Differentiating Through Flex Groups
11162007, 08:38 PM


I taught third grade last year and differentiated for the math skills using flex groups. For each skill I taught, I'd split the kiddos into highmediumlow groups (more if necessary) according to their preassessment (usually morning work, quick quizzes, or selfevaluations of readiness). Then I had different levels of these skills at different places around the room. I usually spent most of my time with the low group... I tried to arrange pushin support during this time so an aide would work with another group, too. The groups changed all the time, with the skill at hand.
Some examples... For geometry, I'd have the highest group build models using those unifix cubes and figure out the area or test their neighbor, design a building using at least 10 different types of 2d and 3d shapes and label all of the shapes, or find the area and perimeter of different surface areas of things around the room and chart the data. While the high students did these sorts of activities, I'd be teaching a lesson to the low/medium kids and send the medium kids off to try it on their own, working longer with the low kids.
For graphing, I'd have all of my groups collect class data on a choice topic (favorite superhero, book, sport were favorites). Then the lowest group would make a regular bar graph (complete with labels and key, etc). The middle group might be challenged to make one box on their grids worth two students or some variation like that. The high group would be challenged to do the same as the middle group in the form of a double bar graph comparing boys responses to girls responses.
These are just some examples! Hope they help....
