The implementation of scheduled, small group instruction amidst the customized program has been successful in all three ranges so far despite some ups and downs. Here's the latest...
- As described in a previous post, my initial Readers' Meeting work with my weakest readers proved to be beneficial. Work with reading strategies gave way to a comparison and contrast of literature and informational text. These meetings are clearly having the desired effect. Here's a recent example. In our meetings I often use a small, dry erase marker board in support of students who require a more visual approach to learning. Due to student absences (serendipity strikes again!), I turned the marker over to students to review prior meeting content. Wow! I expected that they had taken much of the content in, but even I was surprised with the detail with which they again and again explained the ins and outs of literature and informational text both verbally and visually!
- My next reading groups were of the Comprehension Focus variety. Group members were each given different readings around a common issue. Since I knew terrorism was an issue of interest to members of the 7th grade focus group, I made that the focus. This has proven to be more successful than I could have imagined with students having serious, thought provoking conversations about their readings and the issue. Readings have included excerpts from the U.S. counterterrorism strategy, an exploration of the evolving definition of the term terrorism, and a report from the inside of Al Qaeda. For my convenience, I tried the same issue and readings with my 8th grade focus group but with very different results. These students could care less about the issue of terrorism and were just politely putting up with my demands on them. Big mistake on my part! After having a frank conversation with the group, I've decided to take this group in a different direction. They each quickly identified an issue that was of importance to them . We'll see how our meeting changes when they are reading and talking about issues that are more important to them. (How quickly I forget!)
- As explained in my prior post, I left the middle group for last as they are the group that seems to be served the best without regularly scheduled reading meetings. The focus for their meetings has been a review of the content they have tackled this year, much of it linked with literary analysis. This proved to be worthwhile as in many cases much of the learning had become a bit foggy from spending too much time on students' mental storage shelves. It didn't take long for the learning to come roaring back to the front of students' minds. The content simply needed to be activated. I'm not sure how this will work on a regular basis next year, but I'm glad that I've included it in the latter stages of this school year.
The work with small group meetings over the last few months leaves me eager to implement the next evolution of our customized approach, a version that will hopefully be even more responsive to the needs and interests of students.
