Using Data-Based Instruction to Improve the Learning Outcomes of Students Who are Difficult to Teach

Abstract by Ann Nevin
Junior High School Language Arts for a Student with Behavior Disorders

by A. Nevin, J. Thousand, & R. Villa (1994). In J. Thousand, R. Villa, & A. Nevin (Eds.).  Creativity and Collaborative Learning, (pp. 165-173). Baltimore, MD: Brookes.

This lesson plan is an example of how a teacher can design a cooperative group activity that meets the 5 basic elements that make a cooperative group successful  For a fuller description, see the abstract of David and Roger Johnson's work.
 

Academic Objective: Students will

Social Skills Objective: Students will Adaptations for Student with Behavior Disorder: L, a teenage female with behavior disorders whose Individual Educational Plan included objectives related to increasing her self-control especially in difficult situations. Her guidance counselor taught her an anger management technique: instead of throwing her books on the floor or stomping her feet, L practiced: Assigning Students to Groups: There were 32 students in this junior high class--four students were assigned to each group. The eight resulting groups in correlated with ad categories (Apartments for Rent, Help Wanted, etc.). The teacher made sure each group included at least one student who could read the material, boys and girls were distributed equally, and cliques were avoided.

Each group received one newspaper with the classified ad section, one blank piece of paper, and one set of colored pens.

Academic Task and Social Interaction Expected: Each group selected one ad that accurately reflected the assigned category and after reading it aloud, the group developed a creative story. The teacher distributed "role cards" to each person to define the expected social skill and to ensure individual accountability .

Monitoring Group Interactions: The teacher observed (and eavesdropped) on each group for about 1 or 2 minutes per group at least 3 times. Instances of paraphrasing were tallied.

Interventions for Academic or Social Objectives: The teacher provided feedback when observing individuals who paraphrased, or prompted paraphrasing if it was not occurring. When non participation in the creative writing was observed, the teacher prompted, "How can you make sure you have everyone's ideas?"

Evaluating Academic and Social Objectives. The teacher selected one or two groups randomly to share their stories. All stories (signed by the authors) that meet criteria were displayed on the Young Authors' Award board. Those that do not meet criteria were referred back to the group for editing and revising.

The teacher shared exemplary paraphrasing and commented on how the ideas flowed. Her examples highlighted the relationship between having lots of ideas and "process gain" (or "synergy")--how no one person alone could have created the story that the group generated.

Reflections: The teacher decided to introduce a new social skill for the next language arts class--piggy-backing on ideas, which extends the concept of paraphrasing to include building on the positive aspects of other people's ideas.

Each group wrote a one-page story with many more than the 4 sentences minimum criterion. Two groups had trouble getting started. Once the teacher sent one of their members to eavesdrop on other groups, they managed to get inspired. L became frustrated twice and used her intervention technique to the group's advantage. They decided to use her ideas to create a unique twist in their story which featured a person who needed to learn how to deep breathe in order to use scuba diving gear that was for sale!

As a follow-up activity, the entire class decided to create a composite story using all 8 stories and submitted it to the school newspaper. It was published the next month, creating an unexpected reward for the whole class.

Note: This lesson plan was developed and evaluated by C. Conn-Powers. For the full description including a complete script of the teacher's instruction, see the book Creativity and Collaborative Learning, or request a copy to be sent to you by notifying Ann Nevin.

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