3. Students can benefit from time receiving direct instruction (in whole and small groups), but they can also benefit from time practicing new skills and working with peers in child-managed instructional contexts. Research shows that, when students have the language skills required to access an activity, spending time on meaning- focused activities with peers or independently leads to greater growth than only practicing with adult support (Connor et al., 2009b; Connor et al., 2011b; Connor et al., 2013). The benefits of child-managed instruction tend to increase as a school year progresses. Small groups provide an excellent opportunity for most of a class to take part in child-managed work while one small group works with the teacher.
ALIGNING PRACTICE WITH RESEARCH TOPIC PAPER 7
Made with FlippingBook - Online catalogs