GROUPING PATTERNS

Writing in MathematicsPresently students are using annotative skills in all core courses (ELA, Mathematics, & Science). Students are being trained to utilize Ethos, Pathos, and Logos using color coding as they write. The color codes are as following: green-claim, blue-evidence, orange-reasoning, and purple-transitions. In math teachers are focusing on identifying students' claim and evidence with the colors as they answer a word problem, 'stop n jot,' or an open-ended question. Teachers are to provide as many writing opportunities within groups, as well as on an individual basis. Before group interaction students will practice writing in answering provided Cornell note questions and then summarizing their learning provided through the note-taking. Both in answering the question and summarizing students must clearly write their claim in green and providence from the notes in blue. Teachers are to encourage students to close read what they wrote and make any reflective corrections. When in groups students collaborate in brainstorming ideas and mapping out their thoughts for the final product. Use of roles helps to manage the learning task so they can have not only a visually creative output but an output that clearly communicates their learning and mastery of objective. Providing a 'quality of evidence' rubric also provides the appropriate criteria to allow them to asses their overall work, including the writing portion. Annotation methods can be applied in learning any and all math content standards.

Heterogenous/Homogeneous Grouping

Heterogeneous groups are obtained through the understanding the individual students will benefit from each other. Heterogeneous grouping is most often implemented when there is a concept students are are finding a degree of challenge, with at least two of the four students having a much higher capability to accomplish such focus skill or concept. Varying perspectives are shared and those that are struggling the most are provided an opportunity to grasp connections their peers are sharing. "The richness of ideas and perspectives...the shared learning help to benefit each student... Students in these groups can work together on a variety of tasks, including reading to each other...cooperative learning structures or group projects, as well as working independently," (Herrmann, 2014). Homogeneous groups are obtained through the understanding students are having challenges on a focus skill, gifted students who need extension work, or ELL students who may need front loading for any successive lessons, for example. 

Grouping Patterns

• Small-group instruction: can allow teachers to engage with students who have challenges and need concept or skill reinforcement or enrichment. This can be an opportunity to implement kinesthetic (body smart) and intrapersonal (self smart) teaching behaviors. The kinesthetic aspect can be mainuplative tools and/or moving activities which will have students physically engage with the learning and help them scaffold the learning. The intrapersonal aspect could have students set goals, writing in a journal, or possibly providing options for them to demonstrate their understanding. 

• Collaborative Groups: can allow students to engage with each other and share their thought processes and ideas in a social setting, which incorporates Gardner's multiple intelligence 'interpersonal' skills. Such groups reinforces, extends their thinking, and increases their creativity while working together. Students are allowed to explore, make and reflect on mistakes, and learn to come to a consensus in solving the given task. Depending on the end product expected such groups can incorporate several intelligences such as, visual spatial (picture smart), verbal-linguistic (word smart), and logical-mathematical (logic smart).

• Ability Grouping: can be done as heterogeneous or as homogeneous groups. Such groups allow students to get provided with work which will absolutely fit their needs. Multiple intelligences incorporated in these groups verbal-linguistic and logical-mathematical (word/logic smart). 

Group Reinforcement
Small group instruction can be used to reinforce writing in Mathematics. In such groups teacher can work on some skills and then allow students to complete open-ended questions relative to the skills practiced in the groups. Collaborative groups can reinforce writing by having students contribute the written portion and use varied colors to indicate which portion they contributed. All peers can use their color to edit another peers work before finalizing their overall writing for the end product. Ability grouping can reinforce writing quite similar as in small group instruction, provided open-ended questions or to complete an exit ticket. In each group the specified writing activity will immediately indicate to teacher what misconceptions, skill gaps, and thought processes which may need reinforcement and enrichment. The writing is an anonymous way for students to express their needs without anxiety and a sense of judgment. Writing samples will visibly identify those needs and students can immediately guided to appropriate scaffolds to further guide them in meeting the content standard being addressed.