CONCLUSION While research evidence about effective small-group instructional strategies will continue to evolve, there is sufficient evidence available now to suggest that using small groups to differentiate instruction for students is an effective practice. It is clear that different students need different amounts and types of instruction to reach their greatest potential; small-group instruction is a great mechanism for supporting the diverse learning needs of students within most classrooms. Effective learning can be accomplished both for students at the “teacher table” and for students learning via child-managed small-group work. When small-group lessons are implemented using assessment to guide instruction, students are grouped flexibly and based on learning objectives, lesson content is differentiated, scaffolding and feedback are provided, and time is devoted to developing small-group instruction structures and routines, teachers can be confident that they are following best practices, and students can thrive in an environment that doesn’t limit learning to a one-size-fits-all approach.
ALIGNING PRACTICE WITH RESEARCH TOPIC PAPER 28
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