Chapter+2

Large Group Instruction
- In a response to intervention (RTI) framework, much of the Tier I instruction is provided in a large-group format. - It is time-efficient. - Students are prepared for lecture-type of instruction in postsecondary and secondary settings. - General and special educators who co-teach may share the responsibilities of teaching the large group. - It does not allow for the teacher to deal easily with the diverse abilities and skills levels. - Questions may go unanswered. - Distracted students may remain off-task. - Students who need more intensive instruction may fail to receive it. - For high-ability students, large-group instruction frequently moves too slowly. - For low-ability students, it usually moves too quickly. - Behavioral problems are likely to result because of boredom or frustration. - Keep instruction short - Use questions to involve students in the lesson - Use lecture-pause routines - RAP Procedure - Encourage active participation among lower performing students while maintaining the involvement of higher achieving students. - Use visual aids to promote understanding of lecture material. - Maintain a lively pace. - Determine the rules for behavior during presentation. - Determine the rules for behavior during discussions. - If students misbehave, praise students who follow the rules. - Use flexible grouping. - Important aspect of _RTI Tier 2 Instruction_ - Use participation buddies to promote student involvement. - Use response cards to promote participation. - Use Ask, Pause, and Call. - Use signals to avoid surprise call-ons
 * 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.
 * ** Advantages: **
 * ** Disadvantages: **
 * ** Guidelines **

Small Group Instruction

 * Typically consists of 3-7 students
 * Especially recommended for students with learning problems
 * Tier 2 instruction in an RTI model
 * Attempt to group students who have similar instructional needs in a specific academic area.

- Students are able to participate more during instruction. - Teachers are able to provide more instruction, praise, feedback. - Students are able to progress at their own rates. - Small-group instruction typically is less boring. - Teachers using small-group instruction are able to monitor the progress of students better and make teaching modifications. - Small-group instruction provides students with language differences with a more comfortable setting for participating and asking for clarification. - The small-group arrangement is especially important for students with learning and behavioral problems. - A small-group follow-up can be helpful to students who do not learn sufficiently during large-group teacher presentations. - 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. - Small group settings provide the opportunity to increase the intensity of intervention for students who have moved to Tier 2 in an RTI model.
 * ** Advantages: **

- Students are required to do more seatwork. - Teachers must do more planning. - Teachers must organize more instructional variables (such as grouping students, managing transitions, monitoring seat work activities for students when they are not in their small group. - Teachers must provide more instruction in the respective academic or content area.
 * ** Disadvantages: **

- Make the groups as homogeneous as possible. - Establish rules for small-group instruction. - Maintain flexible groupings. - Locate the small group in an area that allows the teacher to scan the entire class. - Place the students in a semicircle so that their shoulders align with the shoulders of the students beside them. - Use motivation activities during small-group work.
 * ** Guidelines **

One Teacher with One Student
- Used to help student with learning problems learn a new skill - Appropriate for students who are learning skills that are different from rest of the class - Can be used to intensify interventions in Tier 2 or Tier 3 of RTI framework - Can be used spontaneously with group methods of instruction - 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.

Self-Correcting Materials
- **Flap:** made using construction paper, cloth, vinyl, cardboard, etc. Students bend flap up or to the side to reveal the answer to a question or problem. - **Windows**: Small windows can be cut in material to provide feedback. - **Stylus**: Feedback can be provided using a stylus with certain types of stimulus cards. - **Matching Cards**: Sets of cards are prepared with the problem or question on one card and the answer on another card. - **Answer on Back**: A problem is presented on one side of the card, and the answer is placed on the other side. (Like Flash Cards) - **Tab:** A tab is pulled from a pocket in the learning material to reveal an answer or answers. - **Pocket**: Can be easily made by stapling envelopes to the back of learning material, containing the answer key. - **Holes**: Problems are written on one side of the card or sheet, and a hole is punched beside or underneath each item. The answer is written on the back of the card next to or under the hole. - **Clips**: Clips such as clothespins or paper clips can be used to provide feedback by writing the answer on them and clipping them onto the problems. - **Strips on Folder:** Strips are cut in one side of a laminated manila folder, Worksheets containing problems and answers are inserted into the folder so that only the problem is presented. Students can then write their answer and pull the worksheet up to reveal the answer.


 * Information Found From: Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011) **