Promoting Inclusion with Classroom Peers

1. Promoting Inclusion with Classroom Peers Chapter 8

2. Peer Tutoring • Tutoring can be a powerful tool in improving inclusive classroom performance • Helpful in addressing diverse learning needs • Benefits include: • Improving academic skills • Tutors usually benefit by serving as “expert” • May improve self-esteem • May improve attitude toward the subject and school • What are the potential limitations for the tutor and the tutee?

3. Steps in Developing Successful Peer Tutoring Program • Determine the content for tutoring material • Devise a tutoring plan • Establish procedures • Determine rules for appropriate behavior • Tutor roles and behaviors • Monitor performance

4. Classwide Peer Tutoring • One of the most highly recommended strategies for promoting achievement among diverse groups of learners • All student are divided into pairs who alternate roles of tutor and tutee to master basic skills • Benefits include increased time-on-task and opportunities to respond • Recommended as a “Tier 1” Response to Intervention (RTI) approach • Can be used at all grade levels and subjects

5. Implementing Classwide Peer Tutoring • Use a variety of reading materials • Include a stopwatch or timer for timing sessions • Schedule regular tutoring sessions • Devote one 45-minute session to teaching students how to use the materials correctly and how to be a helpful partner • Teach students specific words and gestures for reinforcing partners, emphasizing good sportsmanship and cooperative behavior

6. Cooperative Learning • Students are assigned to small groups and work collaboratively to complete group activities • Strategies • Create specific academic and/or social skills objectives • Determine group parameters • Explain goals, rules, roles, and procedures • Monitor group activities • Evaluate individual or group efforts

7. Cooperative Learning Roles:Full Option Science System • Reader • reads all print instructions and summarizes the activity • Recorder • records all data, observations, predictions and estimations • Getter • obtains and returns all lab equipment and materials • Starter • manipulates materials, supervises assembly of materials, and ensures all students are equally involved • *Adapted and reprinted with permission from Mastropieri, M.A., & Scruggs, T.E. (1993). A practical guide for teaching science to students with special needs in inclusive settings. (p. 78), Austin, TX: Pro-Ed.

8. Preparing Students with Special Needs for Cooperative Learning • Explain procedures and roles carefully so students understand expectations • Give role appropriate for skill level • Be sure student has necessary social skills for success in group • Teach ALL students how to interact appropriately and how to accept individual differences in learning

9. Types of Cooperative Group Arrangements • Student Teams-Achievement Divisions (STAD) • Students meet in heterogeneous groups to study material. Graded on improvement of group. • Team-Assisted Individualization (TAI) • Placed in structured heterogeneous curriculum-based groups based on pretest score. Students help each other complete assignment. • Cooperative Integrated Reading and Composition (CIRC) • Working in cooperative reading and writing groups. Teacher leads instruction. • Jigsaw • Each student learns particular piece of information and then contributes to group. Students are tested individually on learning. Can also be used where groups teach one another. • Group Investigation • Students determine how they will learn materials and organize group.

10. Peer Mediation Strategies • Students are trained in how to identify conflicts, negotiate, and resolve • 5 part procedure: • Jointly define the conflict • Exchange positions and interests • Reverse perspectives (state other’s point of view) • Invent at least three optional agreements for mutual gain • Reach an integrative agreement (the optional agreement that seems best to all parties)

11. Advantages of Cooperative Learning • Improving achievement • Group interaction • Social learning • Learning of students with special needs • Students can contribute to activities they may not otherwise be able to participate in • What other benefits can students gain from cooperative learning?

12. Challenges of Cooperative Learning • Students with disabilities may not learn significantly more than if they participated in alternative learning conditions • Interventions must be planned and monitored carefully • Takes more teacher preparation and transition time • Lessons may take longer • What other challenges may you face with cooperative learning?