Pros and Cons on Flexible Grouping in Grades 7-12

Pros and Cons on Flexible Grouping in Grades 7-12 Every student learns differently.  Some students are visual  learners who  prefer using pictures or  images;  some students are  physical  or  kinesthetic who prefer using their bodies and sense of touch. Different learning styles mean that teachers must try to address the variety of learning styles of their students to target instruction. One way to achieve this is through flexible-grouping. Flexible grouping  (flex grouping) is the purposeful  and  strategic  grouping/regrouping  of students within the classroom  and in combination with other classes in various ways based on the subject area and/or type of task. Flexible grouping is used in middle and high school, grades 7-12, to help differentiate instruction for students in any content area.   Flex-grouping  allows teachers the opportunity to organize collaborative and cooperative activities in the classroom. In creating flexible groups teachers may use  test results, student in-class performance, and an individualized evaluation of a students set of skills to determine the group into which a student should be placed.  Regular review of placement in flex-grouping is recommended. In flex-grouping, teachers can also group students by levels of ability. There are ability levels organized in three (below proficiency, approaching proficiency) or four (remedial, approaching proficiency, proficiency, goal).  Organizing students by ability levels is a form of proficiency-based learning which is more common in the elementary grades. A type of assessment that is growing at the secondary level is standards-based grading which ties performance to proficiency levels. If there is a need to group students by ability, teachers can organize students into  heterogeneous grouping  mixing students with different skills  or  into  homogenous groups  with students in separate groups based on high, medium, or low academic achievement.  Homogeneous grouping  is used for improving specific student skills or measuring student understanding more often.  The student grouped with students demonstrating similar needs is one way a teacher can target identified needs students have in common. By targeting the help each student needs, a teacher can create flex groups for the most remedial students  while also offering flex groups for higher achieving students.   As a caution, however, educators should recognize that when homogeneous grouping is used consistently in the classroom, the practice is similar to  tracking  students. The sustained separation of students by  academic ability into groups for all subjects  or specific classes  within a school is called tracking.  This practice of tracking is discouraged as  research shows that tracking  negatively impacts academic growth. The key word in the  definition of tracking is the word sustained which contrasts with the purpose of flex grouping. Since the groups are organized around a particular task, flex grouping is not sustained. Should there be a need to organize groups for socialization, teachers can  create groups through a drawing or lottery. Groups can be created through pairs spontaneously. Once again, each students learning style  is an important consideration as well. Asking students to participate in organizing the flex groups (How would you like to learn this material?) may increase student engagement and motivation. Pros in Using Flexible Grouping Flexible grouping is one strategy  that allows the teacher opportunities to address each learners  specific needs, while regular grouping and regrouping encourage student relationships with teacher and classmates. These collaborative experiences in the classroom help to prepare students for the authentic experiences of working with others in college and their chosen career.   Research shows  that flex grouping  minimizes the stigma of being different and for many students helps to  reduce their anxiety. Flex grouping provides an  opportunity for all students  to develop leadership skills and take responsibility for their learning.   Students in flex groups need  to communicate with other students, a practice which develops speaking and listening skills. These skills are part of the Common Core State Standards in Speaking and Listening  CCSS.ELA-LITERACY.CCRA.SL.1 [Students] repare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. While developing speaking and listening skills are important for all students, they are particularly important for students labeled as  English Language Learners  (ELL, EL, ESL or EFL). Conversations between students may not always be academic, but for these ELs, speaking to and listening to their classmates is an academic exercise regardless of topic. Cons in Using Flexible Grouping Flexible grouping takes time to implement successfully. Even in grades  7-12, students need to be trained in the procedures and expectations for group work. Setting standards for cooperation and practicing routines can be time-consuming. Developing stamina for working in groups takes time. Collaboration in groups may be uneven. Everyone has had an experience in school or at work of working with a slacker who may have contributed little effort. In these cases, flex grouping may penalize students who may work harder than other students who may not help. Mixed ability groups may not provide the support needed for all members of the group. Moreover, single ability groups limit peer to peer interaction.  The concern with separate ability groups is that placing students into lower groups often results in lower expectations. These kinds of homogenous groups organized only by ability can result in  tracking.   The National Education Association  (NEA) research on tracking shows that when schools track their students, those students  generally stay at one level. Staying at one level means that the achievement gap grows exponentially over the years, and academic delay for the student gets worse over time. Tracked students may never have the opportunity to escape to higher groups or levels of achievement.   Finally, in grades 7-12,  social influence can complicate grouping students. Some students may be negatively affected by peer pressure. Student social and emotional needs require that teachers need to be aware of their students social interactions before organizing a group. Conclusion Flexible grouping means that teachers can group and regroup students to address student academic skills. The collaborative experience of flexible grouping can also better prepare students for working with others after they leave school. While there is no formula for creating perfect groups in class, placing students in these collaborative experiences is a critical component of college and career readiness.

Ancestry of George W. Bush - Bush Family Tree

Ancestry of George W. Bush - Bush Family Tree Originating in Columbus, Ohio, the Bush family has developed into one of the most accomplished political families of the 20th century. Other important individuals in the Bush family tree include the Spencer family that produced Diana, Princess of Wales, which makes George W. Bush a 17th cousin to Prince William of Wales. The great great great grandmother of President George W. Bush, Harriet Smith (wife of Obidiah Newcomb Bushs wife) and her descendants, are distant cousins of John Kerry. First Generation 1. George Walker BUSH was born on 6 Jul 1946 in New Haven, Connecticut. George Walker BUSH married: Laura Lane Welch on 5 November 1977 in the First United Methodist Church of Midland, Texas. Laura WELCH was born on 4 November 1946 to Harold Bruch WELCH and Jenna Louise (Hawkins) WELCH. Second Generation 2. George Herbert Walker BUSH was born on 12 Jun 1924 in Milton, Massachusetts.1 George Herbert Walker BUSH and Barbara PIERCE were married on 6 Jan 1945 in Rye, Westchester County, New York.1 3. Barbara PIERCE was born on 8 Jun 1925 in Rye, Westchester County, New York. George Herbert Walker BUSH and Barbara PIERCE had the following children: 1 i. George Walker BUSHii. Pauline Robinson BUSHiii. Jeb BUSHiv. Neil BUSHv. Marvin BUSHvi. Dorothy BUSH Third Generation 4. Prescott Sheldon BUSH was born on 15 May 1895 in Columbus, Ohio.2 Between 1952 and 1963 he was an U.S. Senator. He died of lung cancer on 8 Oct 1972 in New York City, New York.2 Prescott Sheldon BUSH and Dorothy WALKER were married on 6 Aug 1921 in Kennebunkport, Maine.2 5. Dorothy WALKER3,4 was born on 1 Jul 1901 in Missouri.2 She died on 19 Nov 1992 in Greenwich, Connecticut.2 Prescott Sheldon BUSH and Dorothy WALKER had the following children: i. Prescott Sheldon (Pres) BUSH Jr was born on 10 Aug 1922.22 ii. George Herbert Walker BUSH.iii. Nancy BUSH was born on 3 Feb 1926.2iv. Jonathan James BUSH was born on 6 May 1931.2v. William Henry Trotter (Buck or Bucky) BUSH was born on 14 Jul 1938.2 6. Marvin PIERCE was born on 17 Jun 1893 in Sharpsville, Mercer County, Pennsylvania. He died on 17 Jul 1969 in Rye, Westchester County, New York. Marvin PIERCE and Pauline ROBINSON were married in Aug 1918. 7. Pauline ROBINSON was born in Apr 1896 in Ohio. She died from injuries suffered in a car accident on 23 Sep 1949 in Rye, Westchester County, New York. Marvin PIERCE and Pauline ROBINSON had the following children: i. Martha PIERCE was born in 1920.ii. James Robinson PIERCE was born in 1921.3 iii. Barbara PIERCE Fourth Generation 8. Samuel Prescott BUSH2 was born on 4 Oct 1863 in Brick Chuch, New Jersey.2 He died on 8 Feb 1948 in Columbus, Ohio. Samuel Prescott BUSH and Flora SHELDON were married on 20 Jun 1894 in Columbus, Ohio. 9. Flora SHELDON was born on 17 Mar 1872 in Franklin Co, Ohio. She died on 4 Sep 1920 in Watch Hill, Rhode Island. Samuel Prescott BUSH and Flora SHELDON had the following children: 4 i. Prescott Sheldon BUSH 10. George Herbert WALKER was born on 11 Jun 1875 in St. Louis, Missouri. He died on 24 Jun 1953 in New York City, New York. George Herbert WALKER and Lucretia (Loulie) WEAR were married on 17 Jan 1899 in St. Louis, Missouri. 11. Lucretia (Loulie) WEAR was born on 17 Sep 1874 in St. Louis, Missouri. She died on 28 Aug 1961 in Biddeford, Maine. George Herbert WALKER and Lucretia (Loulie) WEAR had the following children: 5 i. Dorothy WALKER 12. Scott PIERCE was born on 18 Jan 1866 in Sharpsville, Mercer County, Pennsylvania.3 Scott PIERCE and Mabel MARVIN were married on 26 Nov 1891. 13. Mabel MARVIN was born on 4 Jun 1869 in Cincinnati, Ohio. Scott PIERCE and Mabel MARVIN had the following children: 6 i. Marvin PIERCE. ii. Charlotte PIERCE was born on 30 Sep 1894.4 She died on 15 Aug 1971 in Dayton, Ohio.4 14. James Edgar ROBINSON was born on 15 Aug 1868 in Marysville, Ohio. He died in 1931. James Edgar ROBINSON and Lula Dell FLICKINGER were married on 31 Mar 1895 in Marion County, Ohio. 15. Lula Dell FLICKINGER was born in Mar 1875 in Byhalia, Ohio. James Edgar ROBINSON and Lula Dell FLICKINGER had the following children: 7 i. Pauline ROBINSON