Student Grouping and Supportive Resources

Cohort Facilitation Guide

Student Grouping and Supportive Resources

5 hr stand-alone

This facilitation guide is designed for those leading cohort groups who are taking or have taken Danielson PD modules through Pennsylvania’s PD Center. Please be encouraged to steer your cohort group toward discussion that is most appropriate for your particular environment and needs.

In the table below, you will find guiding or essential questions related to the module content and applications in the left-hand column, and potential discussion points in the right-hand column. The last column of the table shares Pennsylvania-specific resources that might be of use or interest to the cohort group. At the end of this guide, you will find the alignment(s) between Danielson’s Framework for Teaching and this module as well as correlations to the Framework for Leadership, should any groups wish to explore those connections further.

Guiding Questions / Possible/Guiding Responses
How can student grouping and student choice enhance learning? / ·  Choice of student grouping can be powerful. With the learning of a new skill it can be particularly effective, as students who have chosen to work with friends may feel more emotionally secure and willing to try a new challenge.
·  Students being given the choice of how long to complete a task, although not always appropriate, can really give confidence to students (whilst giving implicit feedback to teachers about how much they may know).
·  Giving an element of choice for students when defining success criteria for a given task is also a useful way in eliciting understanding about a task and also, again, inspiring a greater level of commitment in the undertaking on the part of the student.
·  Too much choice can be negative. Students can become confused and paralyzed by the gallery of choice if not guided. Teachers need to carefully select appropriate choices.
·  Choice enhances intrinsic motivation, empowers learners and enhances independence, provides variety and encourages greater emotional investment.
·  Tips on how to offer choice:
o  Choice of outcome including how student presents that outcome
o  Choice of grouping
o  Choice of learning style/approach
o  Choice of timing for task
o  Choice of roles in collaborative group work
·  Reference: http://www.huntingenglish.com/2012/08/30/the-power-of-choice-involving-students-in-their-learning/
How can supportive materials and resources suitable for all students impact learning? / ·  In the context of classrooms, resources are the physical demonstration aids, students’ contextual understandings, teacher subject expertise, and structured organization of materials, ideas, and activities with which students interact.
·  Differences in the effects of resources depend on differences in their use (Grubb, 2008).
·  Classroom instruction is described as the interaction between teacher, student, materials, and environment (Cohen, Raudenbush, & Ball, 2002).
·  Grubb (2008) found that simple resources, such as texts, technology, increased teacher salary, teacher training, or lower pupil to teacher ratio may influence student outcomes. Complex and abstract resources had a significant impact on student outcomes. (Teachers feeling in control of their teaching and their materials, school climate, and innovative teaching.)
·  Resource: http://scholar.lib.vt.edu/theses/available/etd-08162011-160010/unrestricted/Kurdziolek_MA_D_2011.pdf
How can teacher and student use of technology further improve a lesson’s activities and check for understanding? / ·  Evidence from the last 10 years suggests that particular technologies can enhance student knowledge and skills. Findings from selected studies are summarized below.
o  Reading: A recent meta-analysis of 84 rigorous studies compares the impact of various technologies (computer-managed learning, innovative technology applications, supplemental technology, and comprehensive models) on K-12 reading achievement. Comprehensive models that integrate computer-assisted instruction with other activities as a core reading program appear to produce the largest improvements in reading scores.
o  Mathematics: A meta-analysis of 74 rigorous studies on K-12 mathematics computer applications indicates that such programs produce small but positive effects on mathematics achievement. Specifically, programs that supplement traditional math instruction with additional computer-assisted instruction at students’ individualized assessed levels of need have the greatest effects on math achievement.
o  Writing: A systematic review of studies in peer-reviewed journals between 2005 and 2010 finds that participation in one-to-one computer projects (wherein each student is provided a digital device) to improved student motivation and engagement in learning, slightly improved students’ writing skills, proficiency with the use of digital tools, and scores on high-stakes tests.4 Another study indicates that students using laptops regularly outperform their peers in four areas of writing: content, organization, language/voice/style, and mechanics.
·  Effective integration of technology into teaching and learning is critical, according to research conducted over the last 20 years.
·  Reference: https://www.arccta.org/sites/default/files/general_uploads/Research%20Brief%20Does%20Ed%20Tech%20Improve%20Student%20Learning.pdf
·  In a 2000 study commissioned by the Software and Information Industry Association, Sivin-Kachala and Bialo (2000) reviewed 311 research studies on the effectiveness of technology on student achievement. Their findings revealed positive and consistent patterns when students were engaged in technology-rich environments, including significant gains and achievement in all subject areas, increased achievement in preschool through high school for both regular and special needs students, and improved attitudes toward learning and increased self-esteem.
·  In examining large-scale state and national studies, as well as some innovative smaller studies on newer educational technologies, Schacter (1999) found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests.
·  Boster, Meyer, Roberto, and Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone.
·  Research indicates that computer technology can help support learning and is especially useful in developing the higher-order skills of critical thinking, analysis, and scientific inquiry "by engaging students in authentic, complex tasks within collaborative learning contexts" (Roschelle, Pea, Hoadley, Gordin & Means, 2000; Means, et. al., 1993).
·  Reference: http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm
What PA-specific online resources are available that enhance student grouping and supportive resources? / ·  SAS Portal: http://www.pdesas.org (standards, assessment, curriculum framework, instruction, and materials and resources tabs)
·  PDE SAS Literacy Design Collaborative
·  PDE Mathematics Design Collaborative
·  PDE Math & Science Collaborative
·  Strategic Guiding Questions (p. 3, 1e)
·  PA Guiding Questions between Principals and Teachers (p. 3, 1e)
http://www.portal.state.pa.us/portal/portal/server.pt/document/1375073/guiding_questions_-_principals___teachers_pdf

Primary alignment between Student Grouping and Supportive Resources and the Framework for Teaching:

·  1e: Designing Coherent Instruction

Correlations between Student Grouping and Supportive Resources and the Framework for Leadership:

·  1b: Uses Data for Informed Decision Making

·  1c: Builds a Collaborative and Empowering Work Environment

·  1d: Leads Change Efforts for Continuous Improvement

·  2a: Leverages Human and Financial Resources

·  2b: Ensures a High Quality, High Performing Staff

·  2d: Establishes and Implements Expectations for Students and Staff

·  2e: Communicates Effectively and Strategically

·  3a: Leads School Improvement Initiatives

·  3b: Aligns Curricula, Instruction, and Assessments

·  3c: Implements High Quality Instruction

·  3d: Sets High Expectations for All Students

·  3e: Maximizes Instructional Time

·  4c: Supports Professional Growth

* Modified from Guiding Questions: Conversations Between Principals and Teachers © Pennsylvania Department of Education, 2013.

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