Chapter+2-+Planning+and+Organizing+Instruction

__**Chapter 2**__ **Planning and Organizing Instruction** **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. ==

//Advantage://
 * === 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. ===

Disadvantage:


 * === Students are __required to do more seat-work.__ ===
 * === 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. ===

** Large Group Instruction **
 * == 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 seat-work activities, large group instruction can be effective for teaching academics and social skills to students with diverse needs. ==
 * == In a response to intervention (RTI) framework, much of the Tier I instruction is provided in a large-group format. ==

// Advantage: //
 * === 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. ===

**Disadvantage:**
** One Student with Teacher **
 * ===== 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 =====
 * == 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. ==

// Advantage: //
 * The student has the opportunity to ask questions, explain reasoning or strategies, receive instructional feedback, correct errors, and prevent further learning problems with specific skills or content

**Self-Correcting Materials**  Self-correcting materials give the student immediate feedback without the teacher being present. They are especially useful with students with learning problems who have a history of academic failure. When a students makes a mistake with a self-correcting material, it is a private event. Self-correcting gives immediate feedback.
 * Flap- Made of any flexible material such as cloth, construction paper, vinyl wallpaper, or cardboard. Student can bend flap to reveal question or problem
 * Windows- Cut out of windows to provide feedback or answers in material
 * Stylus- Provide feedback on certain types of stimulus cards
 * Matching Cards- Using two sets of cards and allowing them to match when the answer is correct
 * <span style="color: #000000; display: block; font-family: 'Arial Black',Gadget,sans-serif; font-size: 11.95px; text-align: left;">Pocket- Using pockets to hold answers and feedback
 * <span style="color: #000000; display: block; font-family: 'Arial Black',Gadget,sans-serif; font-size: 11.95px; text-align: left;">Holes- Wrote question on one side and an answer on the other side. Then punch a hole in the card beneath word and use pipe cleaners to make easy to turn card to see answer
 * <span style="color: #000000; display: block; font-family: 'Arial Black',Gadget,sans-serif; font-size: 11.95px; text-align: left;">Clips- Using clips to mark answers and allowing students to turn cards over to correct answers.
 * <span style="color: #000000; display: block; font-family: 'Arial Black',Gadget,sans-serif; font-size: 11.95px; text-align: left;">Strips in a Folder- Using manila folder with tabs to allow students to write on them with answers to a worksheet
 * <span style="color: #000000; display: block; font-family: 'Arial Black',Gadget,sans-serif; font-size: 11.95px; text-align: left;">Answer on Back- Problem on one side of the card and an answer is placed on the back
 * <span style="color: #000000; display: block; font-family: 'Arial Black',Gadget,sans-serif; font-size: 11.95px; text-align: left;">Tab- Tab is pulled from a pocket in the learning material to reveal an answer or answers
 * <span style="color: #000000; display: block; font-family: 'Arial Black',Gadget,sans-serif; font-size: 11.95px; text-align: left;">Simple Board Game- Using a fun way to use instructional task on a card where it can be performed in a few seconds
 * <span style="color: #000000; display: block; font-family: 'Arial Black',Gadget,sans-serif; font-size: 11.95px; text-align: left;">Mystery Detective- Using reading comprehension and sentence clues to select meaning of an underlined portion