Small Groups- small group settings is a great strategy that aids in increasing literacy and assessment measures in a student.
Aldemir and Gursel (2014) states “small-group teaching is an effective and efficient arrangement for children with developmental disabilities” (pg.2).
A small group setting will provide accommodations and interventions that specifically focuses in the content areas C.M. lacks proficiency in. In a small group setting, the teacher can teach the learning goal/standards in a modify instruction that will develop literacy proficiency in C.M.
Reading out loud- by permitting C.M. to read out loud in a one on one setting, it will assist in generating her oral reading fluency. Doing this on a daily basis for ten to fifteen
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To develop literacy growth in C.M., incorporating educational games into the curriculum that are enjoyable and interesting to C.M. will motivated her learning and understanding of the areas in literacy she struggles with.
Free Choice- Provide at least twice a week, a time where C.M. can select books on her Lexile level to read and take an AR (Accelerated Reading) with. C.M. will enjoy the independence of making choices to support her learning. Furthermore, free choices can consist of C.M. choosing the strategies or games for that day of one on one learning.
Modeling and Graphic Organizers – Modeling is an imperative strategy that serves as an imaginative and mental approach in encouraging accurate comprehension of a standard or skill (Park and Logsdon, 2015). C.M. is a student who will benefit from modeling support that can be conveyed in whole and small group settings and one on one learning with the teacher.
Graphic organizers is an excellent strategy and resource that provides visual assistance in building phonics, vocabulary, fluency, and reading comprehension. There is a graphic organizer for every subject, skill, and standard. My suggestion would be to implement the use of graphic organizers for C.M. during small group and one on one
Both lesson plan days include think-pair-share strategies, which permits students to engage with a partner using age-appropriate literacy skills and eventually with the whole class. The students are also given multiple times throughout the lesson to engage as well. By using KWL charts students are also able to share their own experiences with the class and this permits the students to contribute their own individual insights.
Working with children in a group can show the practitioner what each child knows and learns from different activities, each child is different with their development, although children can help each other learn new and different things from working within a group.
Engleberg, Isa N. and Dianna R. Wynn. Working in Groups. 6th ed. Boston: Pearson, 2012. Print.
While the activity can be conducted in groups of three-to-five, the pairing strategy used in the activity allows for equal retention as the three-to-five grouping strategy if conducted correctly by finding students who will work well together. In a study conducted by Po-Jen, Ming-Chao, Chu-Sing, and Chun-Wei (2012), “this strategy can also help students to have a better understanding of lessons and improve their learning achievement.” (p236). Students who would feel uncomfortable within a larger group can speak more freely if there is a single partner, even more so if it builds off a relationship that is already present. By utilizing social interactions between students, the teacher can create more effective pairs in the classroom. The previous social interactions will encourage the students to speak more freely with each other about the topic, and in turn, promote retention and understanding of the
Mrs. Hamm discussed that she actually uses three different programs to help teach language and literacy to her students. The first program, which is actually her favorite of the three programs, is called “Read Aloud Library”, the second program is called “Language for Learning” and the third program is called “Reading Mastery”. Mrs. Hamm discussed the programs as being very helpful tools in helping children develop their reading skills. Mrs. Hamm integrates literacy in her classroom in many different ways. In the different programs, the students read one book together in which they work on for the week by breaking down the chapters so that children can retell the story and learn th...
TUCKMAN, B. 1965. Developmental Sequences in Small Groups. Psychological Bulletin 63, p 384 – 99. cited in DOEL, M. and SAWDON, C. (2001). The Essential Group Worker: Teaching and Learning Creative Group Work. London: J Kingsley.
Katz, Jennifer, and Pat Mirenda. "Including students with developmental disabilities in general education classrooms: Social benefits." International Jornal of Special Education 17.2 (2002): 26-36.
Graphic organisers add a visual element to a lesson introduction and provide students with a clear outlook of lesson objectives. There are a variety of styles of graphic organisers including linear sequence, procedural flowcharts, and attribute maps (Whitton et al., 2016, pp. 188-190). Graphic organisers can be used in a variety of ways during a lesson introduction. One approach is to use an attribute map as a way for students to activate their prior knowledge. The teacher can present the class with an incomplete attribute map; the teacher may ask the students ‘What do you know about sharks?’, the students can add their knowledge of sharks to the map such as habitat, diet, appearance, special features and species
Scarnati, J. T. (2001). Cooperative learning: make groupwork work. New Directions for Teaching and Learning, 67(Fall), 71-82.
During small group time, I was able to circulate around the room. I could assess student understanding informally and in qualitative ways (IE: I noticed that Gabby had a strong answer to a key question), which also helps me to build and foster a strong rapport with my students. I also engaged in small group discussion and asked a few probing questions to groups who needed further gui...
Little research exists on how learning occurs in groups (Cranton 1996; Dechant, Marsick, and Kasl 1993). Futhermore, when forming groups, adult educators tend to focus on helping learners work effectively together rather than on helping them understand the learning processes that may be occurring in the group (Dechant, Marsick, and Kasl 1993). By drawing on Habermas' domains of knowledge and interests, Cranton (1996) has developed a helpful way of thinking about how groups can accomplish or facilitate different types of learning. Cranton suggests that there are three types of group learning, each affiliated with the following kinds of knowledge proposed by Habermas--
Set up cycles of school-wide inquiry into learning and teaching performance. Allow for optimal times for group members get together and discuss projects one on one.
Students need to understand the essence of what is being said to them or presented to them during instructional periods. For students to understand what is being said to them, teachers should use graphic organizers to help students understand what is being taught to them. Teachers can also present applicable background information and content about what they are teaching. Teachers can also present information that brings the ELLs’ cultures and experiences into the curriculum and vocabulary;...
...eadth or depth of coverage. Some other criticisms of cooperative learning are the presence of hitch hikers, students who may be too shy, passive, or unmotivated to get involved with the group, or dominant personalities that inhibit group work as when their high standards or intense involvement excludes their teammates. Some students may not participate if they believe it will negatively impact the group grade. In order to remedy this some methods to encourage participation would be to assign roles. This gives the student a responsibility and also it would be the responsibility of other group members to involve him. Changing group dynamics be changed by increasing interdependence, social skills procedure, processing and individual accountability may also improve the situation. If all else fails it may be best to break up the group and let some people work alone.
My goal as a teacher is to improve my student’s education and help them grow knowledgably. I like to see students at different levels develop with each other and learn. I want to challenge the students and watch them grow to their highest level of education. Therefore, having the students in groups is the best educational strategy I like to use a lot. I want my students to have freedom with whatever creativity they want, and to allow them to express themselves at any time. With this freedom students will be able to experiment with likes and dislikes and be able to figure their weaknesses and strengths. Education is for everyone and it’s a right by low for all; teachers, on the other hand, should do their jobs very honestly and effectively.