Successful Social Learning

Research-Based

Teacher Proximity

A. SMALL CLASSES IMPROVE: • complex math

• on-task behavior

• ratings of likeability

• access to material resources & leadership roles

B.SMALL SCHOOLS PROVIDE:• 2.5 X more leadership =

satisfaction

• low achievers get as much encouragement as average achievers

TEACHER to STUDENT RATIO– No teacher = more off-task

(complex & boring tasks)– Large Group Tasks = 32%

disruptive behavior vs. Individual tutoring = 3%

– Fewer Students in a group per T. < activity

< aggression > attention

• TRAVELING TEACHERS HAVE STUDENTS WITH: – Longer Attention

– More task-related activity

– Quieter conversations

Peer Stimulation

• DESKS IN A CIRCLE produced more verbal participation than desks in rows.

• CLUSTER ARRANGEMENT produced more on-task and hand-raising than rows.

Peer Groupings

1. Dyads2. Groups

Interventions with Peers

1.Individual Social StoriesPeer Monitoring

2. DyadsIndividual TutoringClass Wide Peer Tutoring (CWPT)

Use of Peers Factors for Success

• Size (3 vs. 7)• Teacher benefits (individualize &

active)• Teacher reactions (gen ed. vs.

spec. ed.)• Social stimulation factors

– Teachers– Peers

Example: Virtual Peers in Social Stories

This is an example of a self-story.Ms. J made this for one of her students because he was having behavioral problems on the school bus, and was about to be kicked off for good.

Example: Peers as Monitors

1. organization

2. procedures and routines

3. recording homework assignments and gathering needed materials

4. other?

Individual Tutoring

Cross age: 1. older serves as a tutor for a younger 2. younger general education student may

tutor an older student with disabilities

1. promote peer interdependence rather than reliance on adults (O’Conner & Jenkins, 1995)

2. increase opportunities to practice or rehearse (Slavin, 1992)

Peer skill training

Purposes1) Learning2) Memorizing3) Social Skills practice4) Simulations and problem solving

Classwide Peer Tutoring

Tutor:

• follows a script for practice by the tutee

• provides feedback and encouragement

• Tutor and tutee switch roles, when the assigned material has been covered

(CWPT)

Interventions with Small Groups

1. Ability groups (homogenous)2. Interest groups (homogenous)]3. Cooperative groups (heterogenous)

1. Ability Grouping

• Most common form of grouping (West & Sammons, 1996)

• Most beneficial for students of high-ability groups

• Most effective for reading (Malmgren, 1998)

• Factors contributing to success:1. reform groups on the basis of students’

current performance 2. discourage comparisons & encourage

whole-class spirit (Woolfolk, 1998)

2. Interest Groups

• content interests or friendships

– an art center, a writing table, a reading corner, a math area

– probably high in cohesiveness, but no data available?

(McNamara & Waugh, 1993)

Example:Jigsaw methods

3. Cooperative Groups

• mixed-ability groups responsible for each other’s learning” (Woolfolk, 1998)

• effects are positive for high, average, and low achievers, across grades and settings (Mercer & Mercer, 2001)

• high achievers model advanced behavior (Malmgren, 1998)

• promotes communication, problem-solving, and helps build self-esteem (Miller, 2000)

Example:Student Team Learning

(STL)

Members (one high achieving, two average, and one low achieving)

Team rewards (recognized with certificates or other rewards)

Group score is determined by:1. Individual improvement and

2. An average of individual quiz scores

Example:“Numbered Heads

Together”

• teams of four, each containing one high, two average, and one low achieving student (#1-#4)

• a question is asked of the entire class with the instruction "Put" your heads together, come up with an answer, and make sure each group member knows it.”

• either number one, two, three, or four is called by the teacher

Example:

• cooperative learning + individualized instruction

• 4-5 students. • same team for eight weeks. • self-instructional practice

materials• check each others' work

frequently• formative and then unit tests• earns points for their team

Example:Integrated Reading and

Composition

• Scores given for individual student work (book reports, tests, written projects)

• Scores add to an overall team score

Cooperative Learning

Increased:

1. spelling (Augustine, Gruber, & Hanson, 1990)

2. language expression, mechanics, and quality of written expression (Slavin, Madden, & Stevens, 1990),

3. ability to deal with complex, open-ended tasks and peer resources (Cohen, Bianchini, Cossey, Holthuis, Morphew, & Whitcomb, 1997).

4. time on task (Slavin, 1990),

5. retention of learning (Johnson & Johnson, 1986),

6. math achievement (Schrag, 1993; Slavin, Madden, & Stevens, 1990) & exchange of mathematical ideas (Good, Reys, Grouws, & Mulryan, 1990),

7. reading achievement (Mathes & Fuchs, 1991; Slavin, Madden, & Stevens, 1990)

Prerequisite Training

• Social Skills• Cooperative Skills• Relatedness Goals

Teach Social Skills

1. Disagreeing without anger. 2. Seeking and using help from others3. Giving positive responses to positive

verbalizations from peers4. Using a sign or gesture to indicate a

question or agreement5. Responding to negative verbalization from

peers 6. Responding to ignoring responses from peers

by:politely repeating requests or input,as if everyone were hearing impaired

Teach Cooperative Skills: how to break down the task how to assign tasks how to share resources how to actively listen, etc.

Teach Goals of Relatedness

If resistance, require group to remain together (Augustine, Gruber, & Hanson, 1990)

Build cohesiveness (e.g., team names, handshakes) (Mainzer et al., 1993)

Prerequisite Structure

• Accountability• Structure

– What to do– How to do

• Teach skills before group experiences (listening, asking, answering questions, sharing information, taking turns, encouraging others, cooperation, using explanations; Gillers, 2003; Ibler, 1997).

• Providing bonus points to group members help social behavior of others(Johnson &

Johnson, 1990). a.award points to all based on improvement by each and then average = group grade.

b.require individual preparatory work before (listening to a tape, highlighting text to be read,previewing vocabulary or parts, writing questions)

ACCOUNTABILITY

Begin with Structure fade to Less Structure

• Defined as ‘what to do’

• Structure reduces activity for all children

Structure

• Defined as how to do it

Social and problem-solving rules• Turn-taking

• Justification of solution to group

• Required feedback from group members

• Required group consensus

Participants

• 4th through 8th grade (6 schools – 26 classes)

• 34 ADHD • 92 comparisons

Summary Social Rules of How to:

1.reduced activity of all children (increased their passive watching, waiting, and working alone responses)

2. reduced negative verbal statements and off-task disruptive noises

3. greater success in arriving at one answer for all children

OTHER APPLICTIONS TO SPECIFIC DISORDERS

Social Disorders

1. Internalizers a) Autism

b) Anxiety disorders (especially social phobia)

c) OCD

d) LD?

2. Externalizersa) ADHD

b) CD, ODD

3. Speech and language skill deficits

Prevalence: Speech or language impairments

• required to have an IEP=19.2% of all students served under IDEA and

represent 1.7% of the school age population. – 2nd most common disability category!– Communication disorders affect 1/10 people

in the United States.

especially:– Cleft lip or palate– Cerebral palsy– Some children w/ MR– Autism– LD

LD Prevalence

• the largest single disability

– 4.5% of all school-age children

– and 50.5% of the children requiring special education services”

– Approximately 80% of children with LD have language impairments

» (Qualls, Lantz, Pietrzyk, Blood, and Hammer, 2003, pg. 296)

– Impairment of communication contributes to social deficits

Autism

.09% of the school-age population, or 1% of the students served under IDEA.

• impairments in communication, learning, and reciprocal social interaction.

• Pragmatic skill deficits– Inability to relate to others– Inability to use the eyes or facial

expressions to indicate emotion– Inability to play imitative games– Lack of cooperative skills– Lack of interest in people– Indifference or aversion to affection and

physical contact• Experience adverse peer interactions and/or

peer rejection

Social Problems of Autism

• Socially Avoidant– “Avoid virtually all forms of social

interaction… [which is thought to be] due to hypersensitivity to certain sensory stimuli”.

• Socially Indifferent– “Do not seek social interaction with others

(unless they want something), nor do they actively avoid social situations…”.

• Socially Awkward– “May try very hard to have friends, but they

cannot keep them”(Edelson, 1997)

ADHD

•10% of school aged children

•3-5% of clinical populations

•50-70% of SPED populations

Social Changes and ADHD

1. As early as 15 months these children allocate more attention to persons.

2. And in social contexts:a) Talk more (irrelevant and off task)b) Negative quality of interactions (noisy,

bossy, bothersome, not considerate) c) Less accurate than peers reading facial

expressions (inattention)

4. Responses of peers (less responsive, less talkative, retreat, command)

5. ADHD adolescents -- more time alone, fewer interactions, fewer friends, less confident.

factors MIXED SOCIAL NEEDS

1. For students reluctant to participate: give supportive peers give structured roles

2. For dominating students:give OTHERS more powerful

roles3. For students with ADHD:

assign them role of questioner assign assertive partnersassign fast/talkative modelsassign them roles of monitoring

positive interactions

4. For disruptive/aggressive students:assign them as monitors of

negative interactions5. For students who need peer attention:

assign line leader, paper passer, peer tutoring, story teller

Design Social Training

For mixed types of children with and without

disabilities