Eleven tips for a good group plan

Writing group plans is 'stupid work', according to many teachers. But it's totally stupid to write a big plan and then let it dust in the closet. Therefore: eleven tips for a good group plan.

  1. Keep the goal in mind

    Group plans are not mandatory, emphasizes the Education Inspectorate. Yet they are not out of the world for the time being, like that learns practice. What is a group plan anyway? Or rather: what should such a plan be? There are many shapes and sizes and teachers and schools make their own choices. “You classify the 'Mickey Mouse model' in such a plan, says Lourens van der Leij. “Mickey's head is the largest group of your students. The two ears are the ones that need extra explanation and the ones that can handle more of a challenge. For each of those groups you write down what you offer. That group plan is, in other words, the building plan of your lesson. ”
    “You look at what children need and divide them together according to support need in your group plan,” says Mieke Staal. And yes, you have that information, as a teacher,
    often already in your head. Miss Bianca Antonissen: “But if you put it in black and white, it gives you an overview. And for your possible duo colleague. Or for the replacement, if you break a leg. ”

  2. Don't make a plan too detailed

    “Only put the stumbling blocks in your group plan,” advises Van der Leij. “Do you know sentence parsing is a difficult topic? Then make a group plan: Which pupils do you put in one of Mickey Mouse's three groups? ” “Don't try to capture the development of each child in a group plan,” says Antonissen. “Suppose you have a toddler who has trouble rhyming. You write in your group plan that you will pay extra attention to rhyming in the coming period, you describe a goal and explain how you will evaluate. But if the child has mastered the rhyme after the first extra rhyme lesson, your plan can be thrown away. ”

  3. Do not link goals to the Cito scores

    “It is best to set goals for the general growth of the Cito scores,” says Antonissen. “Then you can also intervene in your education if those goals are not achieved. But please don't write down a goal like: Johnny gets an II on Cito Taal. A group plan is not for that. A group plan is a guideline for your actions, not a document with which you judge yourself or your student on results. ”

  4. Be realistic

    Speaking of goals, be realistic. Antonissen: "Don't write in a plan that you sit down with a group of toddlers for ten minutes every day to brush up on their vocabulary, if you know that you will never succeed." Oh yes: and don't write down goals that you already achieve, adds Van der Leij. “Then a group plan becomes a goal in itself. I always say: plan less, learn more. ”

  5. Do it quickly

    Do not spend too much time writing a group plan, says Staal. “If you fill in very meticulously what each student needs exactly, you will spend a long time on it. Only describe the exceptional cases - the things you have to think about for more than ten seconds. ”

  6. Make coffee stains on it

    A good group plan is a living document. “Writing a plan and then letting it dust in the cupboard is really nonsense,” says Staal. “A good group plan has dog ears
    and coffee stains ”, says Antonissen. “You look at it daily, you adjust it. Are the good children still in the extended instruction? Do you have to give an extra lesson about a certain part? Have the goals been set too high or too low? ”

  7. Do not write them for your board or management

    Antonissen: “You sometimes see that a board decides to work with group plans. And that this decision is then dropped from above on the schools. " This often leads to administration for the sake of administration. “Set up a working group to consider how group plans in your school are most beneficial,” says Antonissen. “And ask that working group to develop a format as well. That way, not everyone has to invent the wheel themselves. ”

  8. Don't write them for action-oriented work

    A big misunderstanding about group plans is that they are inextricably linked to action-oriented work. No, says Staal. “I happened to have that comment this week
    heard again, in two different groups. But it is not true. A group plan can be part of action-oriented working, but it does not say that it is necessary. ”

  9. Do write development perspectives

    With the introduction of appropriate education, the traditional action plans have been replaced by the development perspective (opp). These are documents that must be drawn up for students who need money for extra care from the partnership. Teachers often experience drawing up opp programs as difficult, says Van der Leij. “You have to show that you have really tried everything with the student, but that it didn't work out and that you are therefore entitled to extra help. That is a lot of work, and it often involves teachers and psychologists. These will be very thick files, but that makes sense: it is about pennies. So that's part of your job. ”

  10. Enable parents and students

    Make use of the parents and the student when drawing up development prospects (OOPs), Van de Wiel advises. “A pupil can often indicate very well what he needs, and it is sometimes surprising how much insight parents have. They often have more to contribute than you think. And that makes such an opposition a joint responsibility.

  11. Do it for your students

    Of course, administration is never fun. Van de Wiel: “Teachers have a passion for education, not administration. But my experience is that a teacher is willing to do administration, as long as that yields something for the education. As long as the student benefits from it, because as a teacher you see better what he needs. And a good group plan helps with that. ”