Instructional+Arrangements

Instructional Arrangments:

Large Group:

Advantages:

 * =====time-efficient. =====
 * =====prepared for lecture-type of instruction in secondary settings. =====
 * =====General and special educators who co-teach may share the responsibilities of teaching the large group. =====

Disadvantages:

 * =====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 and may be boring =====
 * =====For low-ability students, it usually moves too quickly and they may start to fall behind =====
 * Behavioral problems are likely to result because of boredom or frustration.

Small Group
 * Usually between 3-7 students
 * recommended for students with learning problems
 * RTI Model tier 2
 * attempt to group students together who have similar achievement needs.

Advantages:

 * ===== 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 speed. =====
 * ===== Typically is less boring. =====
 * ===== Able to monitor the progress of students better and make teaching modifications. =====
 * ===== Provides students with language differences with a more comfortable setting for participating and more of an ability to asking for clarification. =====
 * ===== Especially important for students with learning and behavioral problems. =====
 * ===== Can be helpful to students who do not learn sufficiently during large-group teacher presentations. =====
 * ===== Student with learning problems, may, through observation, learn a skill that is being taught to another group member. =====
 * ===== Provide the opportunity to increase the intensity of intervention for students who have moved to Tier 2 in an RTI model. =====

Disadvantages:

 * ===== 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 seatwork activities for students when they are not in their small group. =====
 * ===== Teachers must provide more instruction in the respective academic or content area. =====

One Student with Teacher
 * Use to help students with learning problems learn new skills
 * Appropriate for students who are learning skills that are different from the rest of the class
 * Can intensify Interventions in Tier 2 or 3 of RTI framework
 * Can be used spontaneously with group methods of instructions
 * The amount needed for a student to understand a concept, receive the corrected feedback needed, understand the directions given and fell motivated to continue working is only 3-5 minutes.

MATERIAL WITH STUDENT: Self-Correcting Materials


 * ===== Flap - can be made with any flexible material such as a cloth or conscription paper. Students can end the flap up or to the side to reveal the answer to the question =====
 * ===== Windows - small windows can be cut into material to provide feedback correct answers can be in the window. =====
 * ===== Stylus - feedback is provided by using a stylus with a certain types of stimulus cards. =====
 * ===== Matching Cards - set of cards that are prepared with a problem or question on one card and answer on another. If the appropriate answer is chosen the back will either match or fit together to complete the picture. =====
 * ===== Answer on Back - problem is on one side of the card the answer on the other =====
 * ===== Tab - a tab is pulled from a pocked and the material reveals the answers. =====
 * ===== Pocket - can be made by stapling envelopes to the back of learning material. for example library card pockets can be used for stimulus cards. =====
 * ===== Holes - problems are written on one side of a card and a whole is punched beneath each object. The answers are written on the back of the card next to the whole . When the student sees the problem, and write the answer they put a pipe cleaner through to turn it over and check the response. =====
 * ===== Clips - clothespins or paperclips can be used to provide feedback. pizza wheel an be divided into segments. the responses are made by clipping close pins to the edges of the segments. to see if you are right match the code on the pizza board to the clothespin. =====
 * ===== Strips on Folder - strips are cut on one side of a folder, which is then laminated. Worksheets containing problems and answers are then inserted into the folder so only the problem is seen. Can use a felt-tip or dry erase marker to write the response to each problem. =====