Grouping Patterns

RUNNING HEAD: Addressing Intelligences

Grouping Patterns
And Addressing Intelligences through Differentiation
Desirae Chatigny
National University
MAT 674
Professor Connie Wallace
August 25, 2014

Grouping Patterns

Abstract
The purpose of this paper is to provide grouping patterns for a kindergarten lesson on number
sense. Three types of groups have been evaluated and explained in regards to creation of
reinforcement of grade level content. Each grouping pattern is described and how the patterns
facilitate differentiation of instruction is included.

Grouping Patterns

Grouping Patterns
And Addressing Intelligences through Differentiation
Grouping patterns can be used to teach most every standard in the kindergarten
classroom. As I teach I plan to use whole group instruction, peer pairs and small groups in many
of my lessons. One way this could be implemented is to teach the students about NUMBER
SENSE 1.0 Students understand the relationship between numbers and quantities (i.e., that a set
of objects has the same number of objects in different situations regardless of its position or
arrangement).
I would begin by teaching in whole group fashion about greater than, less than, and equal
to. We would go over academic vocabulary using the rule of 3 to learn about and understand the
new terms. Then I would begin asking students to look at the groups of objects in my baskets
(one in each hand) the class as a whole would tell me which had more, which had less, or if they
were equal. In this type of grouping visual learners would have the opportunity to learn through
the visual representation of objects in the baskets. After which we would turn to partners to find
things to count and recognize around the room. This pairing activity would allow kinesthetic
learners to move around the room to find something interesting worth counting. We would share
those findings with the class in whole group fashion. Then we would break into small groups to
work with manipulatives to create more than, less than, and equal to problems. Students would
then draw in what they had created using the manipulatives to create their own equations.
During the drawing students would have the opportunity to work together (interpersonal) or
independently (intrapersonal). All activities would appeal to the logistic learner because of the
counting necessary to complete the tasks. For naturalistic learners you could even send a group
of students outside to count people or objects on the playground. There is always a way to

Grouping Patterns

appeal to more than one type of intelligence, as a teacher knowing your class will help you to
decide which means of instruction will work best for your students.
Teaching in this way will allow my students exposure to content in a variety of ways.
They will be learning academic language as a whole group, asking questions and exploring with
the teacher. Once they have that foundation of knowledge they will be ready to move on to
counting objects with a partner. To do this the pair will have to locate some sort of object in the
classroom they are able to count and compare to another, increasing the level of difficulty from
working with the teacher to compare two baskets of objects. Then students will be asked to
create problems on their own at tables of small groups. In each group there will be a team leader
(a student capable of helping others), and four other students. Each student will be responsible
for their own manipulatives and creation of their own problems on worksheets. If a student
needs help they will have four friends to turn to before needing to chase down the teacher. This
exercise will again increase level of difficulty and will tap into students communication,
collaboration, cooperation, and assistance skills. The groups will have to be strategically
arranged according to readiness levels. A teacher will need to walk around the room to monitor
and assist students as needed.
On the following pages you will find the groups I would create and use for this lesson.
The whole group instruction has a teacher at the top and students all learning together as a whole
unit. This type of instruction is beneficial when teaching new academic vocabulary and new
content to students. Whole group learning is also important for reviewing concepts and reading
with small students. A peer pair model is displayed next. In this model the teacher is once again
at the top of the design with students working equally with one other student. In peer pairs

Grouping Patterns

students are able to ask questions, think creatively, and strategize, After doing peer pair
exercises I find it beneficial to go back to the whole group setting to share findings with the rest
of the class. The last model created for the purpose of grouping in the classroom is the small
group model. This model is used a lot in the kindergarten classroom during center time. In this
model students can work cooperatively to create and complete table specific tasks, or
assignments and activities given by the teacher. While students are working in small group form
they have peers to look to for assistance before having to rely on a teacher. If a student gets
stuck there are four other students right there working on the same task able to help. During
small groups a teacher is able to walk around the room to monitor student progress and assist
where necessary.
Whole Group

Teacher

Student

Student

Student

Student

Student

Student

Student

Student

Student

Student

Student

Student

Student

Student

Student

Student

Student

Student

Student

Student

Grouping Patterns

Teacher
Peer Pairs
Student

Student

Student

Student

Student

Student

Small Groups
Student

Student

Team Leader

Student

Student

Student

Student

Team Leader

Student

Student

Student
Student
Student

Team Leader

Student

Team Leader

Student

Student
Student

Student

Grouping Patterns

Whole group instruction is important in student learning because it gives the teacher a
chance to address the class as a whole. The teacher is able to teach new concepts, review
previously learned content, teach new vocabulary, and ask questions of the entire class. A
teacher could also use this strategy to reteach content the students did not understand. It is
important to gives students a base of knowledge before moving on to teach more challenging and
in depth content. For this lesson I chose to begin with this strategy to teach my students
academic language, and pre-teach about the mathematics content they would be working with for
the unit. In my opinion, the more exposure the better, whole group gives me the opportunity to
teach all my students at one time in a small space.
From there I would move on to peer pairs. In order for peer pairs to work students have
to have some understanding of what was taught in whole group instruction. During peer pairs
students have the opportunity to bounce ideas off one another, collaborate and explore new ways
to arrive at a solution. In a classroom this type of grouping also allows kinesthetic learners to get
up and move around the room to complete their assigned task. Movement is important because
we do not want our learners to sit idle in one area of the classroom, bored and unengaged in the
lesson. We want learning to be fun and interesting, so let those little bodies get up and explore
the classroom.
Lastly I chose to include the small group model. This model is important because it
allows different types of learners to work where they are comfortable. While the students are at
their individual desks, they are also part of a table. At this table learners that like to
communicate are able to talk to their neighbors quietly and exchange ideas. Those students that
enjoy working individually will have the opportunity to do that as well. Small groups of students
could even work outside the classroom to explore the school (depending on the safety of the

Grouping Patterns
school and the age of the students). When it comes down to it, differentiation of instruction is
important. We want instruction to be different, engaging and exciting. As teachers we need to
appeal to all different types of intelligences and readiness levels. Teachers have to get to know
their students, their abilities, interests and learning levels in order to differentiate and group
students effectively.

Grouping Patterns
References
Ventriglia, L.D. (2013) Differentiated Instruction: The rule of foot (8th ed.) Younglight Educate
Light Up the Mind.