# data[].attributes.body
Putting students in small groups is a great way to keep students talking. It also helps students to talk with their peers.

# data[].attributes.attachment_link.readable_text
(This is the final post in a four-part series. You can see Part One here; Part Two here, and Part Three here.)
The new question-of-the-week is:
What are your recommendations for how best to set up and organize small groups in classroom instruction?
Today, Laura Robb, Kimberly Ann Rimbey, Ph.D., Debbie Diller, and Paul Tarasevich wrap up the series.

'Reteaching & Extra Practice'
Author, teacher, and consultant Laura Robb has taught grades 4 to 8 for more than 40 years and continues to coach teachers in elementary and middle school. The author of more than 40 books on literacy, Robb writes blogs; creates podcasts with her son, Evan Robb; and speaks at national and state conferences:
Ms. Wilton, a 6th grade math teacher, assesses students' progress with algebraic equations. All but five students can solve equations for an unknown, and Ms. Wilton creates a plan to support the group of five over three consecutive days by setting aside 15 minutes of her 45-minute class. She plans to reteach and provide extra practice, so she can monitor the group's thinking as they solve equations. The remaining students are in three groups that watch a Youtube video to review the process and then complete enrichment or extra practice by teaming up to help one another.

Ms. Wilton explains: "It's worth taking time to support small groups, as most students improve with reteaching and extra practice. I observe how they problem solve through their think-alouds and use this information to adjust how I support them."

This numeracy story illustrates that besides the guided- and/or strategic-reading groups ELA teachers organize, there are other pressing reasons to pull small groups together and provide supports and interventions for students in all subjects. Helping students understand a challenging concept or process early in a unit can result in enhancing understanding and in all students experiencing success.
Finding the Time
Teachers often feel pressure to move on with a topic even when one to six students require additional support. "I don't have the time," or "If I stop, I won't complete all of the required units," are comments teachers repeatedly share. However, it's possible to pull small groups to ensure that your teaching reaches all students, especially when you target interventions and take no more then 15 minutes of class time over one to three consecutive days. I suggest consecutive classes as this provides focus for your modeling and concentrated practice for students.

You can find more time to support students by flipping the learning. Create a video of the lesson you teach and have students watch at home. Doing this allows you to model, think-aloud, show how you solve specific problems, interpret texts, compare, contrast, etc. At home, students can watch the video many times and come to class with specific questions, allowing you to clarify a concept and/or process. In addition, students have class time to practice with you as their guide and supporter as well as collaborate with peers to deepen their understanding. Moreover, flipping your class provides opportunities for you to observe students at work, interact with them, hold impromptu discussions, and assess their progress.
Formative Assessments Monitor Students' Progress
You can monitor students' progress using a variety of assessments throughout a unit of study. It's best to assess often so you can catch small misunderstandings before they transform in big learning obstacles. When the purpose of assessments is to inform your knowledge of students' progress, tell them that these are checkups that help you support their learning. Be a careful listener and observer during mini-lessons and when students practice independently with a partner or in a small group. Consider using the seven assessments that follow as guides to your instructional decisions:

Listen to questions students have during mini-lessons and while they practice during class. Do questions reveal confusion or a need for clarification?

Observe students' body language while you present a mini-lesson and think aloud to model a process. Do students avoid watching the lesson or are they engaged in another activity?

Observe students' practice following a mini-lesson. Circulate among them. Are they able to complete the task using your demonstration notes independently?

Learn from homework. Did students successfully complete homework or does it indicate a need for extra help?

Have a brief meeting to discuss what students feel confuses them or the kind of help they believe they need. Can you group students with similar needs or do you feel the entire class need reteaching?

Ungraded assessments can be used for frequent checks on the level of students' understanding. Can you move to the next concept or part of the process?

Exit slips show what students remember and understand after a lesson followed by student practice. Would students benefit from extra practice at this point or can you move forward?

Listening to and observing students occurs throughout class and enables you to identify those who might require immediate support. Avoid overusing quizzes or exit slips. Instead, continually circulate as students work and offer on-the-spot help, which can clear up many confusions.
Closing Thoughts
Keep the primary reason for using small groups for interventions during a unit of study at the forefront of your mind. Knowing your why and acting on it by providing support can increase every student's knowledge and understanding of the concepts, literary elements, text structures, and notebook writing in your units of study.

'Guiding Questions'
Kimberly Rimbey, Ph.D., serves as the chief learning officer for KP Mathematics and as the director of mathematics for the Buckeye Elementary school district in Buckeye, Ariz. Kim co-authored the Mastering Math Manipulatives books, co-published by Corwin and NCTM:
We all know that teacher-led, small-group instruction can be a powerful strategy for meeting students where they are. And yet one question tends to stop us in our tracks: "What do I do with the other students while I'm working with small groups?"

This question illuminates two different plans that must be attended to: the small-group plan and the rest-of-the-class plan. Whether you're implementing guided-reading groups, heterogenous math groups, book studies, or other small-group types, the following three principles may be the just-right ingredients for bumping up your small-group instruction to the next level.

1) Anticipate and plan for multiple means of engagement. The way you launch tasks matters! Consider how you will launch a task in 90 seconds or less, avoiding too much upfront teacher talk. For example, if your class is working on identifying main ideas, start with a simple question such as, "What happened in the story?" Provide two minutes for students to sketch, write, or list all the things that come to mind. Invite them to listen to one another's ideas and add to their own lists/sketches. Provide analysis time where you ask guiding questions to derive a main idea. And finally, think about how you can create parallel activities that mirror your small-group lesson so the rest of the class can work independently or collaboratively.

2) Anticipate and plan for multiple representations. When working in any content area, student learning skyrockets when they create and connect multiple representations. Let's say you're planning for a small-group math experience centered on simple linear equations. Provide your students with a basic scenario and then give them the choice to represent the situation by sketching a graph, deriving an equation, plotting points using pegs on a coordinate board, or describing with words. And then ask them to connect among representations.

3) Anticipate and plan for multiple modes of expression. Student strengths often emerge when they have multiple options for expressing their thinking. Ensure students have access to a variety of pencils, pens, colored markers, different kinds of paper, note cards, graphic organizers, thinking maps, manipulatives, and other tools. For example, if your students are in the beginning stages of a writing project, provide them with several options for brainstorming: Draw a story board, design a thinking map, or write a bulleted list. Again, think about how your teacher-led small-group task can be mirrored in the independent and collaborative rest-of-the-class experiences.
Guiding questions for your small-group plan:

How will you launch with a brief question (again, keep it under 90 seconds)?

How will you avoid show-and-tell teaching while maximizing students' thinking, talking, and showing?

How will you ensure that the student-to-teacher-voice ratio is at least 2:1?

How will you activate students in creating multiple representations?

How will you use guiding questions to encourage connections among multiple representations?

What materials need to be placed in your small-group area ahead of time?

What examples or anchor charts should be posted nearby?

Guiding questions for your rest-of-the-class plan:

How will your parallel activities encourage students to express their thinking in a variety of ways? What materials will you provide?

Where is the folder/basket where they find their "think sheets," and where do they place their finished work?

How will you set up your class so that students know how to get started?

What materials will you put out to encourage multiple representations connected to the small-group experience?

Where will you place the materials so students have easy access to them?

What anchor charts or guiding questions will you post to facilitate independence?

How will you prepare students to solve their own problems when they don't have access to the you (e.g., ask three then me, parking lot, etc.)?

How will you organize and place materials so that cross-room movement is minimized?

Using these three principles as a way to organize your instruction provides you with a structure for ensuring that your teacher-led small groups and your rest-of-the-class experiences flow smoothly. Furthermore, planning with multiple pathways of engagement, representation, and expression provides scaffolds for students to work within their strengths. It's a win-win for everyone!

Organization
Debbie Diller has been an educator for over 40 years, working as a classroom teacher, Title I reading specialist, literacy coach, migrant educator, and national consultant. She is well-known for her work with literacy stations, small-group instruction, and classroom space and has authored numerous books for Corwin Literacy and Stenhouse Publishers:
The better organized you are, the easier it will be to maximize the time you spend with students in small-group instruction. Spend some time before school starts to think about the space you'll set up for small group. I recommend using a large piece of paper and small sticky notes to make a simple classroom map. Draw built-in items (e.g., doors, windows, boards, cabinets, or shelving that can't be moved) around the perimeter of the plan first.

Then use sticky notes to label the follow areas in this order: whole-group instruction area, small-group instruction area, classroom library. Work with colleagues to look at space and help each other place classroom furniture only after mapping out your room and being intentional about organizing specific areas for learning and instruction. Planning saves time later, so you don't have to move your furniture around after a rough day!

Set up a small-group teaching space where you can see every child in the classroom. This will help you monitor learning expectations for the rest of the class when you're working with a small group. Having a table for home base for small group will provide a dedicated learning space where kids can focus as they work together. Choose a spot that is away from distractions, so students don't look out a window or into the hallway during small-group time.

Provide ample space for each student at the table. If possible, have a seat for each child so they don't have to drag chairs from their desks to the table. You might use placemats or adhesive colored table spots to define spaces and help young learners focus. Keep a caddy containing sharpened pencils, sticky notes, scissors, and dry-erase supplies, so everything needed for small group is at your fingertips.

You'll want shelves for small-group storage in this area, too. Set up your small-group table near built-in shelving if you have this option. Or place shelves behind your table to organize your books and other small-group teaching materials. You might have a colored bin for each group's books. Or use a clear vertical file holder with a colored folder for each small group containing their materials for the next lesson.

It's handy to have blank wall space or a bulletin board or a dry-erase board behind your small-group space. That way you can post reminders for small group, such as your weekly schedule or anchor charts you might use for reference during small-group lessons.

Try to keep your small-group area organized. This will help you and your students focus during small-group meetings. Keep a tabbed binder with small-group lesson plans at the table.

Teach routines well, beginning the first day of school. Set up a classroom system for expectations (e.g., bathroom procedures, Kleenex use, sharpening pencils), so kids can learn to manage these things without your permission.

Be sure you've taught and modeled well in whole group, so children are working with familiar materials and tasks at literacy stations. Introduce stations, one at a time, and establish clear expectations for students practicing independently of you during small-group time.

Use the first few weeks of school to assess students and monitor their literacy stations to establish a strong foundation before starting small-group instruction. Be sure to listen one-on-oneto every child read as you form small groups. Build upon what students can do and look at their developmental-literacy stage to meet them where they are and move them forward. Small group is the heart of differentiation. Plan wisely, and your students will sow the benefits!

Station-Rotation Model
Paul Tarasevich began his teaching career in 2016 at Martin Middle School in East Providence, R.I., teaching 8th grade English/language arts. Collaborating with his team and content-level partner, he works to create differentiated assignments that best support each individual student. For his work, Paul was named a 2021 Extraordinary Educator by Curriculum Associates:
If I had to recommend to a teacher how to best set up small-group instruction, it would be to utilize the station-rotation model and project-based-learning strategies. In our classrooms, we set up three stations for the students to rotate through during the week. Each station includes a collaborative station for them to work with peers, an independent station, and small-group instruction. Students are grouped and put at the stations with use of formative assessments. At the beginning of each class, students will create a goal for themselves and write it on a sticky note. At the end of class, students will either put a check minus if they didn't meet their goal, a check if they met their goal, or a check plus if they met their goal and then some. For the next day, students who put a check minus on their sticky note will be put at the small-group instruction station for us to meet their needs.

Throughout the year, we will also do projects in class that are set up with "checkpoints." Each checkpoint- is worth either a 0, 1, or a 2. A 2 represents that a student completed the checkpoint and is ready to move onto the next one. A 1 means that the student might have completed the checkpoint but needs to go back and fix something in the project. Finally, a 0 represents that the student did not complete that checkpoint or needs small-group instruction to fix the checkpoint. This is an efficient way to organize small groups because you can see, as students are progressing through a project, who is mastering the skills and who needs more targeted support.

Thanks to Laura, Kimberly, Debbie, and Paul for contributing their thoughts.
Just a reminder; you can subscribe and receive updates from this blog via email (The RSS feed for this blog, and for all Ed Week articles, has been changed by the new redesign-new ones are not yet available). And if you missed any of the highlights from the first 10 years of this blog, you can see a categorized list below. I am also creating a Twitter list including all contributors to this column.

# data[].attributes.attachment_link.title
How Small-Group Instruction Benefits Your Teaching (Opinion)

# data[].attributes.attachment_link.description
(This is the final post in a four-part series. You can see Part One here; Part Two here, and Part Three here.) The new question-of-the-week is: What are your recommendations for how best to set up and organize small groups in classroom instruction?

# data[].attributes.body
Having students talk to the person next to them helps get conversations going. It also helps when you do not have to pair students up one at a time.

# data[].attributes.attachment_link.readable_text
Introduction

Collaborative learning is a high-leverage practice widely used in schools across grades and subjects. One method involves two students discussing a topic, coming to a consensus, and then sharing with the class. It goes by many names-Turn and Talk, Think Pair Share, Shoulder Partners, Numbered Heads Together, etc. In this TIPS, we show how to remove barriers to allow students with significant cognitive disabilities (SCD) to engage in Turn and Talk activities during instruction in general education classes through the UDL framework . We include examples from an inclusive classroom. The examples presented are reflective of a collaborative process required to plan the use of any strategy, such as Turn and Talk, in inclusive classrooms. To learn more about the process and how to implement it in an inclusive general education classroom, please see the TIES Center 5-15-45 tool.

Evidence

Collaborative learning can be found threaded through several High Leverage Practices (HLP; McLeskey et al., 2017). Cooperative learning promotes self-esteem, creates a safe learning environment, and increases participation opportunities for all students (Jenkins et al., 2003). Check out the HLP Crosswalk TIP sheet for a quick refresher on how HLPs overlap between general and special education.

Through collaborative planning, educators can make the Turn and Talk strategy accessible to all students. This collaboration will require thoughtful consideration to enable all students to participate and benefit, including students with significant cognitive disabilities.

Typically a Turn and Talk process involves three steps:

1. Each student considers the topic or prompt on their own.

2. Each student shares their thoughts with their partner and they come to a consensus.

3. The pair shares their findings with the class (Michaels & O'Connor, 2012).

Turn and Talk is one strategy used to promote academically productive talk in classroom settings. The four main goals of Turn and Talk are to:

1. help individual students share, expand, and clarify their own thoughts;

2. help students listen carefully to one another;

3. help students deepen their reasoning; and

4. help students engage with the reasoning of others (Michaels & O'Connor, 2012).

Research support for using Turn and Talk

Turn and Talks help students apply content to their lives, practice discrete skills, access background knowledge, and answer content related questions (Stewart & Swanson, 2019). Evidence from research shows Turn and Talks help increase students' number of opportunities to respond in content discussions (e.g., MacSuga-Gage & Simonsen, 2015) and the increase in on-task behavior can help students who struggle with inattention (e.g., Locke & Fuchs, 1995). Additionally, the use of Turn and Talk has been known to expand students' expressive communication skills (e.g., Beck, McKeown, & Kucan, 2013) and improve vocabulary knowledge (e.g., Swanson et al., 2017; Vaughn et al., 2017).

Implementation

Optimize your Turn and Talk by planning opportunities within a lesson prior to being in front of students. Turn and Talks are most effective if a backwards design is used where teachers ask themselves:

if the use of a Turn & Talk will help all students to meet goals of the lesson;

what students should experience and understand by the end of each Turn and Talk.

This backwards design allows teachers to specifically plan how to effectively involve students with significant cognitive disabilities. General education and special education teachers must examine each individual student's expressive and receptive communication skills and level of background knowledge for the topics chosen to determine the best format for engaging every student.

Inclusive Implementation

The UDL framework involves providing multiple means of engagement (the "why" of learning), representation (the "what" of learning), and action & expression (the "how" of learning).

One way to ensure all students have equal access from the use of a Turn & Talk is to use the principles of Universal Design for Learning (UDL; Meyer et al., 2014) . UDL is a framework to help teachers develop lessons and activities that include all students by addressing engagement, representation, and action and expression. These UDL principles help educators to make the most of varying student strengths and reduced barriers in implementing the Turn & Talk. When students have improved access to content and instructional practices, like the Turn & Talk, they are able to show what they know and become more independent and actively engaged.

Turn and Talk in Action

Below are examples showcasing different general education and special education co-teachers' collaboration to provide Turn and Talk opportunities for all students, including those with a significant cognitive disability. Using a UDL framework, barriers and potential solutions are provided showing where teachers can create access points for these students.

Student 1: Dustin

Dustin is a first grader with multiple disabilities who spends his entire school day in an inclusive classroom with the support of a special educator engaging in some co-teaching. Paraprofessional support is also available to the class, due to Dustin's additional need for support. The teacher is planning to read aloud the book " Ferdinand " and engage the class in discussion as they read using Turn and Talks. Dustin communicates with an Augmentative and Alternative communication device (AAC)-a tablet with different icons that speak aloud when he touches them. Dustin is always listening with a smile on his face, but he doesn't independently share his ideas with the class and tends to look to the paraprofessional when his name is called.

Dustin's general and special education teachers met quickly to discuss his participation in turn and talks in the general education classroom. Here's their conversation:

Conversation transcript

General education teacher: "Dustin is a joy to have in class, but I wonder how can we get him talking with peers and looking at the person asking the question instead of looking at his paraprofessional?"

Special education teacher: "I'd like to see him more independent from his paraprofessional too. I think it would help me help Dustin if we could develop Ferdinand or other story lesson plans ahead of time so that we can go in and pre-program the vocabulary in Dustin's tablet and then I can pre-teach some of the words and definitions to him."

General education teacher: "That's a great idea. I can help pre-teach the vocabulary as well to get Dustin communicating with both of us. This will help several other students in the class too."

See the table below for the process and outcomes Dustin's team used to come up with a plan for his participation in the classroom Turn and Talk.

What are possible barriers?

What are possible solutions?

The special educator will program Dustin's AAC device with a list of words from the general education teacher.

In Dustin's classroom, providing flexible ways to communicate allows all students to share so all forms of communication are valued - whether through text, AAC (such as alternative keyboards), written, visual, or other.

Provide Dustin with a sentence stem or an example of the kind of answer the teachers want.

Provide Dustin with reminders/checklists about how to have productive turn and talk conversations (i.e., group norms for turn and talk) that can be checked off as interactions happen.

Student 2: Sasha

Sasha is a student with autism who has recently been included at her middle school. She had previous experience participating in a general education science class, but due to concerns around her challenging behavior, the team had to pull back and create a new plan to meet her current needs. Sasha is now in a 6th grade earth science class learning about the structure of the earth's layers (i.e., mantle and core). Sasha is good at task completion if she is given hands-on materials at the beginning of lessons. Sasha communicates primarily with speech with visual supports for new concepts. She has a history of humming loudly when not physically engaged with materials. She also tends to swipe materials away from her when someone asks her to do something with them. However, when the purpose of the activity and a model of using the materials is provided, she willingly participates.

Sasha's general and special education teachers met quickly to discuss her participation in Turn and Talks in the general education classroom. Here's their conversation:

Conversation transcript

General education teacher: "I'm nervous about Sasha's swiping the science materials off the table. We need to think carefully about who will be her lab partner."

Special education teacher: "I agree, it's important that we figure out how to teach science lab expectations and find out what keeps Sasha engaged so that she is less inclined to swipe materials. One thing we need to plan for is minimizing the time Sasha is just passively sitting and try to keep the momentum going during the Turn & Talk interactions."

General education teacher: "Hmm..I think a checklist for the lesson will be helpful to Sasha so she understands what we are doing and who she's working with. How about I draft one out and share it with you?"

Special education teacher: "That would be great. I'll also ask Sasha and her parents what we can use to reinforce her engagement and appropriate behavior."

See the table below for the process and outcomes Sasha's team used to come up with a plan for her participation in a Turn and Talk within the science classroom.

What are possible barriers?

What are possible solutions?

The special education teacher customizes the display of information for students. Specifically, Sasha will have individualized prompt cards for following group norms (i.e., turn body in direction of the person talking, yes/no cards telling when it is okay to hum or when it is a quiet time, etc.).

Sasha will be provided with models for the science content vocabulary (i.e. given a model of the Earth showing the layers).

Student 3: Rico

Rico is a student with Down Syndrome in 4th grade who recently started participating in the education classroom for more than just recess and lunch. He knows many of the students in the class well because of their previous interactions. He has not spent academic learning time with his general education peers other than in physical education, art, and music class. Rico's peers like him and are always giving him high-fives and fist bumps. When in the general education classroom, Rico does not answer questions in the whole group and will often just repeat the question. Rico's speech is also hard to understand, but he does not use any assistive technology to support his communication.

Rico's general and special education teachers met quickly to discuss his participation in Turn and Talks in the general education classroom. Here's their conversation:

Conversation transcript

Special education teacher: "You know, Rico is very capable socially and I know he can do the work academically. I don't want to see him get away with not responding to the Turn & Talk prompts. What do you think?"

General education teacher: "I love having Rico in the classroom, but I am unsure how to get him to participate. I really would like to see him respond without someone telling him what to say."

Special education teacher: ​"I think we need to work with his peers so that they also hold high-expectations for him. Let's think through how we can help both Rico and his peers during the Turn and Talk."

See the table below for the process and outcomes Rico's team used to come up with a plan for his participation in the classroom Turn and Talk.

What are possible barriers?

What are possible solutions?

The special education and general education teachers will train multiple peers on how to provide social and communication supports (i.e., showing response materials and prompting) during the Turn and Talk.

The general education teacher will pair Rico with a trained peer who will provide wait time and not answer for Rico. The peer will encourage Rico after he makes a response that is not repeating the question.

The special education teacher will make sentence starter strips and response cards for the peer to use with Rico during Turn & Talk.

The teachers and peers model how to use virtual or concrete manipulatives for mathematics (and not as toys).

The teacher designs multiple tools for all students to aid in their construction and composition of responses.

The general education teacher and special education teacher plan Turn and Talk prompts before class to create pre-made sentence strips with appropriate response choices.

Below is an example of a self-monitoring checklist to use as a peer communication support (Figure 1). This may not be necessary for all students. From the examples above, Dustin may not need a checklist like this; however, it could help Sasha monitor her own progress in back and forth interactions with a peer. It could also help Rico's partner provide appropriate support, as needed, during the Turn and Talk interaction.

Figure 1. Turn and Talk Self-monitoring Checklist/Peer Communication Support

Illustrated guide of task analysis for turn and talk from Project IMPACT. The image includes 6 rows showing the steps for turn and talk with symbols that can be checked off as a student progress through the steps:

1. listen to question;

2. answer a question;

3. read paragraph, read sentence, touch answer;

4. ask question;

5. listen to answer, [repeat steps 1-5 or]

6. agree/disagree.

Summary

For students with significant cognitive disabilities, contributions in collaborative learning like Turn and Talks require thoughtful planning by general education and special education teachers and staff. When teams work together to create access points for these students, authentic participation is possible.

Further

TIPS Series: Tip #15, November 2020

The information in this Brief is not an endorsement of any identified products. Products identified in this Brief are shared solely as examples to help communicate information about ways to reach the desired goals for students.

All rights reserved. Any or all portions of this document may be reproduced without prior permission, provided the source is cited as:

Reyes, E. N., Wakeman, S., & Clausen, A. (2020). Turn and Talk (TIPS Series: Tip #15). Minneapolis, MN: University of Minnesota, TIES Center.

TIES Center is the national technical assistance center on inclusive practices and policies. Its purpose is to create sustainable changes in kindergarten-grade 8 school and district educational systems so that students with significant cognitive disabilities can fully engage in the same instructional and non-instructional activities as their general education peers, while being instructed in a way that meets individual learning needs. TIES Center is led by the National Center on Educational Outcomes (NCEO) at the Institute on Community Integration, University of Minnesota, and includes the following additional collaborating partners: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North Carolina - Charlotte, and University of North Carolina - Greensboro.

TIES Center is supported through a Cooperative Agreement (#H326Y170004) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Opinions expressed do not necessarily reflect those of the U.S. Department of Education or Offices within it. Project Officer: Susan Weigert

TIES Center

University of Minnesota

Institute on Community Integration

2025 East River Parkway

Minneapolis, MN 55414

Phone: 612-626-1530
www.tiescenter.org
This document is available in alternate formats upon request.

The University of Minnesota is an equal opportunity employer and educator.

# data[].attributes.attachment_link.title
TIES TIPS | Foundations of Inclusion | TIP #15: Turn and Talk in the Inclusive Classroom

# data[].attributes.attachment_link.description
Collaborative learning is a high-leverage practice widely used in schools across grades and subjects. One method involves two students discussing a topic, coming to a consensus, and then sharing with the class. It goes by many names-Turn and Talk, Think Pair Share, Shoulder Partners, Numbered Heads Together, etc.

# data[].attributes.body
The one teach and one assist method of teaching usually happens when the general education teacher teaches and the special education teacher is like the assistant in the classroom

# data[].attributes.body
Station teaching can ensure that everyone in the class is getting what they need in small group instruction.

# data[].attributes.body
Compacting has the students use prior knowledge and helping adjust the curriculum.