Chapter+2

=Self Correcting Devices= = Large Group Instruction = == · If the teacher uses effective presentation strategies such as demonstration, modeling, and guided practice and supplements them with cooperative learning, small group instruction, follow-up direct instruction, or engaging seatwork activities, large group instruction can be effective for teaching academics and social skills to students with diverse needs. ==

· Behavioral problems are likely to result because of boredom or frustration.
= = =** Guidelines for __Large-Group__ Instruction **=

· Use signals to avoid surprise call-ons.
= SMALL GROUP INSTRUCTION =

· A small-group follow-up can be helpful to students who do not learn sufficiently during large-group teacher presentations.
=== · Small-group instruction may have an advantage over one-on-one instruction because a student with learning problems, may, through observation, learn a skill that is being taught to another group member. ===

· Teachers must provide more instruction in the respective academic or content area.
= = = **__ Guidelines for Small-Group Instruction __** =

· Use motivation activities during small-group work.
= One Student with Teacher (one-on-one) =

· 3-5 minutes is just the amount of time needed to help a student understand a concept, receive correct feedback, understand directions, and feel motivated to continue working.
Reference: Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)