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Chapter 9

Chapter 9. Planning and Grouping Strategies for Special Learners. The Planning Process. Preplanning (advance preparation) Interactive Planning (monitoring students & adapting plans to meet their needs) Postplanning (follow-up and reflection). Establishing the Big Picture.

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Chapter 9

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  1. Chapter 9 Planning and Grouping Strategies for Special Learners

  2. The Planning Process Preplanning (advance preparation) Interactive Planning (monitoring students & adapting plans to meet their needs) Postplanning (follow-up and reflection)

  3. Establishing the Big Picture

  4. To Overcome Criticisms: Best quality instruction to ALL Students Engage in multiple grouping formats Ongoing Progress monitoring and regrouping students Opportunities for ALL members of class to work together throughout the day

  5. Principles for Multiple Grouping Formats(Unsworth, 1984; Vaughn, Hughes & Moody & Elbaum, 2001) • No permanent groups • Groups are designed to meet students’ learning needs • Whole class instructionis not the dominant grouping format

  6. More Principles of Multiple Grouping Formats • Students are assigned to groups based on • Their learning needs • Purpose of instruction • Other goals as considered by the teacher • Students are occasionally provided instruction one-on-one • Students are taught to work in small cooperative groups as well as teacher-led ones

  7. Things to Consider When Planning Multiple Grouping Structures

  8. Whole-Class Grouping Allows for • Building classroom community • Establishing classroom routines • Introducing new units of study, skills and concepts • Conducting whole-class discussions • Developing common experiences • Listening to guest speakers • Viewing educational videos

  9. Mixed Ability Small Groups Allow for • Conducting mini-lessons on an as-needed basis • Completing a project • Preparing a presentation for the class • Completing a follow-up assignment • Practicing new skills • Discussing a reading assignment

  10. Group Students according to: • Interest • Skills to be learned • English proficiency • Level of basic skills • Prior knowledge • Student-selection • Teacher assignment

  11. Cooperative Learning Groups(Goor & Schwenn, 1993) • Working together towards a common goal: • Teams are formed to maximize heterogeneity • Positive interdependence through shared goals/rewards • Establishing management systems to maximize learning • Room is arranged to facilitate small-group activity • Students are taught skills necessary to cooperate • Structure of each activity is chosen to match the goals of the lesson.

  12. Learning in Pairs • Can be homogenous or mixed ability pairs • Pairings can be used for: • Revising written assignments • Practicing a new skill • Developing fluency • Problem solving • Practicing spelling words • Reflecting about stories or books read

  13. One-on-One Instruction • Teacher can zero in on individual student needs • Provides the teacher an opportunity to re-teach concepts that student does not understand • Can be time-consuming

  14. Monitoring Student Progress • Establish benchmarks • Identify instructional goals and plan instruction • Group students to meet instructional goals and needs

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