:
​
Teacher lectures for 12-18 minutes and then pauses for 3-4 minutes while the students either work in pairs to discuss or reflect on material. This creates higher-retention of learning.
bottom of page