Students in the classroom have many diverse learning needs. They are on different learning levels and require differentiated instruction to meet their learning needs. Teachers should teach in a way that help students find relevant connections between themselves and the subject matter, the instructional strategies used, and the task they are asked to perform (Salend, S. J., 2016). Small groups are one strategy that teachers use to give instruction. When used properly, small groups can help meet the instructional needs of the students in the classroom. This issue is important because there are so many students who can benefit academically from small group instruction. Teachers should be willing to conduct small groups to reach students
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T., & Moody, S. W., 2000). Student should show some type of growth each year. By students being so diverse, they need different teaching strategies to learn. During small groups, children are able to collaborate and learn from each other. Participants who are individually taught different behaviors during small-group direct instruction may learn behaviors taught to their peers; this is referred to as observational learning, which results in increased teaching efficiency (Ledford, J. R., & Wolery, M., 2015). Students are constantly observing the behaviors of their peers. When students work together in small groups, they are able to help each other during the learning process. Students who were tutored by their classmates or by older students made greater academic gains than did untutored students (Elbaum et al, 2000). Small-group learning is used here to encompass contexts in which students work together in small groups to achieve shared learning goals (Pai, H., Sears, D. A., & Maeda, Y., 2015). There are many factors that causes small groups to be so effective. There is excessive empirical …show more content…
To initially set up the groups, I use their standardized tests scores. This shows me how the students scored and what learning levels they are on. After the first nine weeks of school, I am able to see which students are understanding the lessons and which students are not. I change the small groups throughout the year to pair students with other students who they can collaborate well with. Each student has a role in their group. These methods emphasize teambuilding processes meant to motivate students to help each other succeed (Pai et al, 2015). One students cannot be in a group without participating. I closely monitor groups that I am not currently working with. It does take a lot of work. Small groups work when the students know my expectations and understand their assignment. I actually use small groups often and the students respond well to that type of instruction. When students are given an assessment on the content, they tend to score well after working in a small group. If there is a student who still does not score well on an assessment, they are moved into another small groups that I collaborate more closely with. This is a type of instruction that many teachers use today. It will always be a part of instruction because it helps students grow academically and
T., & Moody, S. W., 2000). Student should show some type of growth each year. By students being so diverse, they need different teaching strategies to learn. During small groups, children are able to collaborate and learn from each other. Participants who are individually taught different behaviors during small-group direct instruction may learn behaviors taught to their peers; this is referred to as observational learning, which results in increased teaching efficiency (Ledford, J. R., & Wolery, M., 2015). Students are constantly observing the behaviors of their peers. When students work together in small groups, they are able to help each other during the learning process. Students who were tutored by their classmates or by older students made greater academic gains than did untutored students (Elbaum et al, 2000). Small-group learning is used here to encompass contexts in which students work together in small groups to achieve shared learning goals (Pai, H., Sears, D. A., & Maeda, Y., 2015). There are many factors that causes small groups to be so effective. There is excessive empirical …show more content…
To initially set up the groups, I use their standardized tests scores. This shows me how the students scored and what learning levels they are on. After the first nine weeks of school, I am able to see which students are understanding the lessons and which students are not. I change the small groups throughout the year to pair students with other students who they can collaborate well with. Each student has a role in their group. These methods emphasize teambuilding processes meant to motivate students to help each other succeed (Pai et al, 2015). One students cannot be in a group without participating. I closely monitor groups that I am not currently working with. It does take a lot of work. Small groups work when the students know my expectations and understand their assignment. I actually use small groups often and the students respond well to that type of instruction. When students are given an assessment on the content, they tend to score well after working in a small group. If there is a student who still does not score well on an assessment, they are moved into another small groups that I collaborate more closely with. This is a type of instruction that many teachers use today. It will always be a part of instruction because it helps students grow academically and