لخّصلي

Chapter 3

Grouping for Instruction: Who Goes Where with Whom to Do What?Flexible grouping, with attention to how

DG 31221073 redu.tants.edu.eg

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and why children are grouped, is the first step in developing classroom community.Ahmed Gamal Sabry Eid

Incidentally, the bride and groom are both educators.In order to facilitate conversation, the couple made up a family crossword puzzle and left one copy on each table, along with several pencils.The goal is to develop a true classroom community, where students work together, accept one another, and everyone is truly included.Introduction

A young couple we know had a private wedding ceremony and then planned a destination weekend celebration to include friends and extended family.They understood that simply putting people who do not know each other together may not be enough; instead, they created a task that required input and expertise from both sides (in this case, the two families).The implications for the inclusive classroom are clear.Putting diverse learners in the general education classroom is certainly the first step, but only the first step.The celebration, which was held at a rustic resort, was designed so that the families of the bride and groom could get to know each other.Soon enough, puzzles were being

solved and conversation flowed.

Chapter 3

Grouping for Instruction: Who Goes Where with Whom to Do What?

Introduction

A young couple we know had a private wedding ceremony and then planned a destination weekend celebration to include friends and extended family. The celebration, which was held at a rustic resort, was designed so that the families of the bride and groom could get to know each other. To that end, at the Saturday night dinner, half the people seated at each table were from the bride's family and half from

the groom's family. In order to facilitate conversation, the couple made up a family crossword puzzle and left one copy on each table, along with several pencils. Half the clues focused on the bride's family, and the other half

were about the groom's family. Soon enough, puzzles were being

solved and conversation flowed.

Ahmed Gamal Sabry Eid

Incidentally, the bride and groom are both educators. They understood that simply putting people who do not know each other together may not be enough; instead, they created a task that required input and expertise from both sides (in this case, the two families).

The implications for the inclusive classroom are clear. Putting diverse learners in the general education classroom is certainly the first step, but only the first step. The goal is to develop a true classroom community, where students work together, accept one another, and everyone is truly included. Flexible grouping, with attention to how

DG 31221073 redu.tants.edu.eg

DG 312210730edu.tania.edu.ez

AND 312216736edu.tanta.edu.eg

and why children are grouped, is the first step in developing classroom community.