Kelly Lamp

GROUPING FOR INSTRUCTIONAL PRACTICES

Whole Group Instruction:

RECIPE:

Recommendations

Ask students a question for them to answer with a partner and

then share their combined response with the class.
Invite students to agree, disagree, or ask a question regarding a
topic. This is known as member checks because each member of
the class checks their understanding
Have students summarize the main points of the activity in a
whole group discussion
Encourage and support students, especially those with LD, so that
they feel comfortable to take risks and ask questions
Have students fill out lesson reminder sheets so that they can
record what they learned, how they felt about what they learned,
and what questions they would still like answered

Small Group Instruction:

RECIPE:

Set up reading groups that are led by the teacher

Have flexible grouping which will allow teachers to
vary the grouping formats in ways that meet the
needs of students, especially LD students
Satisfy the LD students preferences of working with a
range of classmates
Encourage reciprocal teaching by having student-led
small groups

Teachers need to be sure to target instruction so that LD

students are equally engaged and feel comfortable to
interact with the rest of the class. This approach should
not be the sole approach used in the classroom, so
incorporate multiple styles for students.
Critiques
Its sometimes difficult to find time in instructional
routine for this type of grouping. LD students could get
lost in the mix and end up confused if they activity is one
that does not work well for them.

Recommendations
Use this method to increase generalization of the skills taught into
other subject areas. Change up the groupings multiple times so that
students get a chance to learn from each other.
Critique
This approach is unlikely to be successful for many students. There is
no way to know what size small group will work perfectly for all
students, so there can be a lot of trial and error that comes along
with this strategy. You must also keep your other students busy and
on target so this may leave the teacher searching for things to do to
keep others on task. This can be difficult for elementary students to
keep working when they are not engaged with the teacher.

Peer Pairing and Tutoring

RECIPE:

Class Wide Peer Tutoring (CWPT) is a system to be used

that requires 30 minutes of instructional time where
the student acts as the tutor for 10 minutes, the
student being tutored for 10 minutes, and combining
what they learned for 10 minutes
Peer-Assisted Learning Strategies (PALS) engages
students in reading strategies such as story retell,
summary, and prediction
Think-Pair-Share encourages students to first work on
their own then work with a partner to create a

Recommendations
Teachers should pair LD students up with students that are their
own age and/or cross age. Always allow students to encounter
playing both roles when peer tutoring.
Critiques
LD students work better as the tutor in cross-age groups, but
they work better as the student being tutored in same-age
groups so you must be careful with their placement.

Vaughn, S., Hughes, M., & Moody, S. (2001). Instructional grouping for reading for students with LD:
implications for practice. Intervention In School & Clinic, 36(3), 131-137.

Instructional Grouping: Math PALS

Developed by: Levi Smith
Reference:
Fuchs, L., & Fuchs, D. (2001). Principles for Sustaining Research-Based Practice in the
Schools. Focus on Exceptional Children, 33(6), 1-14. Retrieved September 24, 2014, from
MU Libraries.
http://eds.b.ebscohost.com/ehost/detail/detail?vid=4&sid=3026d2d0-daa5-4ef4-abf901634714eee6%40sessionmgr113&hid=102&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT
1zaXRl#db=a9h&AN=4765398

Summary:
Math PALS is a type of peer-tutoring intervention strategy. A student with a disability may be
paired with a high-achieving student to participate in math assignments. The students are
asked to pair up and complete a tutoring structure model that consists of verbal rehearsals,
step-by-step feedback from the tutor, frequent verbal and written interactions, opportunities
to apply explanations in other problems, and being able to switch roles between tutor and
tutee.

Recommendations:
Math is a subject that many general education classroom students struggle with. Therefore, it
can be exceptionally difficult for students with special education needs. PALS provides an
opportunity for students with disabilities to work with their peers in accomplishing certain
math problems. I recommend using this intervention to pair students with disabilities with
higher achieving students in a quite setting in or out of the classroom.

Critique:
I particularly like this intervention strategy because I believe that the best way students learn a
certain concept or solve a particular problem is to teach it to others. Through PALS, I believe
that students will be given the opportunity to accomplish that. The only criticism that I have is
that if completed often, it may hinder the academic advancement of the tutor. They should
have the opportunity to learn new material instead of consistently being required to tutor.

Kelly Lamp

COGNITIVE STRATEGY INSTRUCTION

Self-Regulated Strategy Development
Harris, K. R., Graham, S., & Mason, L. H. (2003). Self-Regulated Strategy Development in the Classroom:
Part of a Balanced Approach to Writing Instruction for Students With Disabilities. Focus on Exceptional
Children, 35(7), 1-16.
Recipe: (these stages can be rearranged, combined, revised, revisited, or deleted in order to meet the
students needs but should be done 20-60 minutes at least 3 times a week)
1. Develop and activate background knowledge by making self-statements which allow the
students to motivate themselves and stay on track.
2. Discuss it. Discuss the strategies to be learned, how and when to use them, and explain the
writing strategy.
3. Model it. Have a teacher or peer model the strategy to be learned in the correct way so that
they student knows what to do and how to accomplish it.
4. Memorize It. Memorize the steps used in the strategy for current and future application.
5. Support it. Teachers support the students strategy use through scaffolding.
6. Independent performance. Have students work on their own to show their mastery of the
skills.
Recommendations:
Teachers should be explicit and focused when teaching students based on their needs. They need to
facilitate and assist in the formation of new knowledge while creating an environment where students
are able to be creative. It is essential that teachers allow time in class for students to think, reflect, and
write their ideas. Elementary students especially need more planning time, so focusing on their
cognitive strategies and working through them slowly will allow them to learn and work better. You
should always work towards Self-Regulated Strategy Development (SRSD) by assisting students in
creating an understanding about writing skills and the strategies involved in the writing process,
supporting students in continuing the development of the abilities they need to further their writing and
management of their writing, and promoting positive attitudes in students when it comes to their
writing and their views of themselves as writers
Critique:
This method has shown vast improvements in the 4 main areas of students performance which are
quality of writing, knowledge of writing, approach to writing, and self-efficacy. This is a positive critique
in that it shows the strength of this approach and ensures success for students who master the abilities
taught in this lesson. One downfall is that this is a criterion based approach, not time based so teachers
must be patient with students as they reach their goals. Being criterion based therefore puts more
pressure on getting the students to their goals which can be difficult when there is only a certain
amount of time available for instruction. Finally, glitches will occur often so teachers much anticipate
and plan for them so they know how to act when they occur.

Cognitive Strategies: Cognitive Credit Card

Developed by: Levi Smith
Reference:
Edmunds, A. (1999). Cognitive Credit Cards. Teaching Exceptional Children, 31(4), 68-68. (1999,
April 1). Retrieved September 23, 2014, from MU Libraries.
http://eds.b.ebscohost.com.proxy.mul.missouri.edu/ehost/detail/detail?vid=13&sid=404ca163a7d24d74b47610ec0e6e6cec%40sessionmgr111&hid=116&bdata=JnNpdGU9ZWhvc3QtbG
l2ZSZzY29wZT1zaXRl#db=a9h&AN=3020655

Summary:
This intervention involves the use of laminated cards that contain cognitive cues to engage
students learning. The cards would pose questions to students who may be struggling with
particular questions in a lesson. For example, in a history lesson, a student may have a
Cognitive Credit Card that poses questions such as what is the introduction of todays topic?
or do I have any questions to ask the teacher? The students would only have three swipes a
day so that it encourages learning without much help.

Recommendations:
This intervention strategy takes an interesting aspect of expanding the knowledge of a student
that may have special needs. The cognitive cues remind students to ask themselves certain
questions that expand their academic comprehension. I would highly recommend these to be
used in classrooms because it is a creative way to continue the cognitive processes of a
students thinking. To better encourage the students to be more involved with the intervention,
I would suggest that the students come up with their own cues to write on the cards.

Critique:
This intervention, although it may have its advantages, do have some interesting points that
should be considered before implementing in the classroom. The question might arise that
these cues may be a cheat sheet to some students. The teacher should also take into
consideration the financial burden this intervention may require. There would be some cost in
developing the cards and disbursing enough to students who may require them.

Kelly Lamp

ASSISTIVE TECHNOLOGY
The Use of Assistive Technology in Class Work
Quenneville, J. (2001). Tech tools for students with learning disabilities: infusion into inclusive
classrooms. Preventing School Failure, 45(4), 167-170
Recipe: (make all of these assistive technology devices available to your students)

Talking word processors give the student auditory feedback to reinforce the writing process.
Writing can be read aloud while the student types and so can spell checkers.
Word prediction augments spelling and syntax to enable users to make choices, find words,
and complete sentences.
Portable Note-Taking Devices allow more time for writing and require less concentration on
operating the device
Prewriting Organizers helpful for mapping ideas during the planning stage
Prewriting Prompts: Multimedia Software let children describe their experiences and explore
what they know by drawing and talking about their work
Editing and Publishing technology provides efficient means for recording, editing, and sharing
ideas. Allows for a reliable and immediate legible document with multiple possible revisions.
Students can concentrate more on content of their work rather than mechanics.

Recommendations:
Teachers and staff should allow LD students to use different types of assistive technology in multiple
subject areas. This will give them the benefits of the technology in more than just the computer lab. This
is especially important for elementary students because learning these skills early on will benefit them
in the future since they will know what technologies help them learn the best. Teachers should set up
lessons that have all students using a type of technology so the LD students doesnt feel left out from
the group and allows them to feel socially accepted in their classroom. It is important to have alternative
modes of performing tasks for students who may be struggling so that they can counterbalance the
effects of their disability or difficulty. This will ensure that the LD students do not fall behind and are
able to keep up with the general education students.
Critique:
This approach is not available for all students or at all schools because of the resources that are
necessary. Some schools may not have enough funds to supply these assistive technologies to their
students, so they would lose these abilities based on the accessibility of resources. This approach
requires collaboration between classroom teachers and assistive technology specialists which could be
problematic if there is not good communication between the departments. LD students may feel
isolated if they are the only students using assistive technology and therefore want to avoid the work.

Assistive Technology: Video Self-Monitoring

Developed by: Levi Smith
Reference:
Bugging, T., & Hooms, G. (2011). Using Video Self-Modeling With Preschoolers With Autism
Spectrum Disorder. Young Exceptional Children, 14(3), 1-12. (2011, September 1).
Retrieved September 23, 2014, from MU Libraries.
http://yec.sagepub.com.proxy.mul.missouri.edu/content/14/3/2.full.pdf+html

Summary:
This intervention involves the use of a video recording device to capture the behaviors of a
student with special needs. After recording, the student can then view himself/herself through
the video. The purpose of this intervention is to allow students to model the behavior that they
completed in the video. For example, for students that have difficulty with eating habits, they
can watch a video of themselves enacting the proper eating habits and then they will reenact
that behavior. One of the advantages to this intervention is that it allows the student to remain
interested in a self-recognition activity. This intervention can also be helpful in gathering data
for the students individualized education plan team.

Recommendations:
The chances of having a student with Autism in an elementary classroom is very high and
having the ability to take advantage of all types of technology is important. Through the use of
video recording, students are able to recognize certain behaviors that they have completed in
the past that are admirable by adult figures. For example, record a student with autism sitting
properly in a chair and show it to him/her when they are not. They can then be rewarded for
reenacting the behavior in the video. This intervention takes advantage of using tech in the
classroom.

Critique:
This intervention practice may have some difficulties in being effectively carried out within the
classroom. One issue that may arise is the permission of parents to film their students behaviors.
Another issue that may be of concern is the distraction that it may cause. Can this truly be used
effectively or will it be treated like a toy to the students?

Kelly Lamp

GRAPHIC ORGANIZERS
Using Graphic Organizers to Guide Writing
Sundeen, T. H. (2007). So Whats the Big Idea? Using Graphic Organizers to Guide Writing for Secondary
Students With Learning and Behavioral Issues. Beyond Behavior, 16(3), 29-34.
Recipe:

Provide students with an outline of the task they are going to perform
Clearly list the expectations for the assignment
Give a list of topics that students can begin to choose from so they have an idea of where to
start
Model an example of the assignment so that students see exactly what they should be doing
and how they should go about it
Allow for independent practice while the teacher and other peers are available for help and
additional guidance

Recommendations:
Encourage peer teaching to assist those students who are struggling so that they can get help from
the viewpoint of someone else who is doing the same work. Teachers should de-emphasize the
mechanics of writing in order to focus on the concepts, organization, and planning of writing.
Elementary students especially need this approach so that they focus more of their energy on their story
rather than on getting all of the mechanics perfect. Students should be encouraged to visualize both the
process and their progress through the use of graphic organizers. These graphic organizers should be an
aid to show them what to do and how far they have come. Teachers should provide several sessions of
practice, both guided and independent, with each of the pre-writing tasks that they hope to accomplish.
This will ensure that the students know what to do and have lots of practice to make it a habit in their
future writing.
Critique:
Proficiency in writing is essential to academic success, so if students fail in learning this then they
will be set up for failure in the future. Elementary students need to master these skills early if they want
to be successful writer in grades to come. Students who struggle, such as LD students, are less likely to
receive instruction that is tailored to the way they think and perceive the world so they are more likely
to fail. Furthermore, LD students may get lost in the process if the teacher is not actively attending to
their needs. Finally, there may not be enough time for teachers to slow down the lesson to allow for
multiple rounds of practicing.

Graphic Organizers: Story Mapping

Developed by: Levi Smith
Reference:
Jitendra, A., & Gajria, M. (2011). Reading Comprehension Instruction for Students with Learning
Disabilities. Focus on Exceptional Children, 3(8), 1-17. (2011, April 1). Retrieved September
23, 2014, from MU Libraries.
http://eds.a.ebscohost.com.proxy.mul.missouri.edu/ehost/pdfviewer/pdfviewer?vid=17&sid=4
a347e0c-fc92-48ee-b457-86d143c89deb%40sessionmgr4005&hid=4210

Summary:
This intervention involves the use of story mapping to better meet the reading comprehension
skills of students with learning disabilities. The most common type of story mapping is Venn
diagrams in which students can compare and contrast different main points of a reading article
to better comprehend the reading material. Another example is a mind map. Students can have
a main point in the middle of a piece of paper and write supporting topics that branches out
from that main point. With the use of story mapping, students have been able to improve
significantly in their reading comprehension skills (Jitendra and Gajria, 2011).

Recommendations:
As an Elementary Education major, we will have a wide range of students who have different
cognitive abilities when it comes to learning all subjects. My recommendation for this
intervention is to utilize it to its fullest potential for students that have learning disabilities. In
the context of reading comprehension, develop a main point for the student and allow the
student to come up with supporting topics that are discussed within the reading.

Critique:
This intervention practice works well with upper elementary students in comprehending
reading material. However, this intervention may be difficult for younger students to
understand. They will most likely struggle with understanding what the main point of a reading
piece may be.

Opportunities to Respond
Big Paper
Kelly Lamp and Levi Smith
Edmister, E., Staples, A., Huber, B., & Garrett, J. (2013). Creating Writing Opportunities for
Young Children. Young Exceptional Children, 16(3), 24-35. Retrieved September 24, 2014, from
MU Libraries.
Recipe:

Have students gather around an easel with chart paper, also known as big paper
Encourage children to use crayons, markers, etc. to share their individual ideas with the larger
group
Vary the topics and central idea in order to spark the interest of multiple students
Use both writing and drawing methods to generalize this approach
Allow students to move around if they have difficulty sitting in one position for long periods of
time
This activity can be used for reading, writing, science, mathematics, etc. based on the topic that
you are presenting

Recommendations:
In order to keep the area contained and calm, limit the grouping to 4-5 students. This smaller
setting encourages more participation, keeps the students on task, and limits possible interruptions.
Teachers should support their students ideas and give constructive feedback so that it remains a
collaborative activity. Writing prompts can be used to engage upper elementary students while drawing
prompts are beneficial for lower elementary students. By tailoring the topic to the students academic
abilities it ensures that the students will get the most information and knowledge out of the activity.
Teachers should use this activity as an opportunity to unite the class by sharing each small groups big
paper in a whole group discussion.
Critique:
This activity may not be the best for students with disabilities because it does not offer them the
structure that they need in the classroom. Some students in the groupings may not be comfortable
working with a student who has disabilities, so fostering positive group participation is a key component
of this activity. For this reason, students need to be placed in groups strategically by the teacher so that
it benefits those students with disabilities.