Flexible Groupings
Description of Flexible Groupings:
"Flexible grouping is a central part of respect for all learners, honoring individual differences, collaboration, teaching for success, and collaboration in a differentiated classroom" (Tomlinson, "How to Differentiate Instruction in Mixed-Ability Classrooms," p. 26).
Flexible grouping is an integral part of a differentiated classroom. As Tomlinson said in her book How to Differentiate Instruction in Mixed Ability Classrooms, “differentiation is a blend of whole-class, group and individual instruction” (p.5).
Flexible grouping, as the name suggests, refers to the way groups are a dynamic and changing process, as opposed to a fixed/static approach.
In his rationale for flexible grouping with regards to reading groups, Michael Ford (University of Wisconsin) suggests that “one size rarely fits all” (p.1), as have others such as Todd Rose (video clip, “The Myth of Average”).
Ford goes onto say that by using a static grouping process, one in which all groups stay the same, leads to problems in the classroom such as inability of access to varied teaching or instruction, and stigmas associated with particular groups (p.1). Students then become frustrated with learning, and become less engaged.
Flexible grouping addresses these issues by allowing for purposeful and meaningful changing groups. As Ford says, flexible groupings address the importance of a blend of whole-class, individual, and small group work as a way to “offer...different experiences with different outcomes...groups are formed and dissolved as needs change to allow for maximum flexibility.” (p.1).
What are the characteristics of flexible groups?
-fluid
-mindful groupings (Tomlinson)
-do not label or pigeon hole students
-are not based solely on ability
-allow students to work with a variety of peers in different ways
-can be based on: interests, readiness, learning styles, or a mix
-allows for small group, collaborative, or independent work
*taken from:
http://www.differentiationdestination.com/2012/07/flexing-your-differentiating-muscles.html
For some great ways to differentiate in an elementary class, check out the following webpage devoted to flexible grouping!
http://www.differentiationdestination.com/2012/07/flexing-your-differentiating-muscles.html
"Flexible grouping is a central part of respect for all learners, honoring individual differences, collaboration, teaching for success, and collaboration in a differentiated classroom" (Tomlinson, "How to Differentiate Instruction in Mixed-Ability Classrooms," p. 26).
Flexible grouping is an integral part of a differentiated classroom. As Tomlinson said in her book How to Differentiate Instruction in Mixed Ability Classrooms, “differentiation is a blend of whole-class, group and individual instruction” (p.5).
Flexible grouping, as the name suggests, refers to the way groups are a dynamic and changing process, as opposed to a fixed/static approach.
In his rationale for flexible grouping with regards to reading groups, Michael Ford (University of Wisconsin) suggests that “one size rarely fits all” (p.1), as have others such as Todd Rose (video clip, “The Myth of Average”).
Ford goes onto say that by using a static grouping process, one in which all groups stay the same, leads to problems in the classroom such as inability of access to varied teaching or instruction, and stigmas associated with particular groups (p.1). Students then become frustrated with learning, and become less engaged.
Flexible grouping addresses these issues by allowing for purposeful and meaningful changing groups. As Ford says, flexible groupings address the importance of a blend of whole-class, individual, and small group work as a way to “offer...different experiences with different outcomes...groups are formed and dissolved as needs change to allow for maximum flexibility.” (p.1).
What are the characteristics of flexible groups?
-fluid
-mindful groupings (Tomlinson)
-do not label or pigeon hole students
-are not based solely on ability
-allow students to work with a variety of peers in different ways
-can be based on: interests, readiness, learning styles, or a mix
-allows for small group, collaborative, or independent work
*taken from:
http://www.differentiationdestination.com/2012/07/flexing-your-differentiating-muscles.html
For some great ways to differentiate in an elementary class, check out the following webpage devoted to flexible grouping!
http://www.differentiationdestination.com/2012/07/flexing-your-differentiating-muscles.html
Background:
To understand the benefits of flexible grouping, we first need to know what the 'common' practice was before flexible grouping and differentiation.
Teachers have always used grouping; it's an efficient way to teach a concept or skill to multiple students at one time. What the concern is, and what the practice was: students who were put in groups, stayed in those groups, often for the entire year. This static approach to grouping is not the best way for students to learn, and therefore does not adhere to the principles of differentiation. Students were 'stuck' with peers, and often were 'pigeon-holed' into a specific learning group. Michael Ford states that this kind of static grouping leads to stigmas attached to groups, leading students to have lower self esteem, and less engaged in learning (Ford, p. 1).
In the text, Classroom Instruction That Works, authors Dean, Hubbell, Pitler and Stone bring up the notion that teachers used to group students with no thought or process(p.39). Grouping for the sake of grouping is certainly not a way to engage students, or effectively teach them, and can lead to confusion, lack of engagement, behaviours, and other undesirable outcomes.
Another common practice was to use exclusive types of groups (small group, whole class, independent) in certain and specific ways, not using them interchangeably. As Ford states, no one grouping strategy is better than the others, however, "the exclusive use of one grouping pattern often leads to problems in the classroom." (Ford, p.1).
It is obvious that when a teacher groups students without using or thinking of the principles of differentition, effective and true learning isn't happening.
So, why is it important to use flexible grouping?
Carol Ann Tomlinson gives a great graphic showing the "before" differentiation and "after" differentiation aspect of teaching a skill in a secondary classroom. Check it out and see some of the great things that can happen when you group with differentiation in mind!
Notice how group work varies between independent, whole class and small group.
To understand the benefits of flexible grouping, we first need to know what the 'common' practice was before flexible grouping and differentiation.
Teachers have always used grouping; it's an efficient way to teach a concept or skill to multiple students at one time. What the concern is, and what the practice was: students who were put in groups, stayed in those groups, often for the entire year. This static approach to grouping is not the best way for students to learn, and therefore does not adhere to the principles of differentiation. Students were 'stuck' with peers, and often were 'pigeon-holed' into a specific learning group. Michael Ford states that this kind of static grouping leads to stigmas attached to groups, leading students to have lower self esteem, and less engaged in learning (Ford, p. 1).
In the text, Classroom Instruction That Works, authors Dean, Hubbell, Pitler and Stone bring up the notion that teachers used to group students with no thought or process(p.39). Grouping for the sake of grouping is certainly not a way to engage students, or effectively teach them, and can lead to confusion, lack of engagement, behaviours, and other undesirable outcomes.
Another common practice was to use exclusive types of groups (small group, whole class, independent) in certain and specific ways, not using them interchangeably. As Ford states, no one grouping strategy is better than the others, however, "the exclusive use of one grouping pattern often leads to problems in the classroom." (Ford, p.1).
It is obvious that when a teacher groups students without using or thinking of the principles of differentition, effective and true learning isn't happening.
So, why is it important to use flexible grouping?
Carol Ann Tomlinson gives a great graphic showing the "before" differentiation and "after" differentiation aspect of teaching a skill in a secondary classroom. Check it out and see some of the great things that can happen when you group with differentiation in mind!
Notice how group work varies between independent, whole class and small group.
Figure taken from How To Differentiate in Mixed Ability Classrooms, online Chapter 10).
Flexible grouping also encourages multiple opportunities to work with different peers in different settings in different ways (Making A Difference, p. 66). By using varied groupings (which include whole class, small group, partners and individual work), teachers are allowing students to make more meaningful connections, promoting social skills, allowing for targeted instruction, discouraging 'cliques' and stigmas, "minimizing the social and emotional effects of homogeneous grouping strategies by ability", and promotes a sense of community (Making A Difference, p. 66).
Check out this other visual by Michael Ford which illustrates the contrast between common grouping arrangements.
Flexible grouping also encourages multiple opportunities to work with different peers in different settings in different ways (Making A Difference, p. 66). By using varied groupings (which include whole class, small group, partners and individual work), teachers are allowing students to make more meaningful connections, promoting social skills, allowing for targeted instruction, discouraging 'cliques' and stigmas, "minimizing the social and emotional effects of homogeneous grouping strategies by ability", and promotes a sense of community (Making A Difference, p. 66).
Check out this other visual by Michael Ford which illustrates the contrast between common grouping arrangements.
Image taken from Ford, Differentiation Through Flexible Grouping: Successfully Reaching All Readers. p 2.
Current Use/ Application to Classroom:
The "Dare to Differentiate" website has fantastic resources for how to group students, tips for grouping students etc. Check out the link here: https://daretodifferentiate.wikispaces.com/Flexible+Grouping
Flexible groups can be "Student-Led" or "Teacher-Led" and students may be grouped in individually, in small groups or as a whole class.
For more information about types of flexible grouping configurations refer to this article by Catherine Valentino on "Dare to Differentiate's" website: http://www.eduplace.com/science/profdev/articles/valentino.html
When looking for some quick and creative ways to group students in the classroom, check out these suggestions:
http://superteacherstuff.blogspot.ca/2007/03/ways-to-group-students-quickly-and.html
“In a way, what you really need to do is to create a small world in your classroom. In this world, everybody is taken into account, everybody has a voice, and everybody has a space. Purposeful, focused, and flexible groupings allow that to happen.”
(“The Path Leading to Differentiation: An Interview with Carol Tomlinson,” Journal of Advanced Academics, 2010).
“In a differentiated classroom, flexible grouping is a nonnegotiable” (Tomlinson & Sousa, 2010, p. 180). In order to effectively differentiate, it is necessary to [p]lan with flexible grouping in mind” because when you use “a variety of grouping strategies [it] allows you to match students and tasks when necessary, and to observe and assess students in a variety of groupings and task conditions” (“How to Differentiate Instruction in Mixed-Ability Classrooms,” Tomlinson, p. 26). In order to begin grouping students it is necessary to have information from assessments and observations about student readiness, interests and learning preferences. The class profile and/ or individual student profiles can be very helping when looking at group formations. “In effectively differentiated classrooms, then teachers would flexibly group students- sometimes based on readiness needs, sometimes on interests, sometimes on approach to learning, sometimes heterogeneously, sometimes homogeneously, sometimes by teacher choice, sometimes by student choice, sometimes randomly” (“The Path Leading to Differentiation: An Interview with Carol Tomlinson,” Journal of Advanced Academics, 2010). When planning a unit of study, teachers may have students grouped based on interests for a lesson and then have them grouped based on readiness level for another lesson. It is important that varied groups so that students “can see themselves, and are seen by others, as multidimensional learners” (Tomlinson & Imbeau, “Leading and Managing a Differentiated Classroom, p. 90”). Students in the classroom will become accustomed to working in a variety of groups, and through flexible groupings teachers have opportunities to observe their students “in multiple contexts” (Tomlinson & Imbeau, p. 90).
Students will appreciate knowing who they are working with in advance of an activity; however, there may be times when groups will be formed on the spot, or they will be changed as needed. As well, there will be times in which students will choose their own groups or partners. Some groups may stay intact for a longer period of time/unit while others may change more often. It is important for students to know where their group will be working and this information can be shared through a seating/work chart or through set-up “zones”/areas within the classroom. In order for flexible groupings to work effectively, a community of learners needs to exist within the classroom. Students need to have respect for one another and individual learning strengths and needs. It is important that all students have a voice and feel safe to contribute to the group. It is helpful if students have “assigned roles” within a group so that all students are able to equally contribute. As Tomlinson states: “Groups in which only some members have competencies that are critical to success create a sort of caste system of winners and losers rather than contribute to a developing sense of community in the classroom” (Tomlinson & Imbeau, “Leading and Managing a Differentiated Classroom,” p. 91). It is important for teachers to "make content accessible to everyone" so that all students are working within their Zone of Proximal Development. For example, Tomlinson and Sousa give several examples of how to ensure that reading levels of students are supported when students are grouped in "mixed-ability" groups (assign a student to read for the group, record directions, provide leveled reading materials) (Tomlinson & Sousa, 2010, p. 91).
In the differentiated classroom teachers will want to ensure that they are modelling and scaffolding how to work collaboratively in a group. "In general, remember that groups will work better if students know what to do, how to do it, what is expected of group members, and what will constitute quality of both working processes and product. Also reflect on the fact that an effective task will call for a meaningful contribution from every group member" (Tomlinson, "How to Differentiate Instruction in Mixed-Ability Classrooms," p. 26).
See the "Teacher Checklist for Group Work" and the "Guidelines for Effective Group Work" below.
The "Dare to Differentiate" website has fantastic resources for how to group students, tips for grouping students etc. Check out the link here: https://daretodifferentiate.wikispaces.com/Flexible+Grouping
Flexible groups can be "Student-Led" or "Teacher-Led" and students may be grouped in individually, in small groups or as a whole class.
For more information about types of flexible grouping configurations refer to this article by Catherine Valentino on "Dare to Differentiate's" website: http://www.eduplace.com/science/profdev/articles/valentino.html
When looking for some quick and creative ways to group students in the classroom, check out these suggestions:
http://superteacherstuff.blogspot.ca/2007/03/ways-to-group-students-quickly-and.html
“In a way, what you really need to do is to create a small world in your classroom. In this world, everybody is taken into account, everybody has a voice, and everybody has a space. Purposeful, focused, and flexible groupings allow that to happen.”
(“The Path Leading to Differentiation: An Interview with Carol Tomlinson,” Journal of Advanced Academics, 2010).
“In a differentiated classroom, flexible grouping is a nonnegotiable” (Tomlinson & Sousa, 2010, p. 180). In order to effectively differentiate, it is necessary to [p]lan with flexible grouping in mind” because when you use “a variety of grouping strategies [it] allows you to match students and tasks when necessary, and to observe and assess students in a variety of groupings and task conditions” (“How to Differentiate Instruction in Mixed-Ability Classrooms,” Tomlinson, p. 26). In order to begin grouping students it is necessary to have information from assessments and observations about student readiness, interests and learning preferences. The class profile and/ or individual student profiles can be very helping when looking at group formations. “In effectively differentiated classrooms, then teachers would flexibly group students- sometimes based on readiness needs, sometimes on interests, sometimes on approach to learning, sometimes heterogeneously, sometimes homogeneously, sometimes by teacher choice, sometimes by student choice, sometimes randomly” (“The Path Leading to Differentiation: An Interview with Carol Tomlinson,” Journal of Advanced Academics, 2010). When planning a unit of study, teachers may have students grouped based on interests for a lesson and then have them grouped based on readiness level for another lesson. It is important that varied groups so that students “can see themselves, and are seen by others, as multidimensional learners” (Tomlinson & Imbeau, “Leading and Managing a Differentiated Classroom, p. 90”). Students in the classroom will become accustomed to working in a variety of groups, and through flexible groupings teachers have opportunities to observe their students “in multiple contexts” (Tomlinson & Imbeau, p. 90).
Students will appreciate knowing who they are working with in advance of an activity; however, there may be times when groups will be formed on the spot, or they will be changed as needed. As well, there will be times in which students will choose their own groups or partners. Some groups may stay intact for a longer period of time/unit while others may change more often. It is important for students to know where their group will be working and this information can be shared through a seating/work chart or through set-up “zones”/areas within the classroom. In order for flexible groupings to work effectively, a community of learners needs to exist within the classroom. Students need to have respect for one another and individual learning strengths and needs. It is important that all students have a voice and feel safe to contribute to the group. It is helpful if students have “assigned roles” within a group so that all students are able to equally contribute. As Tomlinson states: “Groups in which only some members have competencies that are critical to success create a sort of caste system of winners and losers rather than contribute to a developing sense of community in the classroom” (Tomlinson & Imbeau, “Leading and Managing a Differentiated Classroom,” p. 91). It is important for teachers to "make content accessible to everyone" so that all students are working within their Zone of Proximal Development. For example, Tomlinson and Sousa give several examples of how to ensure that reading levels of students are supported when students are grouped in "mixed-ability" groups (assign a student to read for the group, record directions, provide leveled reading materials) (Tomlinson & Sousa, 2010, p. 91).
In the differentiated classroom teachers will want to ensure that they are modelling and scaffolding how to work collaboratively in a group. "In general, remember that groups will work better if students know what to do, how to do it, what is expected of group members, and what will constitute quality of both working processes and product. Also reflect on the fact that an effective task will call for a meaningful contribution from every group member" (Tomlinson, "How to Differentiate Instruction in Mixed-Ability Classrooms," p. 26).
See the "Teacher Checklist for Group Work" and the "Guidelines for Effective Group Work" below.
It is also very important to consider how groups will function when the classroom teacher in busy working with other students/groups. Tomlinson & Sousa (2010) suggest:
-have students make sure they understand the directions for the task
-have students consult each other when they require help
-have a student be the "expert of the day" to provide assistance when peers need help in specific areas
-have examples of finished products, visual supports and "cue cards" to assist
Cue cards are essentially hints or descriptions for how to do a particular task/activity. Rather than students needing to go to the teacher for support, they can consult the cue cards for more information.
The strategies for creating, managing and supporting flexible groups are endless and the aforementioned links and resources are a great starting point. It is helpful to use your observations of students while they are working in flexible groupings to help guide future activities and creating successful groups of students who support one another and work collaboratively.
Here is a link for a rubric students can fill in for "group participation" to help them reflect on their involvement in the group activity:
http://cosee-central-gom.org/seascholars/lesson_plans/mythological%20look/groupparticiapte.html
Although conflict between group members may occur, students may have difficulty with participation (dominating or not participating at all), or they may find that the structure or content is too challenging or not challenging enough, the benefits of flexible grouping far outweigh any disadvantages.
-have students make sure they understand the directions for the task
-have students consult each other when they require help
-have a student be the "expert of the day" to provide assistance when peers need help in specific areas
-have examples of finished products, visual supports and "cue cards" to assist
Cue cards are essentially hints or descriptions for how to do a particular task/activity. Rather than students needing to go to the teacher for support, they can consult the cue cards for more information.
The strategies for creating, managing and supporting flexible groups are endless and the aforementioned links and resources are a great starting point. It is helpful to use your observations of students while they are working in flexible groupings to help guide future activities and creating successful groups of students who support one another and work collaboratively.
Here is a link for a rubric students can fill in for "group participation" to help them reflect on their involvement in the group activity:
http://cosee-central-gom.org/seascholars/lesson_plans/mythological%20look/groupparticiapte.html
Although conflict between group members may occur, students may have difficulty with participation (dominating or not participating at all), or they may find that the structure or content is too challenging or not challenging enough, the benefits of flexible grouping far outweigh any disadvantages.
http://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CDUQFjAC&url=http%3A%2F%2Fwww.sbbh.pitt.edu%2Ffiles%2Fpowerpoint%2FFlexibleGroupingTKpowerpoint.ppt&ei=lI8qU9vyNcL2oAT4i4LgAg&usg=AFQjCNHU0Q9VA7Zocts5s1OC8oNowbcAoQ&sig2=x2s-z1ApIEUgDBrI880bXA&bvm=bv.63316862,d.cGU
Connections to Personal Practice:
As a high school teacher in a life skills classroom, I practice and use flexible grouping frequently in my teaching. Because I teach such a varied group of learners (ranging from well below grade level to at grade level), it is most effective for me to use flexible grouping to ensure that all students are understanding the essential question/topic, getting direct instruction when needed, and learning to work within small groups and partners (their role in a group setting, how to ask your partner leading questions, etc.), and recognizing their own strengths and challenges, as well as learning to work with their groups' challenges and strengths.
Not only is flexible grouping important for teaching and understanding, it is also a great skill to learn for when they are out in the work force, or attending post-secondary courses. As Dean, Hebbell, Pitler, and Stone say in their text about cooperative learning, "Using cooperative learning helps teachers lay the foundation for student success in a world that depends on collaboration and cooperation." (Dean, Hebbell, Pitler, Stone, Classroom Instruction That Works, p. 35). Flexible grouping helps students gain skills and knowledge about how to get along with co-workers, take criticism and use it, work with small and large groups, and know their own strengths and challenges. To me, this is one of the greatest skills that I can teach them, and by using flexible grouping in my practice, I am giving them a step ahead in their career and life.
At the elementary level, we use flexible grouping throughout the entire school day in every single classroom! Students love to work with different people and they thrive when they are grouped based on interests and learning preferences or randomly. In the primary grades, a lot of work is put into teaching students how to work collaboratively with one another. Students particularly enjoy taking ownership of their groups and helping to brainstorm how to effectively work together. Think Pair Share is one of the most frequently used strategies for K-3 students, as they are given time to think on their own, to talk with a partner and then to share out with the group. We have also had students working in groups at literacy stations, and students are frequently moved in and out of groups as needed. At times, I think that it is important for students to have say in the groups that they wish to work with, however, "students have to be taught to make judicious readiness decisions for themselves" (Tomlinson & Sousa, p. 96). As well, when a group isn't working for a student, s/he needs to have an "exit strategy" or a way out of the group. In a positive classroom community, students have an understanding of their own strengths and needs and that everyone needs different things in order to effectively learn. As a result, when a group isn't working for a student, the teacher can work with the student to address the concerns privately. Although flexible grouping requires a lot of modelling and orchestration at the primary level, the advantages to working in a collaborative partnership with peers scaffolds each student's own learning. Additionally, the skills gained from learning how to work with others in a positive and a productive manner builds classroom community, which will prepare our students for the bigger world beyond the classroom.
As a high school teacher in a life skills classroom, I practice and use flexible grouping frequently in my teaching. Because I teach such a varied group of learners (ranging from well below grade level to at grade level), it is most effective for me to use flexible grouping to ensure that all students are understanding the essential question/topic, getting direct instruction when needed, and learning to work within small groups and partners (their role in a group setting, how to ask your partner leading questions, etc.), and recognizing their own strengths and challenges, as well as learning to work with their groups' challenges and strengths.
Not only is flexible grouping important for teaching and understanding, it is also a great skill to learn for when they are out in the work force, or attending post-secondary courses. As Dean, Hebbell, Pitler, and Stone say in their text about cooperative learning, "Using cooperative learning helps teachers lay the foundation for student success in a world that depends on collaboration and cooperation." (Dean, Hebbell, Pitler, Stone, Classroom Instruction That Works, p. 35). Flexible grouping helps students gain skills and knowledge about how to get along with co-workers, take criticism and use it, work with small and large groups, and know their own strengths and challenges. To me, this is one of the greatest skills that I can teach them, and by using flexible grouping in my practice, I am giving them a step ahead in their career and life.
At the elementary level, we use flexible grouping throughout the entire school day in every single classroom! Students love to work with different people and they thrive when they are grouped based on interests and learning preferences or randomly. In the primary grades, a lot of work is put into teaching students how to work collaboratively with one another. Students particularly enjoy taking ownership of their groups and helping to brainstorm how to effectively work together. Think Pair Share is one of the most frequently used strategies for K-3 students, as they are given time to think on their own, to talk with a partner and then to share out with the group. We have also had students working in groups at literacy stations, and students are frequently moved in and out of groups as needed. At times, I think that it is important for students to have say in the groups that they wish to work with, however, "students have to be taught to make judicious readiness decisions for themselves" (Tomlinson & Sousa, p. 96). As well, when a group isn't working for a student, s/he needs to have an "exit strategy" or a way out of the group. In a positive classroom community, students have an understanding of their own strengths and needs and that everyone needs different things in order to effectively learn. As a result, when a group isn't working for a student, the teacher can work with the student to address the concerns privately. Although flexible grouping requires a lot of modelling and orchestration at the primary level, the advantages to working in a collaborative partnership with peers scaffolds each student's own learning. Additionally, the skills gained from learning how to work with others in a positive and a productive manner builds classroom community, which will prepare our students for the bigger world beyond the classroom.
Resources
Dare to Differentiate Website: http://daretodifferentiate.wikispaces.com/Flexible+Grouping
Dean, Ceri B, Hubbell, Elizabeth Ross, Pitler, Howard and Stone, Bj. Classroom Instruction That Works, 2nd Edition. 2012, ASCD.
Education Alberta, Making A Difference: Meeting Diverse Learning Needs With Differentiated Instruction. Chapter 5, "Differentiated Learning Experiences" pp 63-85. http://education.alberta.ca/media/1233989/8_ch5%20learning.pdf
Ford, Michael. Differentiation Through Flexible Grouping: Successfully Reaching All Readers. 2005, Learning Point Associates.
http://www.learningpt.org/pdfs/literacy/flexibleGrouping.pdf
Kaufman, T. (2008). "Flexible Grouping Power Point Presentation." Accessed from: http://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CDUQFjAC&url=http%3A%2F%2Fwww.sbbh.pitt.edu%2Ffiles%2Fpowerpoint%2FFlexibleGroupingTKpowerpoint.ppt&ei=lI8qU9vyNcL2oAT4i4LgAg&usg=AFQjCNHU0Q9VA7Zocts5s1OC8oNowbcAoQ&sig2=x2s-z1ApIEUgDBrI880bXA&bvm=bv.63316862,d.cGU
Tomlinson, Carol Ann. How to Differentiate in Mixed-Ability Classrooms. 2nd Edition.
http://www.ascd.org/publications/books/101043/chapters/The-How-To's-of-Planning-Lessons-Differentiated-by-Learning-Profile.aspx
Tomlinson, C.A. & Sousa, D.A. (2010). Differentiation and the Brain. Bloomington, IN: Solution Tree Press.
Tomlinson, C.A. & Imbeau, M.B. (2010) Leading and Managing a Differentiated Classroom. Retrieved from: eBook Collection (EBSCOHost) AN 348041.
Wu, E.H. (2013). “The Path Leading to Differentiation: An Interview with Carol Tomlinson” Journal of Advanced Academics 2013 24: 125
DOI: 10.1177/1932202X13483472
Dare to Differentiate Website: http://daretodifferentiate.wikispaces.com/Flexible+Grouping
Dean, Ceri B, Hubbell, Elizabeth Ross, Pitler, Howard and Stone, Bj. Classroom Instruction That Works, 2nd Edition. 2012, ASCD.
Education Alberta, Making A Difference: Meeting Diverse Learning Needs With Differentiated Instruction. Chapter 5, "Differentiated Learning Experiences" pp 63-85. http://education.alberta.ca/media/1233989/8_ch5%20learning.pdf
Ford, Michael. Differentiation Through Flexible Grouping: Successfully Reaching All Readers. 2005, Learning Point Associates.
http://www.learningpt.org/pdfs/literacy/flexibleGrouping.pdf
Kaufman, T. (2008). "Flexible Grouping Power Point Presentation." Accessed from: http://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CDUQFjAC&url=http%3A%2F%2Fwww.sbbh.pitt.edu%2Ffiles%2Fpowerpoint%2FFlexibleGroupingTKpowerpoint.ppt&ei=lI8qU9vyNcL2oAT4i4LgAg&usg=AFQjCNHU0Q9VA7Zocts5s1OC8oNowbcAoQ&sig2=x2s-z1ApIEUgDBrI880bXA&bvm=bv.63316862,d.cGU
Tomlinson, Carol Ann. How to Differentiate in Mixed-Ability Classrooms. 2nd Edition.
http://www.ascd.org/publications/books/101043/chapters/The-How-To's-of-Planning-Lessons-Differentiated-by-Learning-Profile.aspx
Tomlinson, C.A. & Sousa, D.A. (2010). Differentiation and the Brain. Bloomington, IN: Solution Tree Press.
Tomlinson, C.A. & Imbeau, M.B. (2010) Leading and Managing a Differentiated Classroom. Retrieved from: eBook Collection (EBSCOHost) AN 348041.
Wu, E.H. (2013). “The Path Leading to Differentiation: An Interview with Carol Tomlinson” Journal of Advanced Academics 2013 24: 125
DOI: 10.1177/1932202X13483472