Case Study 7

Centers! Oh, the Joy!

Project

Centers! Oh, the Joy!

Audience

K–12 educators

Format

Professional learning presentation

Focus

Data-driven instruction, dual-grouping instruction, differentiation

Tools

PowerPoint/Google Slides, assessment data, instructional modeling

Design Challenge

Create a practical professional learning resource that helps educators use student performance data to organize two complementary grouping structures simultaneously: heterogeneous groups for collaborative learning and homogeneous groups for targeted small-group instruction.

Solution

Drawing on grouping practices I learned through Project GLAD training, I taught educators how to use assessment data to organize two complementary grouping structures simultaneously: heterogeneous groups for peer-supported collaborative learning and homogeneous groups for targeted instruction based on identified learning needs.

I translated the approach into a practical, repeatable process educators could use to move from assessment results to instructional grouping decisions. Students remain in heterogeneous collaborative groups while teachers can pull homogeneous groups for targeted small-group instruction.

The framework makes differentiation part of the classroom’s organizational system rather than an additional structure teachers must manage separately.

Design Approach

I translated a data-informed grouping strategy into a step-by-step visual model educators could readily implement in their own classrooms. Teachers learn how to rank assessment data, distribute students across mixed-readiness groups, assign corresponding readiness levels, and use those levels to pull targeted instructional groups without disrupting the larger classroom structure.

Instructional Design Strategy

The presentation moves beyond explaining grouping terminology by modeling how the system functions in practice. Visual examples, sample data, diagrams, and classroom scenarios show educators how students can remain in heterogeneous collaborative groups while simultaneously belonging to homogeneous instructional groups that teachers can pull according to identified learning needs.

Two Grouping Systems Operating Simultaneously

The completed system allows every student to belong to both a heterogeneous collaborative group and a homogeneous instructional group. Teachers can call together a targeted group—such as “all my 1s”—without dismantling the classroom’s collaborative structure.

Turning Assessment Data into Grouping Decisions

A step-by-step model shows educators how to organize pre-assessment data and use it as the foundation for intentional instructional grouping rather than relying on static or informal group assignments.

Building Heterogeneous Collaborative Groups

Pre-assessment data is sorted by achievement level and students are strategically distributed across mixed-readiness groups. Each group includes learners representing a range of achievement levels, creating balanced collaborative teams while maintaining flexibility for different class sizes and instructional needs.