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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2002
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED471842 |
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| _version_ | 1867181875986956288 |
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| author | Ediger, Marlow |
| author_facet | Ediger, Marlow Ediger, Marlow |
| collection | Education Resources Information Center |
| contents | Grouping and Organizing for Instruction in Reading. Ediger, Marlow Departments Elementary Education Grouping (Instructional Purposes) Mixed Age Grouping Open Education Reading Instruction Self Contained Classrooms Team Teaching Transitional Programs Flexibility is a key term to emphasize when grouping students for instruction, since a student might be in a different group for one academic area as compared to another academic area. This paper describes grouping for different methods of reading instruction and other disciplines. The paper discusses the following: using basal readers, using library books for individualized reading, multi-age grouping, grouping in transition rooms, team teaching and grouping, the self-contained room, grouping in non-graded schools, open education procedures, and departmentalization. According to the paper, there are definite advantages for each plan of grouping students for instruction--thus (1) basal textbooks have a manual (which may be used flexibly) to provide suggestions for instruction; (2) individualized reading, developmentally, is based on students choosing what they like to read; (3) multi-age grouping might assist students to learn to work together with younger as well as older individuals; (4) transition rooms aid students to receive instruction which helps them to "catch up" with others in the same classroom; (5) team teaching emphasizes students working in whole class, small groups, and individual endeavors; (6) the self-contained classroom provides a plethora of opportunities to stress integration of subject matter; (7) the nongraded school emphasizes students achieving continuous progress; (8) open education stresses student achievement in decision making; and (9) departmentalization stresses teachers teaching in their area of subject matter specialization. Contains 13 references. (NKA) |
| format | Recurso educativo Open Access |
| id | eric_ED471842 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2002 |
| record_format | eric |
| spellingShingle | Grouping and Organizing for Instruction in Reading. Ediger, Marlow Departments Elementary Education Grouping (Instructional Purposes) Mixed Age Grouping Open Education Reading Instruction Self Contained Classrooms Team Teaching Transitional Programs Grouping and Organizing for Instruction in Reading. Ediger, Marlow Departments Elementary Education Grouping (Instructional Purposes) Mixed Age Grouping Open Education Reading Instruction Self Contained Classrooms Team Teaching Transitional Programs Flexibility is a key term to emphasize when grouping students for instruction, since a student might be in a different group for one academic area as compared to another academic area. This paper describes grouping for different methods of reading instruction and other disciplines. The paper discusses the following: using basal readers, using library books for individualized reading, multi-age grouping, grouping in transition rooms, team teaching and grouping, the self-contained room, grouping in non-graded schools, open education procedures, and departmentalization. According to the paper, there are definite advantages for each plan of grouping students for instruction--thus (1) basal textbooks have a manual (which may be used flexibly) to provide suggestions for instruction; (2) individualized reading, developmentally, is based on students choosing what they like to read; (3) multi-age grouping might assist students to learn to work together with younger as well as older individuals; (4) transition rooms aid students to receive instruction which helps them to "catch up" with others in the same classroom; (5) team teaching emphasizes students working in whole class, small groups, and individual endeavors; (6) the self-contained classroom provides a plethora of opportunities to stress integration of subject matter; (7) the nongraded school emphasizes students achieving continuous progress; (8) open education stresses student achievement in decision making; and (9) departmentalization stresses teachers teaching in their area of subject matter specialization. Contains 13 references. (NKA) |
| title | Grouping and Organizing for Instruction in Reading. |
| topic | Departments Elementary Education Grouping (Instructional Purposes) Mixed Age Grouping Open Education Reading Instruction Self Contained Classrooms Team Teaching Transitional Programs |
| url | https://eric.ed.gov/?id=ED471842 |