Week+3

//__﻿__// //__~Small Groups~__//

**__SMALL GROUP INSTRUCTION__ **

__ n Typically consists of 3-7 students __ __ n Especially recommended for students with learning problems __ __ n Tier 2 instruction in an RTI model __ __ n Attempt to group students who have similar instructional needs in a specific academic area. __ __ n **//Advantages:// **__ n Students are able to participate more during instruction. n Teachers are able to provide more instruction, praise, feedback. n Students are able to progress at their own rates. n Small-group instruction typically is less boring. n Teachers using small-group instruction are able to monitor the progress of students better and make teaching modifications. n Small-group instruction provides students with language differences with a more comfortable setting for participating and asking for clarification. n The small-group arrangement is especially important for students with learning and behavioral problems. n A small-group follow-up can be helpful to students who do not learn sufficiently during large-group teacher presentations. n Small-group instruction may have an advantage over one-on-one instruction because a student with learning problems, may, through observation, learn a skill that is being taught to another group member. n Small group settings provide the opportunity to increase the intensity of intervention for students who have moved to Tier 2 in an RTI model.

**<span style="color: #333399; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">_ <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Small Group Instruction **

__<span style="color: black; font-family: Wingdings; font-size: 19pt; line-height: normal; margin: 0in 0in 0pt; text-indent: 0in;">n Disadvantages:__

__ n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Students are required to do more seatwork. __ __ n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Teachers must do more planning. __ __ n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Teachers must organize more instructional variables (such as grouping students, managing transitions, monitoring seatwork activities for students when they are not in their small group.  __ __  n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Teachers must provide more instruction in the respective academic or content area.  __

//**<span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Guidelines for Small Group Instruction **//

__ n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Establish rules for small-group instruction. __ __ n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Make the groups as homogeneous as possible. __ __ n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Maintain flexible groupings. __ __ n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Locate the small group in an area that allows the teacher to scan the entire class. __ __ n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Place the students in a semicircle so that their shoulders align with the shoulders of the students beside them. __ __ n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Use motivation activities during small-group work. __

~Large Groups~

<span style="color: #333399; font-family: 'Tahoma','sans-serif'; font-size: 10pt;"> <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Large Group Instruction

n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">If the teacher uses effective presentation strategies such as demonstration, modeling, and guided practice and supplements them with cooperative learning, small group instruction, follow-up direct instruction, or engaging seatwork activities, large group instruction can be effective for teaching academics and social skills to students with diverse needs. n <span style="color: #3333cc; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">In a response to intervention (RTI) framework, much of the Tier I instruction is provided in a large-group format. n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt 27pt;">Advantages: n <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">It is time-efficient. n <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Students are prepared for lecture-type of instruction in postsecondary and secondary settings. n <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">General and special educators who co-teach may share the responsibilities of teaching the large group. n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Disadvantages: n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">It does not allow for the teacher to deal easily with the diverse abilities and skills levels. n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Questions may go unanswered. n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Distracted students may remain off-task. n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Students who need more intensive instruction may fail to receive it. n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">For high-ability students, large-group instruction frequently moves too slowly. n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">For low-ability students, it usually moves too quickly. n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Behavioral problems are likely to result because of boredom or frustration. <span style="color: #333399; display: block; font-family: 'Tahoma','sans-serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt; text-align: center;"> Instruction

n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Keep instruction short n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Use questions to involve students in the lesson n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Use lecture-pause routines n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">RAP Procedure n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Encourage active participation among lower performing students while maintaining the involvement of higher achieving students. n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Use visual aids to promote understanding of lecture material. n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Maintain a lively pace. n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Determine the rules for behavior during presentation. n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Determine the rules for behavior during discussions. n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">If students misbehave, praise students who follow the rules. n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Use flexible grouping. __ n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">_Important Aspect of RTI Tier 2 Instruction  ___ n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Use participation buddies to promote student involvement. n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Use response cards to promote participation. n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Use Ask, Pause, and Call. n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 10pt;">Use signals to avoid surprise call-ons. <span style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-outline-level: 1; mso-pagination: none; text-align: center;"> <span style="color: red; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">One Student With Teacher <span style="color: #333399; font-family: 'Tahoma','sans-serif'; font-size: 12pt;"> <span style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-outline-level: 2; mso-pagination: none; text-indent: 0in;"> n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">Used to help student with learning problems learn a new skill <span style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-outline-level: 2; mso-pagination: none; text-indent: 0in;"> n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">Appropriate for students who are learning skills that are different from rest of the class <span style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-outline-level: 2; mso-pagination: none; text-indent: 0in;"> n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">Can be used to intensify interventions in Tier 2 or Tier 3 of RTI framework <span style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-outline-level: 2; mso-pagination: none; text-indent: 0in;"> n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">Can be used spontaneously with group methods of instruction <span style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-outline-level: 2; mso-pagination: none; text-indent: 0in;"> n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">3-5 minutes is just the amount of time needed to help a student understand a concept, receive correct feedback, understand directions, and feel motivated to continue working. <span style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-outline-level: 2; mso-pagination: none; text-indent: 0in;"><span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">~ ﻿Self Correcting Devices~ <span style="line-height: normal; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; mso-outline-level: 2; mso-pagination: none; text-indent: 0in;"><span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">Examples of Feedback Devices <span style="line-height: normal; margin: 0in 0in 0pt 58.5pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; mso-outline-level: 3; mso-pagination: none; text-indent: -22.5pt;"> n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">Flap <span style="line-height: normal; margin: 0in 0in 0pt 58.5pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; mso-outline-level: 3; mso-pagination: none; text-indent: -22.5pt;"> n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">Windows <span style="line-height: normal; margin: 0in 0in 0pt 58.5pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; mso-outline-level: 3; mso-pagination: none; text-indent: -22.5pt;"> n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">Stylus <span style="line-height: normal; margin: 0in 0in 0pt 58.5pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; mso-outline-level: 3; mso-pagination: none; text-indent: -22.5pt;"> n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">Matching Cards <span style="line-height: normal; margin: 0in 0in 0pt 58.5pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; mso-outline-level: 3; mso-pagination: none; text-indent: -22.5pt;"> n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">Answer on Back <span style="line-height: normal; margin: 0in 0in 0pt 58.5pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; mso-outline-level: 3; mso-pagination: none; text-indent: -22.5pt;"> n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">Tab <span style="line-height: normal; margin: 0in 0in 0pt 58.5pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; mso-outline-level: 3; mso-pagination: none; text-indent: -22.5pt;"> n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">Pocket <span style="line-height: normal; margin: 0in 0in 0pt 58.5pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; mso-outline-level: 3; mso-pagination: none; text-indent: -22.5pt;"> n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">Holes <span style="line-height: normal; margin: 0in 0in 0pt 58.5pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; mso-outline-level: 3; mso-pagination: none; text-indent: -22.5pt;"> n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">Clips <span style="line-height: normal; margin: 0in 0in 0pt 58.5pt; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; mso-outline-level: 3; mso-pagination: none; text-indent: -22.5pt;"> n <span style="color: black; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">Strips on Folder ~ ﻿Response to Question 1~ One important method that is discussed in the video is having benchmarks for students; having deadlines for different parts of the project. The teachers discuss having the students make a portfolio to display the final project at the end of the semester to show all of the work that has been accomplished.

//~ Response to ﻿Question 2~// //﻿I think that the way a teacher places the desks in his or her classroom is contingent upon the students. When desks are placed in groups, the possibility for talking and not paying attention in class greatly increases. However, if groups are desked together, it may also enhance the ability for students to help each other, and to help develop peer relations.// //My personal preference, not only as a former student, but also a future teacher, is definitely grouping, or students teaching students. I feel that there will always be times in a classroom, that because there is only one teacher, and possibly one or two other adults that are able to help, that it may be difficult for students' questions to be answered in a timely, effective manner. If students are strategically placed in groups where at least one student is able to help, this may be one of the most effective ways to help children learn in a classroom.//