Small Group VS. Whole Group Instruction Debate

WEBVTT

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Hi, it's Robin Wilson here and welcome to the

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Education Podcast, Education Connection Podcast.

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Hi, I'm Chris Nessie from the House of EdTech

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Podcast, a part of the Education Podcast Network.

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Just like the show you're listening to right

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now, shows on the network are individually owned

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and opinions expressed may not reflect others.

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Find other interesting education podcasts at

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edupodcastnetwork .com. went to a workshop this

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past summer and I first heard about education

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kind of swinging to the place of whole group

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instruction and I don't know how you've been

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taught but going back to even my college days

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small group was where it was at and I'm always

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open to new ideas and understanding what is the

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best return on investment that we have in our

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class. and you know what's going to get the biggest

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bang for our uh what we're doing in the classroom

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so i'm open to understanding this but i'm going

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to be honest with you the very first time i heard

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it i thought no way it goes against every single

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thing i've ever been taught so yeah we're going

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to be talking tonight about small groups groups

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versus whole group instruction and what's best

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for elementary students so i don't know after

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researching this i may come out with a different

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idea I kind of feel like at the end though we're

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going to come down to it being balancing it all

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out and using what's best for your kids in this

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situation. I don't think for education that any

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any one way going all the way is ever going to

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work. I know back a few years ago we had whole

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word learning versus phonics learning or breaking

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the word apart and sometimes there is a place

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for whole word learning but most of the time

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we need to learn how to break those words apart

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but you really need to embrace both. Once a child

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understands for example when you're walking through

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the grocery store and you are standing in the

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lane to check out and you just look over and

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you glance at a headline about recipes you don't

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you see the word recipes you do start remembering

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that that word is recipes. You don't have to

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sound that out anymore because you've actually

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memorized that sequence and so becomes a part

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of your whole word learning. So don't come at

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me. I'm not saying that that's the way we should

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learn but I'm saying once you get past breaking

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a word down you do tend to go into that whole

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word Memorization as adults we do that and even

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Students when they began learning to read so

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I just want to welcome you to the education connection

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We're going to explore real talk for teachers

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Of course I'm your host Robin Wilson and today

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I'm diving into a hot topic in elementary education

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and they say it's a hot topic because when I

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first heard about going whole group for everything

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I was it was a little hot topic for myself and

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I know it was for other educators as I've talked

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about and you know the saying is true I did not

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experience it until after I'd been teaching for

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a few years, but education just goes in a big

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circle. And so everything goes around and it

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comes back around. The old becomes new and the

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new becomes old. So I just want to dive into

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this to see what maybe your thoughts are, which

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one works better. why is it such a big debate

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right now and most importantly what's best for

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our students. So grab your coffee and at the

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end of the day maybe if you're just grab a snack

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from the kitchen and let's jump in. So we're

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gonna start with a quick refresher. A small group

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instruction is when a teacher works with a few

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students at a time usually grouped by ability.

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while the rest of the class maybe works independently

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or maybe they're working in other small independent

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groups giving you time freeing time up for you

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to be able to work with small groups. It's often

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tied to approaches with guided reading which

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became super popular through balanced literacy

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programs. Now whole group instruction on the

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other hand means teaching all students together

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exposing everyone to the same lesson typically

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at grade level. This approach is becoming more

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common in classrooms that follow the science

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of reading model. So I think the science of reading

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is where this is kind of starting to explore

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into the classrooms and go into the classrooms

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a little bit. So for years Ever since I've been

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teaching, small groups have been set as best

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practice. Why? Because they allow us to differentiate.

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We can meet kids right where they are, give them

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targeted instruction, and build relationships

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in those cozy little circles. Teachers have the

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flexibility. You can reteach, extend, or just

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checking in with struggling readers without losing

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the whole class. But there's a catch. The catch

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to some are it's a criticism and it's getting

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louder especially from researchers in science

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of reading advocates is equity. When we group

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students by ability we sometimes unintentionally

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track them and that means struggling students

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often students from low -income backgrounds get

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less access to grade level content but listen

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I'm in the classroom and when I'm working with

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those small groups I'm making sure that I do

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meet with every group and not just my high group

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so I'm making sure that all groups are being

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met with but this is the criticism that some

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are not meeting with those small groups and so

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when one group is working with the teacher the

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others are supposed to be engaged in meaningful

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work but let's be honest sometimes it's more

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like a worksheet but that does not have to be

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the case as a defender of small groups we would

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have games and I had an assistant with one of

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my games and then one of my groups was a required

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reading program that our school requires to do

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so that was putting that group in a required

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environment that they were not goofing off and

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they were not playing around as any classroom

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setting you're always going to have those times

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when you have students that are goofing around

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so I'm not saying I never did have that happen

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but I can tell you for a surety I worked to meet

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with my lower students and I worked to make sure

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every student had time with me as a teacher in

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my small group so that no one was left behind

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and the other thing that I did in defense of

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this is I actually would meet with my lower group

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sometimes more than my higher group it's not

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that I left my higher group out but I could honestly

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get them started on reading say a chapter in

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a chapter book and going to answer the questions

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like I could set them off to reading the chapter

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while I worked with my lower group and then at

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the end of that group go back and assign my higher

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group with some comprehension questions and they

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could actually do that on their own. So in reality,

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from somebody that has worked for many years

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in small group, my smaller groups got more close

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up one on one attention with me. So that but

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that's the criticism is that students are left

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out. In some situations, I'm not saying in your

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situation they were either, but that's what some

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are saying So why they're saying whole group

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is on the rise the model emphasizes explicit

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systematic teaching especially in reading Everyone

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gets the same content the same instruction in

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the same high expectations The science of reading

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community really backs this up saying it's the

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best way to build foundational skills, especially

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in phonics and comprehension. Supporters also

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argue that you lose less time switching groups

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and managing behavior, more time, more teaching

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time equals more learning. So I'm looking at

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that and I can see the benefit of that. If I

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could just stop here and go off of my notes a

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little bit in. teaching in a whole group unless

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I am on my toes my tippy toes there are some

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that will be staring off into space or possibly

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not following along and me trying to get the

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information out there I'm just human and so me

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trying to get the information out there and teach

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them I have had those students that are not paying

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attention Equally as much as what the criticism

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is for small group instruction. So when I'm in

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a small group, I'm actually able to identify

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that quicker and Tap the table and bring them

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back to me a little bit better in small group

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But I kind of I can see what they're saying about

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the switching of the group and losing time So

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there is that I'm trying to stay open -minded

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um and also um the of course whole group instruction

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isn't without its flaws some students might get

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left behind if they're not at grade level so

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if you're teaching at grade level in whole group

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there are some that are going to be higher and

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there's going to be some that are lower so this

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is the criticism And without some form of differentiation,

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it's hard to address the wide range of needs

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we see in every classroom. That's where many

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educators are asking, do we really have to choose?

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So and I'm kind of moving like before, I have

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always done a whole group lesson and then we

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moved into small group. The whole group lesson

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has been on their level and then we move into

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small group to teach individually and kind of

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bring it down together. So I kind of like this

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idea a lot of teachers and researchers are called

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calling for a balanced approach and that's what

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they're calling it whole group for core instruction

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like phonics vocabulary and comprehension and

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then data informed small groups to reinforce

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or extend learning. The key here is being intentional

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not just grouping kids by level and keeping them

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there forever and I know every teacher in my

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hallway and I can honestly say I don't know of

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any teacher that keeps a student there forever

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in that group once they see them growing the

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groups are fluid and I think if you're really

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paying attention to your class and you know which

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direction a student is going you are able to

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make your groups fluid it's a matter of just

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changing some names on a board that you might

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already have up and just you know switching a

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couple out and moving some up moving some down.

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These should be fluid in your classroom not keeping

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them there forever and so that was one of the

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criticisms of small group instruction and balanced

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literacy is they get stuck there forever but

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I can tell you I don't know any teachers that

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actually do that. I think as educators across

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the board we need to come together and do less

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judging and more open talk about it and understanding

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um educators and what they're doing in their

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classrooms instead of the assumption that that

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they're that they're for example keeping them

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for there forever in a small group because i

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mean i don't really know anybody that's doing

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that So back to small group or whole group, it's

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not about picking a side, it's about using the

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best tools at the right time. So I kind of like

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that idea. So small groups or whole group, the

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answer isn't one way or the other. The real question

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is, how do we make sure every student gets what

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they need? That might mean rethinking how we

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use time, how we group our students, and how

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we plan instruction. So it's okay to evolve I'm

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always trying to evolve and when I first hear

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something like that my immediate was reaction

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was No, I think what I'm doing is working but

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as any profession the way to Grow is to stay

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open -minded and take a look at it and see what

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the positives and the negatives are and make

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what is the best decision for you in your classroom

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at the time. And just be careful as you're planning

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your instructions. Obviously if you have a student

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that is not going to be able to survive in that

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whole group instruction because maybe they're

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lost, they need to be pulled back in a small

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group at some point. What worked five years ago

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may not serve our kids today and that's okay.

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Before I go I want to share something exciting.

00:14:56.259 --> 00:14:58.899
I've officially launched my own web store and

00:14:58.899 --> 00:15:00.860
I talked about this over the last couple of weeks

00:15:00.860 --> 00:15:03.279
and I just want to shout it out there again today.

00:15:03.379 --> 00:15:06.220
If you're looking for resources that support

00:15:06.220 --> 00:15:08.539
both small group and whole group instructions

00:15:08.539 --> 00:15:11.620
especially in the early grades check out firstgradeloves

00:15:11.620 --> 00:15:15.379
.com. You'll find materials I've used in my own

00:15:15.379 --> 00:15:18.200
classroom all designed with intention and a heart.

00:15:18.340 --> 00:15:23.080
Now right now I have one Product up there and

00:15:23.080 --> 00:15:25.559
it's get ready for first grade and I'm just gonna

00:15:25.559 --> 00:15:28.399
be honest I went to upload get ready for second

00:15:28.399 --> 00:15:32.879
grade and I downloaded the product from my my

00:15:32.879 --> 00:15:36.940
drive and I looked through it and I Said to myself

00:15:36.940 --> 00:15:40.460
self because that's what I call myself I think

00:15:40.460 --> 00:15:43.440
I need to update this product So that product

00:15:43.440 --> 00:15:45.679
has things have slowed down a little bit because

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I really want to give quality resources I don't

00:15:50.070 --> 00:15:51.870
want it to be something that's been on the shelf

00:15:51.870 --> 00:15:55.169
for a while I am updating it right now with the

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science of reading in mind and I will be up I'm

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gonna take this whole week to update that product

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get ready for second grade so if you know somebody

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going into second grade just stay tuned because

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I am updating that resource with the latest and

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greatest science of reading research base standards

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and making sure that that's all in there get

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ready for first it's already up and so get ready

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for seconds coming soon and I want to let you

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know that will be in the works and so I don't

00:16:31.830 --> 00:16:33.389
want to just throw a bunch of products up there

00:16:33.389 --> 00:16:35.389
I want to make sure that I'm doing everything

00:16:35.389 --> 00:16:40.230
with intention with purpose and for the best

00:16:40.539 --> 00:16:44.779
for you the best resources for you so hey thanks

00:16:44.779 --> 00:16:48.639
for tuning in to the education connection if

00:16:48.639 --> 00:16:51.440
this episode sparked some ideas or maybe stirred

00:16:51.440 --> 00:16:54.019
up some strong feelings about whether or not

00:16:54.019 --> 00:16:56.100
you're going to be doing whole group or small

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group i'd love to hear from you tell me what

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your thoughts are because it really kind of has

00:17:02.240 --> 00:17:06.500
taken me aback a little bit um but i am open

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I'm wanting to learn I'm wanting to do what's

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best for my students and at this point I am doing

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some whole group and I'm doing some small group

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but I am right now kind of tweaking around with

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a little bit of a whole group thought process

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to see because I'm open. I don't want to be left

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behind. I don't want what the latest research

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is saying is best for my kids. I don't want my

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kids to be left out. I want to make sure that

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they are progressing and that's my prayer and

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as a teacher if you're listening to this you

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probably also I pray for my students I pray I

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write about them in my journal I pray that God

00:17:50.250 --> 00:17:53.789
would bless them and that God would help them

00:17:53.789 --> 00:17:56.569
to grow I do pray for the words that come out

00:17:56.569 --> 00:17:59.950
of my mouth when I'm teaching I pray that God

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will lead me and guide me in exactly the things

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I need to say to them the silliness I need to

00:18:06.470 --> 00:18:09.190
say to them to get their attention or the games

00:18:09.190 --> 00:18:13.130
I need to play to get their attention to learn

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and so I do pray about that and I I don't want

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to be close -minded and I want God to use me

00:18:19.650 --> 00:18:23.539
in teaching. He's called me to teach and I want

00:18:23.539 --> 00:18:27.460
him to direct my thoughts. Psalms 32 and 8 said

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guide says the Lord says I will guide you along

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the best pathway for your life. I will advise

00:18:35.279 --> 00:18:38.400
you and watch over you and I pray that for my

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students. Lord guide me and the teacher listening

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along the best pathway for our education. for

00:18:47.220 --> 00:18:50.700
our students, for academics. It says, I will

00:18:50.700 --> 00:18:54.160
advise you and watch over you. God advise us

00:18:54.160 --> 00:18:58.059
and watch over us to help our students in the

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best way possible. So thank you so much for listening.

00:19:02.319 --> 00:19:04.839
Don't forget to follow the show and leave a review

00:19:04.839 --> 00:19:07.640
if you found this helpful. It really helps other

00:19:07.640 --> 00:19:10.759
educators to find me. So until next time, stay

00:19:10.759 --> 00:19:14.079
inspired. Keep growing and remember you make

00:19:14.079 --> 00:19:18.140
a difference every single day in the little lives

00:19:18.140 --> 00:19:22.720
that you touch. Have a great week.