Accommodating Differences Accommodating Differences in Literacy Learners: Part IIin Literacy Learners: Part II

Gary A. Troia, Ph.D.Gary A. Troia, Ph.D.

Michigan State UniversityMichigan State University

Instructional Methods & ArrangementsInstructional Methods & Arrangements Direct InstructionDirect Instruction students master lower-level skills before higher-level skills are students master lower-level skills before higher-level skills are

taught taught task analyses are performed to sequence learning objectives to be task analyses are performed to sequence learning objectives to be

mastered from least to most difficult mastered from least to most difficult skills with high utility are taught before those that are less critical skills with high utility are taught before those that are less critical potentially confusing details (e.g., b/d) are not introduced in close potentially confusing details (e.g., b/d) are not introduced in close

temporal order temporal order generalization is programmed through the use of novel exemplars generalization is programmed through the use of novel exemplars

during assessment during assessment tight control over stimuli and materials is maintained tight control over stimuli and materials is maintained exceptions are introduced only after mastery has been achieved exceptions are introduced only after mastery has been achieved little reliance on incidental learning little reliance on incidental learning scripts often are used scripts often are used placement and mastery tests are used to monitor student progress placement and mastery tests are used to monitor student progress modeling, guided practice with explicit feedback and prompts/cues, modeling, guided practice with explicit feedback and prompts/cues,

and many opportunities for independent practice are used and many opportunities for independent practice are used responses and rules are verbalized repetitively responses and rules are verbalized repetitively behavioral, reductionist/positivist teaching paradigm behavioral, reductionist/positivist teaching paradigm

Cooperative Learning GroupsCooperative Learning Groups 3-5 students work together in a heterogeneous group to master 3-5 students work together in a heterogeneous group to master

instructional content instructional content teacher serves as facilitator/mediator who ensures that teacher serves as facilitator/mediator who ensures that

all students actively participate all students actively participate contributions of all members are validated contributions of all members are validated cooperative behavior is frequently and explicitly modeled, reviewed, and cooperative behavior is frequently and explicitly modeled, reviewed, and

reinforced reinforced to increase participation, can limit access to only one set of to increase participation, can limit access to only one set of

materials, randomly select one student's project for group grade, or materials, randomly select one student's project for group grade, or limit contributions through token cost system limit contributions through token cost system

students with disabilities may not contribute nor benefit as much as students with disabilities may not contribute nor benefit as much as other students other students

differentiated materials and more intensive instructional support may differentiated materials and more intensive instructional support may be necessary for students with disabilities be necessary for students with disabilities

there are a number of different formats for cooperative groups there are a number of different formats for cooperative groups jigsaw jigsaw counterpart group counterpart group think-pair-share think-pair-share student teams-achievement divisions (STAD) student teams-achievement divisions (STAD) teams-games-tournaments (TGT) teams-games-tournaments (TGT)

Peer-Mediated LearningPeer-Mediated Learning students pair to form a tutor/tutee relationship to learn content, students pair to form a tutor/tutee relationship to learn content,

skills, or strategies skills, or strategies tutor should be only somewhat more competent than tutee so that tutor should be only somewhat more competent than tutee so that

both benefit from experience both benefit from experience both members of dyad should have the opportunity to act as tutor both members of dyad should have the opportunity to act as tutor all students must be oriented to purposes, responsibilities, all students must be oriented to purposes, responsibilities,

guidelines, materials, and tactics for explanations, reinforcement, guidelines, materials, and tactics for explanations, reinforcement, and error correction; initially there is much preparatory work for the and error correction; initially there is much preparatory work for the teacher teacher

time on task is maximized because teacher does not need to be time on task is maximized because teacher does not need to be present present

instruction can be individualized with ongoing teacher monitoring instruction can be individualized with ongoing teacher monitoring and support and support

students should be provided opportunities to reflect on tutoring students should be provided opportunities to reflect on tutoring experiences and give feedback to the teacher experiences and give feedback to the teacher

multiple formats are possible multiple formats are possible same-age or cross-age peer tutoring same-age or cross-age peer tutoring reciprocal peer tutoring reciprocal peer tutoring Class-Wide Peer Tutoring (CWPT) Class-Wide Peer Tutoring (CWPT) Peer-Assisted Learning Strategies (PALS) Peer-Assisted Learning Strategies (PALS)

How to Teach A Lesson How to Teach A Lesson General ConsiderationsGeneral Considerations monitor and adjust instructional language monitor and adjust instructional language augment verbal information through the use of key phrases, paralinguistic and augment verbal information through the use of key phrases, paralinguistic and

extralinguistic cues, and graphic cues extralinguistic cues, and graphic cues avoid overuse of initiation-response-evaluation (IRE) cycle that serves to assess avoid overuse of initiation-response-evaluation (IRE) cycle that serves to assess

performance rather than teach performance rather than teach monitor student comprehension by asking students to repeat, rephrase, or summarize the monitor student comprehension by asking students to repeat, rephrase, or summarize the

information given information given monitor academic learning time because it correlates highly with student achievement monitor academic learning time because it correlates highly with student achievement monitor student progress monitor student progress promote motivation by promote motivation by

providing choices for tasks, problems, and materials providing choices for tasks, problems, and materials welcoming student input regarding learning goals, objectives, and activities welcoming student input regarding learning goals, objectives, and activities establishing personal relevancy of activities by integrating student interest and experience in establishing personal relevancy of activities by integrating student interest and experience in

authentic learning tasks authentic learning tasks using effective behavior management techniques such as academic contracting and positive using effective behavior management techniques such as academic contracting and positive

reinforcement reinforcement monitor difficulty of content and skills; perform task analyses to ensure that prerequisite monitor difficulty of content and skills; perform task analyses to ensure that prerequisite

skills are evident or taught skills are evident or taught teach students academic survival strategies such as teach students academic survival strategies such as

listening strategies listening strategies note taking strategies note taking strategies study strategies study strategies test taking strategies test taking strategies memory strategiesmemory strategies