![References
Heacox, D. (2012). Differentiating instruction in the regular
classroom: How to reach and teach all learners. Minneapolis,
MN: Free Spirit Publishing Inc.
[illustration of grouped people icons]. Retrieved from http://blogs
.sap.com/innovation/industries/evolution-customer-
segmentation-means-brand-02687115
[photograph of a rainbow spring]. Retrieved from http://www
.stuffyoushouldknow.com/blog/the-best-stuff-weve-read-this-
week-37/](https://image.slidesharecdn.com/flexiblegroupingpresentation-150721193035-lva1-app6891/85/Flexible-Grouping-13-320.jpg)
Flexible Grouping
- 1. 3D Shapes Project Flexible Grouping Grade 1 – Math 2D and 3D Shapes Unit
- 2. What is flexible grouping? The word flexible describes something that is easy to change. Grouping is putting people together, usually because they have something in common. In the classroom, flexible grouping happens when students are put into groups to do activities, but the groups and activities change based on what we are learning and what everyone needs to be successful (Heacox, 2012).
- 3. How will flexible grouping help us? Have you ever thought an assignment was too easy or too hard? Have you ever been bored or confused? Have you ever wanted me to teach faster or slower? Have you ever wished you could do an activity in a different way? Different people like different things and like to work in different ways. Different people also need different amounts of time and help to learn new things. Flexible grouping will help everyone by letting you work on activities that match your interests and needs and letting me give extra support to students who need it (Heacox, 2012).
- 4. How were we put into groups? This project is about the six 3D shapes we have studied. Each group will be making a different product about them. a chart a diorama a photo essay a picture book On the survey you took at the start of the school year, you answered questions about the types of activities you like to do and the kinds of projects that you think let you show what you know the best. I put you into groups based on what you told me about your interests and strengths in learning.
- 5. How will we get into our groups? There is a colored card (red, blue, green, or yellow) on each of your desks. Everyone who has the same color card will work in the same group. You will work together as a team on the same project. The materials and supplies you may use are in baskets that match your group’s color, and instructions for your group’s project are written on cards that are also the same color.
- 6. Where will each group work? Look at the map of our classroom. When we are ready to start, you will get the colored card off of your own desk and go to the group of desks that matches the color of your card. Ms. Baldwin’s table supplies SMART Board red green yellow blue
- 7. What are our roles in our groups? When you get your colored card, you will notice that it has a picture of one of the 3D shapes we have studied printed on it. When you get into your group, you will notice that everyone in your group has a different shape. Your most important role in the group is to be the expert on your shape! You will give your group members all of the information about your shape as you work together to create your final project. If there is information you do not know, you will need to use the resources we have—including the blocks, texts, and videos we have used in class during this unit—to figure it out.
- 8. What are our roles in our groups? Everyone has another role, too! cube RUNNER 1: You will go get your group’s materials, including the colored basket and basic supplies. pyramid RUNNER 2: You will return your group’s materials, including the colored basket and basic supplies. cone TIMEKEEPER: You will keep track of how much time is left and have your group start cleaning up at 3:15. cylinder REPORTER: You will come to me with any questions or problems your group has and report back to your group.* sphere LEADER: You will make sure everyone participates and has a “voice” in making the final product. rectangular prism CHECKER: You will complete the project checklist to make sure your group’s final product has all of the required parts. * Remember! If I’m meeting with other students, you will have to wait!
- 9. How did you pick our roles? I picked the shapes you will become experts on in your groups by looking at your performance on exit slips, quizzes, and other written assignments while we have been studying 3D shapes. Students who need more support with certain characteristics of 3D shapes have been given the same shape. This will let me work with you in a small group to give you extra support. I will be working with the following groups. Please come to my table right away when you hear me call your shape! pyramids: We will focus on the 2D shapes that are the faces of 3D shapes. cubes: We will focus on how to count how many faces, edges, and vertices a 3D shape has.
- 10. What are the instructions? Each group will make a different product to show what we have learned about the basic 3D shapes shown above. Each product must include the following information about all six of the 3D shapes. the name of the shape the number of faces, edges, and vertices the shape of the faces how the shape behaves (roll, stack, or slide) 1 or more examples of the shape in the real world a drawing of each shape
- 11. What products are we making? Red Group chart You will use a piece of poster board to make a chart. Each shape should have its own row. Each fact you need to give about each shape should have its own column. Green Group diorama You will use clay and toothpicks to create models of each shape. Make a museum plaque on an index card to go with each model. Set everything up on or in a box. Yellow Group picture book You will make a book. It can be a story or an informational text. Each page should be about a different shape. Each page should have a picture and text. Blue Group photo essay You will work with Miss Copp to use a digital camera to take and print photographs of 3D shapes in our school. You should write a caption for each photograph.
- 12. Are we ready to begin? As you work, please keep the following tips in mind! 1. You are working together as a team to make one product that includes all six of your 3D shapes. 2. All of the instructions for your group’s project are printed on a task card in your supplies basket. 3. Use the project checklist to make sure your group’s project is meeting all of the requirements. Let’s get started!GO!
- 13. References Heacox, D. (2012). Differentiating instruction in the regular classroom: How to reach and teach all learners. Minneapolis, MN: Free Spirit Publishing Inc. [illustration of grouped people icons]. Retrieved from http://blogs .sap.com/innovation/industries/evolution-customer- segmentation-means-brand-02687115 [photograph of a rainbow spring]. Retrieved from http://www .stuffyoushouldknow.com/blog/the-best-stuff-weve-read-this- week-37/