Equitable learning with small group instruction and student tracking

Key points:

In education, balancing instructional strategies such as small group instruction and student tracking presents challenges and opportunities to foster equitable learning environments.

While small group instruction offers personalized learning experiences, student tracking aims to tailor instruction based on their abilities. However, both approaches have raised concerns about inequity and stigmatization. As an educator, navigating these complexities led me to employ a rotation-based approach that integrates both strategies to ensure that all of my students receive equitable learning opportunities throughout the academic year.

My approach was based on recognition of the inevitability of initial poor performance data, which I attributed to factors such as the summer slump. I prioritized targeted supports and intervention strategies to address diverse student needs early on and aimed to mitigate learning loss and promote academic growth. Student tracking, while offering personalized instruction, has come under fire for perpetuating inequality and limiting exposure to diverse perspectives. In contrast, the personalized approach to small group instruction encourages deeper participation but can pose challenges in managing multiple groups and ensuring equitable access to resources.

To address these concerns, I implemented a rotation-based model in which each quarter focused on a different group of students. This approach allowed for personalized instruction while ensuring that all students received the same amount of instructional time by the end of the year. Specifically, you may have watched a group for more minutes during the first quarter, but then watched that group for fewer minutes in a later quarter. At the end of the school year, each group was seen for the same number of minutes (more or less).

Flexibility and adaptability were crucial in adjusting the length of instruction to meet the changing needs of each group. By embracing inclusion and flexibility, my goal was to foster an environment where every student felt valued and supported in their learning journey. By integrating both small group instruction and student tracking within a rotation-based framework, my goal was to strike a balance between personalized learning and equitable access to educational opportunities. This approach allowed me to address the diverse needs of my students while minimizing the potential for stigmatization or exclusion. Throughout the school year, the rotation-based model facilitated a dynamic learning environment where students received specific instruction tailored to their individual needs. Whether focusing on remediation, enrichment, or skill development, each group received the attention and support necessary for academic growth.

If we reflect on it, the results of this strategy have been overwhelmingly positive. Through dedicated efforts and personalized support, students experienced significant growth in several domains. In particular, there was a typical overall growth of about 144 percent in math achievement among my fifth graders; End-of-year data also revealed that my students went from 0 percent proficient to 71.4 percent proficient or close to proficient. This indicates the effectiveness of the implemented strategies.

This growth is a testament to the commitment of both students and educators and demonstrates the power of targeted interventions and a supportive learning environment to foster progress and achievement. The journey of implementing personalized strategies and providing individualized support has yielded remarkable results. Witnessing tangible growth in academic achievement (with an overall math increase of 144 percent) highlights the effectiveness of this effort. These results reaffirm the power of personalized education and the importance of fostering a rich learning environment through intentionality.