Questions in Instructional Design: Small Group
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- Do workstation tasks have to be differentiated since the groups are heterogeneous?
- If we have more than 5 students in Tier II, what do we do with the remaining students in Tier II at the time we are seeing 5 of them in small group?
- If some students obviously don’t have pre-requisite skills for this week’s objectives, can those pre-requisites be included in our stations?
- Is independent reading a required station of the Small Group learning stations? I don’t see writing station? (Writing and reading stations shown in Elementary video –Driskell’s 1st grade.)
- Is Tues - Friday 30-45 min whole group & 45-60 min rotations?
- Do the literacy workstation activities have to address the skill(s) that are introduced in whole group? Or can they address review skills?
- Are there any free instructional resources for workstations?
- Can we have a Grammar Workstation as an extra workstation? (We already have the 3 mandated from the district- Vocabulary, Comprehension, and Phonics and will have Writing and Technology as well)
- Are workstations collaborative and heterogeneous or differentiated and homogeneous completing more independent tasks because of differentiation? Are students in the low group treated like a "buzzard" all day or are they given the choice to try more challenging tasks and work with peers in workstations?
- Does each work station have to generate a differentiated product as indicated on the checklist? Some work stations do not generate products right then -- RazKids listening to read and taking comprehension tests would not generate a product seen on a walk-through with a checklist.