Flexible Grouping An Intervention to Decrease Classroom Disruptions

Flexible Grouping: An Intervention to Decrease Classroom Disruptions Tracy L. Kaufman University of Pittsburgh An overview on how flexible grouping can be used as a preventative intervention to classroom disruptions and off-task behaviors. 2008 Tracy L. Kaufman, University of Pittsburgh 1

Learner objectives Participants in this seminar will be able to: Ø Identify the functions of behavior Ø Define Flexible Grouping. Ø Identify at least 3 ways to organize groupings. Ø Explain why Flexible Grouping is not a stagnant process Ø Identify one way to use Flexible grouping in your own classroom 2008 Tracy L. Kaufman, University of Pittsburgh 2

Our agenda • Define the impact classroom disruptions have on student learning • Define functions of behavior. • Define Flexible Grouping • Review research findings on the impact flexible grouping has on decreasing disruptions and off task behaviors 2008 Tracy L. Kaufman, University of Pittsburgh 3

Please refer the provided study guide throughout the Power Point presentation. 2008 Tracy L. Kaufman, University of Pittsburgh 4

Classroom Disruptions are… “The use of violence, harassment, intimidation, or any such conduct to cause substantial and material disruption or obstruction of any lawful mission, process, policy or function of the school or school district. Neither shall he/she engage in such conduct or urge other students to engage in such conduct if such a disruption or obstruction is reasonable certain to result. ” (PPS Handbook) 2008 Tracy L. Kaufman, University of Pittsburgh 5

Classroom Disruptions • Take up one-half of classroom instruction time(Cotton, 1990) • Interfere with student’s ability to stay on task (Callison, 1998) Ø ‘time on task’ is that period of time which a student is actively engaged in a learning activity (p. 32) • Less time on task affects the amount of curriculum the teacher can cover • Can prevent students who behave appropriately from participating in class Ø After being disrupted these students may feel his/her thoughts were not as important (Callison, 1998) • Frequent outburst in class hinders a students desire to work cooperatively with classmates (Baugous & Bendery, 2000) 2008 Tracy L. Kaufman, University of Pittsburgh 6

Function of Behavior “All behaviors, whether desired or undesired by others, serve one of two functions: 1. To gain access to something desired 2. To escape or avoid something aversive Determining the function of the behavior is the first step in decreasing the behavior” (Kerr& Nelson, 2006) 2008 Tracy L. Kaufman, University of Pittsburgh 7

What would you do? I was sent to observe Ms. Smith’s sixth grade Science class. When I entered the room I observed several students out of their seats. Ms. Smith gave the directive several times for students to return to their seats and get started on their “Do Nows”. After several minutes into the period, the students complied. Throughout the lesson one particular student, Eric, continued to talk and throw pencil erasures at the students in front of him. Ms. Smith would redirect him. Eric would insist that he was not doing anything and argue with the teacher. As soon as the teacher would return to the lesson, Eric would continue disrupting the students around him. 2008 Tracy L. Kaufman, University of Pittsburgh 8

What would you do? • How many different disruptive behaviors can you find in the case study? • What is the function of the behavior Ø Avoid Ø Obtain Ø Escape • How would you handle this situation? Discuss this with your neighbor. 2008 Tracy L. Kaufman, University of Pittsburgh 9

Why disruptions occur 1. To make a boring class more interesting 2. To test adult authority 3. To avoid doing work 4. To gain attention (peer or teacher) “ Students who display challenging and disruptive behaviors often perform at lower academic levels than their peers. ” (Kerr & Nelson, 2006, p. 169) 2008 Tracy L. Kaufman, University of Pittsburgh 10

FLEXIBLE GROUPING AS THE SOLUTION 2008 Tracy L. Kaufman, University of Pittsburgh 11

What is flexible grouping? • A differentiating instruction strategy • A way to group students in a variety of ways • These grouping patterns are consistently changing • Students work collaboratively on task (Valentino, 2000) 2008 Tracy L. Kaufman, University of Pittsburgh 12

Ways to form these groups • Arranged according to task • Student ability levels • Motivational levels • Learning styles • Interest level • Random 2008 Tracy L. Kaufman, University of Pittsburgh 13

What not to do…. • Never follow the same grouping criteria • Never keep the same group members 2008 Tracy L. Kaufman, University of Pittsburgh 14

Benefits of using flexible grouping • Increases Social Skills (Bellanca & Fogarty, 1991) • Increases Confidence (Bellanca & Fogarty, 1991) • Provided experience working with people with diverse backgrounds, different abilities, and different experiences (Similar to Real Life) (Valentino, 2000) • Promotes on-task behaviors and attention (Castle, Deniz &Tortora, 2005) • Teaches personal and social responsibility (Bellanca & Fogarty, 1991) 2008 Tracy L. Kaufman, University of Pittsburgh 15

Research Says Flexible Grouping… • Increases individual achievement levels (Gentry, 1999). • Increases school achievement (Gentry, 1999). • Increase student awareness of appropriate classroom behaviors (Baugous & Bendery, 2000). • Improves social interactions (Valentino, 2000). • Decrease number of behavioral disruptions per day (Baugous & Bendery, 2000) • Is a way to incorporate social skill training and conflict resolution decreasing disruptions and off -task behaviors (Frydentall, Le. Wald, Walls, & Zarring, 2001). 2008 Tracy L. Kaufman, University of Pittsburgh 16

Questions? 2008 Tracy L. Kaufman, University of Pittsburgh 17

References • Bellanca, J. , & Fogarty, R. (1991). Blueprint for thinking in the cooperative classroom. Arlington Heights, Il. IRI/Skylight Training and Publishing. • Baugous, K. , Bendery, Shelly(2000). Decreasing the amount of classroom disruptions in order to increase the amount of time on task in elementary students. [Doctoral Dissertation]. Saint Xavier University. Retrieved February 12, 2008, from ERIC research data base. • Callison, D. (January 1998). Time on task. School library media activities monthly, 14(5), 42 -43, 50. Retrieved March 22, 2008, from ERIC research data base • Castle, S. , Deniz, C. , Baker, C. B. , Tortora, M. (2005). Flexible grouping and Student Learning in a High Needs School. Education and Urban Society, 37(2), 139 -150. Retrieved February 12, 2008, from Eric Research Data Base. • Cotton, K. (1990). Schoolwide and Classroom Discipline. School Improvement Research Series, 9. Retrived February 12, 2008, from http: //www. nwrel. org/scpd/sirs/5/cu 9. html • Frydendall, P. , Lewald, K. , Walls, J. , Zarring, E. (2001). Decreasing disruptive behaviors through social skills instruction. [Master of Arts Action Research Project]. Saint Xavier University and Skylight Professional Development Field-Based Masters program. Retrieved, February 12, 2008, from Eric research Data Base. • Gentry, M. L. (1999). Promoting Student Achievement and Exemplary Classroom Practices through Cluster Grouping: A Research-Based Alternative to Heterogeneous Elementary Classrooms. The National Research Center on the Gifted and Talented. Retrieved, February 12, 2008, from Eric Research Data Base. • Kerr, M. M. & Nelson, C. M. (2006) Strategies for addressing behavior problems in the classroom, 5 th Edition. Columbus, Ohio: Charles E. Merrill Publishing Company • Valentino, C. (2000). Flexible grouping. Retrieved February 12, 2008 from, http: //www. eduplace. com/science/profdev/articles/valentino. html 2008 Tracy L. Kaufman, University of Pittsburgh 18

Contact information • Tracy L. Kaufman • TLK 20@pitt. edu 2008 Tracy L. Kaufman, University of Pittsburgh 19