The use of response cards during large-group social studies instruction was evaluated in a fourth-grade classroom. The experiment consisted of two conditions, hand raising and write-on response cards, alternated in an ABAB design. During baseline, the teacher called upon 1 student who had raised his or her hand in response to the teacher's question. During the response-card condition, each student in the class was provided with a white laminated board on which to write one- or two-word answers in response to each question asked by the teacher. Rate of active student response during instruction was much higher with response cards than with hand raising. Most students scored higher on daily quizzes following sessions in which response cards were used than they did on quizzes that followed hand-raising sessions. Response cards were preferred over hand raising by 19 of the 20 students in the class.
We evaluated the use of response cards during science instruction in a fifth-grade inner-city dassroom. The experiment consisted of two methods of student participation-hand raising and write-on response cards-alternated in an ABAB design. During hand raising, the teacher called upon 1 student who had raised his or her hand in response to the teacher's question. During the responsecard condition, each student was provided with a laminated board on which to write one-or twoword answers in response to each question asked by the teacher. Frequency of active student response was 14 times higher with response cards than with hand raising. All 22 students scored higher on next-day quizzes and on 2-week review tests that followed instruction with response cards than they did on quizzes and tests that covered facts and concepts taught with the hand-raising procedure.
In two related studies middle school students with serious emotional disturbances (SED) served as student trainers to teach social interaction skills to peers with SED. Researchers in both studies taught middle school boys to use a formal social skills curriculum in order to teach more positive peer interactions. Study results indicate the desired effects of the peer-based social skills instruction, with some evidence of behavior maintenance and transfer. The findings point to beneficial effects for both peer trainers and student trainees.
This investigation examined the effects of guided notes on the academic performance of seven students with learning and behavior problems, who were in a medium-security juvenile detention center. The findings of this study indicate that using guided notes could be an effective strategy for improving the academic performance of incarcerated youths with learning and behavior problems. The results of this study replicate earlier studies in which guided notes were used during whole-class instruction (i.e.
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