Curriculum Guides for Academic Interventions
Grand Canyon University <SPE 558>
March 27, 2013
Strategies used: Student Engagement & Peer-Assisted Learning (Center for Innovations in Education, 2006)
To keep the student actively engaged will keep them away from having time to behave inappropriately (CISE, 2006). . It will also keep them from wanting to veer away from the educational activity. The key word here is actively. The goal or objective here is to engage the student actively, meaning we aren’t just keeping him/her busy, we are talking to them, asking questions, getting them to participate in the educational activity, as well as getting them to want to participate in the activity. Keeping the student with EBD actively engaged throughout an entire activity can be done. It’s not easy, but can be done.
With peer-assisted Learning, the student with EBD proves to be showing high levels of engagement. The goal or objective here is to use peer-assisted learning strategies (PALS) to put together a reader and a coach to practice skills needed to complete the tasks. In many cases, positive effects were shown when using PALS but in some cases, the results were mixed (CISE, 2006). Mixed results were found when PALS was used with reading and students with EBD demonstrated that there were only moderate gains in reading achievement, slight improvements for some in time spent attending, and no improvement in inappropriate behavior during instruction CISE, 2006).
Survival sign matching with flashcards:
The students will come into class and see their orange folders out on the main tables. They know their orange folders have their indoor, outdoor, and workplace survival signs in them. We will start with the outdoor signs. The game we usually play is where the students first lay out all of their cards on the table; keeping... [continues]
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