Reflection: Intervention and Extension Types of Cells Part 2 - Section 5: Independent


Last year my teaching goal was to add small group intervention to my regular classroom instruction.  Despite 18 years of practice this continues to be a difficult task in the middle school classroom.  Today, I pulled a small group of students that needed help with lab writing because I knew that they would not be able to complete the task independently.  

Generally speaking in order for small group targeted instruction to be effective certain things need to be true

1) You have only a small group of kids that need the intervention (4-6).  If more students need the intervention you might want to make the teaching decision to use universal instruction or planned partners.  

2) These students are willing to learn.  As much as I know that some of my rebellious students NEED the intervention, they probably will not allow the small group to go well.  If students are at tier 3 for behavior then they should not be invited to small groups.  Work on getting the behavior under control while the student works independently before bringing them into a group.  

3) The students all have a similar issue.  If you have 4-6 students that all have different issues then you are probably best served with walking around and helping the students individually.  They will tune out in group if it is not related to them.  

Setting up the small group is essential to how well the group functions.  

  Scaffolded Instruction in Small Groups
  Intervention and Extension: Scaffolded Instruction in Small Groups
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Types of Cells Part 2

Unit 3: Life is Organized: Cells
Lesson 7 of 8

Objective: Students will be able to use the microscope to identify plants and animals cells.

Big Idea: Look! Look! Look!

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