For Matthew, I would desire to work with the paraprofessional assigned to the classroom on how to best involve and support Matthew during group work. For Eduardo, I would need to understand whether or not if he struggles with comprehension. Depending on whether some students have an IEP, additional information can also be found there. IEP's prove not only to be a good resource for information, but it also allows for teachers to be able to work with parents more closely. There are good reasons and benefits as to why group work is implemented within a diverse classroom. Children learn about discipline and also how to cooperate together (Shimazoe, Aldrich, 53). In the case of my fictional class I have already been given a chart that easily provides the information of my students. However, this will not always be the case in which all information is provided about the students. I would need to keep track of how students learn and what they like to do by first talking with their parents. Gaining a parent's insight on how their children interact with others would better prepare me on how to place students in subgroups as well as answer their learning needs.
By looking at the learner's profile, I can see that my potential class is combined of five kinesthetic students, seven visual-kinesthetic children, three audio-kinesthetic and two auditory learners. I can already see that the many of the children have varied learning styles. For a lesson, I would need to use visual aid (a video clip or a slideshow for example) and hands on kinesthetic activities (such as assigning children to fetch a material from library or even creating something such as a poster) (Miller, Linn, Gronlund 229) With this in mind, I would wish to have the students divided into three groups. One would be small and the other would be bigger. The children will be able to practice exchanging ideas and thoughts on their findings with their partners and collaborate with them (Miller, Linn, Gronlund 229).