Noemi Guided Notes: Chapter 9 Differentiating Large and Small-Group Instruction 4344 Salend, S. J. (2011).

1). Creating inclusive classrooms: Effective and reflective practices (7th ed). Upper Saddle River, NJ: Pearson Education. 1. Explain how to differentiate large group instruction. One strategy that can be used to differentiate large group instruction is to have students work collaboratively. In this strategy students work with in groups to solve problems and answer questions based on the lesson. Another strategy that can be used is to encourage students to participate and ask questions. When students participate in class, they are able to grasp the concepts better because in order to participate they must be listening and thinking about what is being taught. Large group instruction can also be differentiated by allowing students who have difficulty taking notes, peer note-takers or digital recorders. These students will still be required to take notes, but they will have their peers notes to ensure they get the information and practice they need. 2. Outline the nine elements of effective teacher-centered instruction.

1. Establish the Lessons Purpose by Explaining Goals and Objectives Explain goals and objectives and tell how they relate to the students lives Present them explicitly to students Listing them and asking students to read and ask questions about them Tell the students the importance of these goals and connect them to past/future learning Can start lesson with anticipatory set using a statement or activity that engages students to lesson and taps into prior knowledge 2. Review Prerequisite Skills, and Activate Prior Knowledge Review previously learned relevant skills and activate students prior knowledge

3. Use Task Analysis, and Introduce Content in Separate Steps Followed by Practice Present specific points to students in small, sequential steps

4. Give Clear, Specific, and Complete Directions, Explanations, and Relevant Examples Keep in mind the guidelines for giving directions and gaining and maintaining students attention Avoid using words that might confuse students Maintain a swift pace Repeat key points, terms, questions, directions and concepts to ensure understanding and leave room for reteaching and repetition

Noemi 5. Provide time for Active and Guided Practice Use practice activities to ensure students have mastered skills Schedule practice activities after difficult material Can use Academic-Learning Games to motivate students to practice skills

6. Promote Active Responding, and Check for Understanding Present opportunities for students to actively respond and check for understanding after presenting key points Have students identify main points and agree/disagree with peers Ask students questions Can use Chloral Responding where students respond along with classmates in different ways

7. Give Frequent, Prompt, and Specific Feedback Foster teaching process by responding to students responses with frequent, positive, and specific feedback Feedback should be positive and explain to the students why their responses are correct or incorrect

8. Offer Time for Independent Activities Allow student to perform individual activities to show mastery of the subject Monitor work and provide feedback Allow students to ask for help

9. Summarize Main Pints, and Evaluate Mastery, Maintenance, and Generalization Summarize the main points and evaluate the students mastery at the end of the lesson Students should complete independent work at a mastery level of 90% Perform weekly/monthly probes for generalization and maintenance Homework can be used to support and supplement class instruction

3. Cooperative learning means: Students work with peers to reach shared academic goals rather than competing against or working separately from their classmates. The classroom is structured so that each class member contributes to the groups goal and each student is responsible for their own academic achievement as well as that of their classmates.

Noemi 4. Cooperative Learning can be achieved by: Assigning individuals certain parts of a group project and monitoring their progress through tests and individualized assessments. Each member is responsible for knowing his/her information and sharing that with his/her peers. Teachers can keep track of students participation by assigning certain colors/ numbers to individual students and using those to see their part in the project.