C OUNCIL
FOR
L EARNING D ISABILITIES
LD Forum
A Publication of the Council for Learning Disabilities
February/April 2012
President’s Message
of the Year Awards. Additional information and nomination
forms can be found in this issue and on cldinternational.org.
Applications are also being accepted for the Outstanding
Researcher Award. Each year, CLD recognizes the scholarly
achievement of early career researchers. Applicants are invited
to submit a manuscript based on a dissertation that was completed within the past 5 years. In addition to receiving a plaque
at the CLD conference, the winner’s manuscript will be considered for publication in Learning Disability Quarterly.
In this issue you will find information on the Leadership
Academy for 2012. We will have six new Academy Leaders
and six new Mentors for the fall 2012 cohort. I have been so
impressed with the hard work and dedication from this year’s
cohort. Please encourage friends and colleagues to apply to be a
leader or mentor.
I encourage you to be an active member of CLD. We would
like to invite you to become involved in your state or local chapter, or volunteer to serve on a committee. For more information
please feel free to contact me via email (lambertma@appstate
.edu). Also, consider joining us on Facebook or Twitter.
Greetings!
This spring the CLD Board of Trustees
(BOT) will be reviewing our accomplishments and looking into areas where we
need to grow. The Spring BOT meeting
was held on March 23, 2012. Board members continued to address CLD’s priorities,
including fiscal responsibility, membership, conferences and professional development, as well as
ongoing committee goals. The June issue of LD Forum will include updates from our BOT meeting and highlights of committee work. I would like to take this opportunity to thank the BOT
members for all of their work on behalf of CLD.
There are a few updates concerning the BOT. Sarah Semon
is moving from the position of secretary to chair of the Technology Committee. I would like to take this opportunity to thank
her for all of her work as secretary. We are excited to have her
as Technology chair, and I know she will be a great leader of
that committee. Diane Bryant and Judy Voress are the Conference Committee co-chairs. We are very excited to have them in
this capacity and assisting CLD. Chris Curran and Kathleen
Hughes Pfannenstiel are co-chairs of the ad hoc Professional
Committee. They have been quite busy since the fall conference
working on webinars to support the mission of CLD.
Under the guidance of President-Elect Caroline Kethley
and Vice-President Silvana Watson, with the Conference
Committee co-chairs Diane Bryant and Judy Voress, the 2012
conference plans are well underway. Mark your calendars to
attend the 34th Annual International Conference on Learning Disabilities in Austin, Texas, on October 10th and 11th,
2012. Don’t miss this opportunity for collegiality, resources, research dissemination, and networking with your CLD friends.
You will find additional information in the LD Forum and on
CLD’s website.
It is also time to be thinking about nominating advocates
and outstanding teachers who have made an impact on the lives
of individuals and children with learning disabilities for the
Floyd G. Hudson Service Award and Outstanding Teacher
Monica Lambert
2011–2012 CLD President
In This Issue . . .
President’s Message. . . . . . . . . . . . . . . . . . . . . . . . 1
34th International Conference on LD . . . . . . . 2
Awards Nominations. . . . . . . . . . . . . . . . . . . . . 3
Call for Applications . . . . . . . . . . . . . . . . . . . . . 5
5 Ways to. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
CLD Board of Trustees . . . . . . . . . . . . . . . . . . 11
CLD Information Central . . . . . . . . . . . . . . . . 12
1
Learning Disabilities: Looking Back and Looking Forward—
Using What We Know to Create a
for the Future
34th
International Conference
on Learning Disabilities
For many years, researchers and policy makers from various disci-
October 10–11, 2012
Omni Austin Hotel Downtown
Austin, Texas
more. Although we have developed a solid foundation of knowledge,
plines who are interested in learning disabilities (LD) have responded
to questions about definition, identification, intervention, and much
we continue to seek evidence to inform many areas in LD.
For more than three decades, practitioners, researchers, parents, and advocates have gathered at the International Conference
on Learning Disabilities to learn new information about LD and to
network with colleagues. At this year’s 34th international conference,
let’s look back with appreciation for developments in our field so
that we may confidently look forward to create our blueprint for the
future of LD.
The 2012 Inter national Conference on
Learning Disabilities will provide panel discussions,
cracker-barrel sessions, and poster presentations
focusing on topics related to understanding and
studying LD, such as:
•
•
•
•
•
•
•
identification & classification
assessment and intervention
cultural & linguistic diversity
teacher education
research methodologies
neuropsychological aspects of LD
policy
Make plans to join us
in Austin next
October!
CLD WEBSITE:
www.cldinternational.org
COUNCIL FOR LEARNING DISABILITIES
IMPORTANT: PLEASE READ
CLD has booked a block of rooms at the Omni Austin
Hotel Downtown as a courtesy to our valued attendees.
We work hard to make sure that the conference rate is
competitive, and we monitor the hotel’s other rates to
make sure that our attendees are receiving the best deal.
Your stay helps our organization meet our obligation to
the hotel, allowing us to keep registration rates lower
than many other conferences. Without your hotel stay,
our organization may be assessed a financial penalty.
This would jeopardize our ability to provide quality educational opportunities in the future. Please help us as we
work to continue the many benefits of this conference.
***Several other events are taking place in Austin around the time of the CLD conference. For example, the Austin City Limits Music Festival will begin on
Friday, October 12, 2012. Hotels will likely be SOLD
OUT well before October 2012. CLD urges you to reserve your hotel room promptly at the Omni Austin
Hotel Downtown to ensure availability.***
See the CLD website for conference registration and
hotel booking information, which will include CLD’s hotel
code for the conference sleeping room rate.This information will be posted in the very near future on our website.
AWARDS NOMINATIONS
2012 Outstanding Teacher of the Year Award
Each year, the Council for Learning Disabilities recognizes
outstanding teachers who are CLD members and who consistently provide quality instruction to students with learning disabilities. These teachers, selected by local chapters,
provide direct services to students. They are dedicated to
implementing evidence-based instructional practices and
collaborating with classroom teachers and other service providers to greatly improve the quality of education for all students who struggle academically.
Provide direct services to students with
learning disabilities
Implement evidence-based instructional practices
that result in significant gains in achievement for
children, adolescents, or adults who struggle
academically
Advocate for persons with learning disabilities
Contents of Nomination Packet
Completed Nomination Form and vita (maximum
2 pages)
Three (maximum) letters of recommendation (from
supervisor, colleague, and/or other professionals)
Two testimonials from parents or students
Responses to “Statement of Educational Practices”
(submitted in 12-point font and double spaced)
Submit completed packet to local chapter president
Awards Benefits
Recipients are guests at the annual international conference
and receive a complimentary registration. During the conference-award program, they receive a certificate of recognition
and an honorarium. These CLD members are also profiled in
LD Forum and are given a 1-year membership renewal.
Criteria for Nomination
Be a member of CLD or join as part of the
application process
Teacher of the Year Nomination Form
Nominee: _________________________________________________________________________________
Address: __________________________________________________________________________________
City/State: _________________________________________________________ Zip: _________________
Phone: ______________________________ email: _____________________________________________
Current job title/Employer: ___________________________________________________________________
Chapter/Representative submitting nomination: ___________________________________________________
Representative contact information: ____________________________________________________________
Statement of Educational Practices
Describe your current teaching responsibilities and explain how your instructional practices and collaborative efforts support district- and building-level goals for meeting the needs of all students within a Response
to Intervention model. (500-word maximum)
Deadline: Chapter submission deadline to be determined by individual chapters. Chapter presidents must
submit nomination packets to the Leadership Development Committee chairperson by May 15, 2012. Candidates not affiliated with a local chapter may be nominated by a CLD member, who will submit the nomination
packet to the LDC chairperson. Questions may be submitted to the chairperson (kyle.hughes@yahoo.com).
Leadership Development Committee Chairperson: Kyle Hughes, 1011 S. Cove Way, Denver, CO 80209
3
AWARDS NOMINATIONS
2012 Floyd G. Hudson Service Award
The Floyd G. Hudson Service Award is presented by the
Council for Learning Disabilities for outstanding performance and commitment by a professional who works in the
field of learning disabilities in a role outside of the classroom. This CLD member, working in a leadership capacity,
enhances the professional learning of others in the field and
has an impact on the lives of persons with LD.
This award is named in memory of Dr. Floyd G.
Hudson, a professor at the University of Kansas, who
was a leader in the early years of CLD. Floyd was instrumental in formulating early policy to drive federal
and state initiatives in the area of learning disabilities. Don Deshler has said of Floyd, “As I visit many
schools across Kansas, Missouri, and Nebraska, I can
really see Floyd’s lasting influence. He was a kind,
generous, innovative, and collaborative professional.
He worked closely with many school districts in solving problems, preparing teachers, and implementing
more effective programs. Even today, many people here
in the Midwest and around the country tell me about
their positive experiences working with Floyd, many of
which took place more than 20 years ago.”
Award Benefits
The recipient is a guest at the annual international conference
and receives a complimentary registration and membership
renewal. During the conference award program, he or she receives a certificate of recognition and an honorarium. The
recipient will also be profiled in LD Forum.
Criteria for Nomination
Be a member of CLD or join as part of the application process
Provide professional development/consulting services or serve in a leadership role working with
teachers, other professionals, parents, and students
Provide exemplary services to the field of learning
disabilities for a minimum of 5 years
Contents of Nomination Packet
Completed nomination form and vitae (maximum
of 2 pages)
Three (maximum) letters of recommendation (from
supervisor, colleague, and/or other professionals)
Testimonials from parents or students, if applicable
Responses to questions from Statement of Educational Practices (750 words)
Floyd G. Hudson Outstanding Service Award Nomination
Nominee: _________________________________________________________________________________
Address: __________________________________________________________________________________
City/State: _________________________________________________________ Zip: _________________
Phone: ______________________________ email: _____________________________________________
Current job title/Employer: ___________________________________________________________________
Chapter/Representative submitting nomination: ___________________________________________________
Contact information for representative: __________________________________________________________
Statement of Educational Practices
Describe your role as a professional in the field of special education. How does this role allow you to impact
instructional practices and provide support to students with learning disabilities? In addition, describe the
most critical issues relevant to delivery of academic support for all students who struggle in school. How do
you address these issues in your role as a professional? (750-word maximum)
Deadline: Chapter submission deadline to be determined by individual chapters. Chapter presidents must
submit nomination packets to the Leadership Development Committee chairperson by May 15, 2012. Questions may be submitted to the chairperson (kyle.hughes@yahoo.com).
Leadership Development Committee Chairperson: Kyle Hughes, 1011 S. Cove Way, Denver, CO 80209
The Leadership Development and Executive Committees of CLD are responsible for the selection of the award recipient.
AWARDS NOMINATIONS
2012 Outstanding Researcher Award
The paper should conform to the style of the Publication
Manual of the American Psychological Association, and be
no more than 35 double-spaced pages in length (including
references, tables, figures, and appendices). Submit papers
by email to:
Linda Nease, CLD Executive Director
Lneasecld@aol.com
To promote and recognize research, the Council for Learning
Disabilities annually presents an award for an outstanding
manuscript-length paper on learning disabilities based on a
doctoral dissertation that has been completed within the last
5 years.
The winner will receive a plaque to be presented at the
Awards Ceremony on Wednesday, October 12th, 2012,
during the 34th International Conference on Learning Disabilities in Austin, Texas. In addition, the paper will be considered for publication in Learning Disability Quarterly.
Deadline for Paper Receipt: May 1st, 2012
The winner will be notified by August 15th, 2011.
Call for Applications: CLD Leadership Academy
CLD is committed to building the leadership capacity of pro-
service Teacher, Outstanding Doctoral Candidate and Outstand-
fessionals who are entering the special education field. Addi-
ing Researcher.
tionally, this support is extended to those who have been in the
Each year, CLD selects a cadre of up to 6 emerging lead-
field and who now want to move into professional leadership
ers who demonstrate potential and a passion for leadership in
roles. Participation in the Leadership Academy provides the
service of students with learning disabilities as well as all other
opportunity to assume a leadership role on a local, state, and
learners who struggle academically. Send nomination materi-
national level in service to students with learning disabilities
als on or before June 1, 2012, to Kyle Hughes, CLD Lead-
and their families. Academy Leaders have the opportunity to
ership Development Committee Chair (kyle.hughes24.gmail
network and receive mentoring from some of the most highly
.com). Winners will be notified by August 1, 2012. Additional
regarded leaders in the field of learning disabilities. Addition-
information and application materials are available at:
ally, Academy Leaders are eligible for nomination for CLD
http://www.cldinternational.org/About/Leadership_
annual awards, including Outstanding Teacher, Outstanding Pre-
Academy.asp.
Follow CLD on Twitter
http://twitter.com/CLDIntl
and
“Like” the CLD
Facebook Page
https://www.facebook.com/pages/Council-for-Learning-DisabilitiesInternational/196204000418174
5
Editor’s Note: This column provides readers with immediate access to evidence-based strategies on current topics that can easily be transferred from the pages of LD Forum into effective teaching practice in CLD members’ classrooms. Authors who would like to submit a column are encouraged to contact the editor in advance to discuss ideas. Author guidelines are available on CLD’s website and from the editor,
Cathy Newman Thomas (thomascat@missouri.edu).
5 Ways To . . .
Increase Student Participation in the Secondary Classroom
Brittany Hott and Jennifer Walker
George Mason University
Embrace Technology. Today’s secondary students are
major consumers of media. With widespread access to
the Internet and increasing options for incorporating technology in
the classroom, teachers can tap into a plethora of free or low-cost
options to enhance instruction and support student learning. Technology provides an outlet to foster active participation, ensuring
that each student has the opportunity to participate. Some options
include the use of (a) response tools, (b) virtual learning environments, and (c) social media outlets. See Table 1 for a list of
websites and online instructional media.
A. Response tools. By incorporating a variety of response tools,
teachers offer more students the opportunity to respond to teacher
questions or problems, increasing the likelihood that they will
master critical concepts. Response tools can be low, medium, or
high technology applications that allow each student to respond to
problems posed by the instructor. Low technology options include
the use of preprinted response cards and Post-it® notes. Heward
et al. (1996) defined response cards as items that students can use
to respond to a teacher question or problem. For each student, the
teacher uses card stock or index cards to create a set of cards that
include the answers true and false or the letters A, B, C, D. Depending on student needs, a teacher can orally ask questions or incorporate them in a PowerPoint presentation and read aloud. Following
a teacher question, students select an answer from the set of cards.
Another option is to use paint sticks from a local hardware store,
labeled with the words true on one side and false on the other: Students can flip the paint stick to the true or false side to indicate their
response. When eliciting a short-answer response from students,
the teacher can use a variety of response tools, such as Post-it ®
notes. Each student is provided with a small stack of notes upon
which he or she can write a quick answer to each question posed by
the instructor. In addition, individual student white boards can be
easily created by cutting a piece of shower board from a local hardware supply company and taping the sharp edges with duct tape.
Students can then respond to a multitude of questions using a dry
erase marker (George, 2010). The teacher can view each student’s
response from the front of the classroom or by walking by students’
desks.
High levels of student engagement have been positively associated
with academic and social gains in adolescents. Moreover, interventions linked to high levels of active student participation demonstrate increased achievement, improved time on-task, and positive
peer interactions (Randolph, 2007). While the literature indicates
the need to increase opportunities for students to be directly engaged and respond during instruction (Vaughn & Bos, 2011), as
students advance in their studies, teachers increasingly rely on a
whole-group lecture format that significantly hinders student participation and active learning. This lecture format proves to be particularly challenging for many students with learning disabilities
(LD; Vaughn, Hughes, Moody, & Elbaum, 2001). Rather than relying on students to be prepared with the knowledge, skills, and confidence to benefit from academic instruction, teachers, particularly
at the secondary level, must be equipped to support active student
participation (Berry, 2006). Given the link between high levels of
participation and academic progress, educators must provide multiple means for all students to actively participate in class. These
five tips can be used to foster student participation in secondary
classrooms.
2
Carefully Plan Lessons. It is important to thoughtfully
plan lessons to ensure systematic progression through the
modeling, guided practice, and independent practice phases (Fisher
& Frey, 2010). Students with LD benefit from direct and systematic
instruction (Jitendra, Edwards, Sacks, & Jacobson, 2004), which
requires teachers to place greater emphasis on the modeling and
guided practice portions of the lesson. Furthermore, research has
indicated a positive correlation between high levels of correct responding throughout the lesson phases and increased achievement
(Sutherland, Alder, & Gunter, 2003). Therefore, teachers must
closely monitor progress to ensure that students practice completing problems accurately.
To support secondary students, Gunter, Coutinho, and Cade
(2002) suggested that for each minute of instruction, the guided
practice portion of a lesson should incorporate 4 to 6 opportunities for each student to respond. Further, students should respond
with 80% accuracy. During independent practice activities, where
the goal is to promote autonomy, each student should have 9 to 12
opportunities to respond and should respond with 90% to 95% accuracy (Scheuermann & Hall, 2008). Building these opportunities
into lessons is a critical step that will facilitate the opportunity for
all students to actively participate in class.
1
(continued on page 7)
6
(Five Ways To, continued from page 6)
Table 1. Technology Applications for Increasing Participation
Application
Resources
Description
Response systems
www.irespond.com
www.turningtechnologies.com
www.replysystems.com
Websites include information about software, response
systems, and purchasing details.
Response tool: Avatars
www.voki.com
www.goanimate.com
Websites share detailed directions for classroom use.
Students create characters to present information.
Virtual learning environments
www.explorelearning.com
http://phet.colorado.edu/en/
simulations/category/new
Online simulations of math and science concepts
http://www.khanacademy.org/
http://virtualnerd.com/
Online discussion
www.blogspot.com
www.facebook.com
www.twitter.com
www.wikispaces.com
Social media to elicit student responses and discussions
via the Web; see the following YouTube demonstrations
for how to use each social media option:
http://www.youtube.com/watch?v=-dnL00TdmLY
http://www.youtube.com/watch?v=rA4s3wN_vK8
http://www.youtube.com/watch?v=ddO9idmax0o
http://www.youtube.com/watch?v=RUnmowztKMQ
websites that include a simulated learning environment, an interactive online scenario that allows students to explore the effects of
various experimental conditions (Lunce, 2006). These sites allow
students with LD to access advanced science and mathematics concepts (Simpson, 2009). Students can explore difficult concepts such
as chemical reactions or the Pythagorean theorem without expensive lab equipment or manipulatives (e.g., biology concepts such
as survival of the fittest). Students can choose various colorings of
animals to discover outcomes for species in various environments.
Many of these websites provide immediate feedback, thus decreasing the likelihood that students practice errors.
C. Social media outlets. Recent research endeavors have indicated that social media outlets, such as Twitter and Facebook, can be
utilized as means of facilitating responses from students (e.g., Allsopp, McHatton, & Farmer, 2010). Blogs, wikis, and teacher websites offer opportunities for information dissemination and serve as
prompts for classroom discussions. For example, the teacher might
post a political cartoon to a wiki, class blog, or Facebook page;
students would then post their interpretations and provide feedback
to their classmates’ opinions. The teacher can add comments, pose
questions, or serve as a moderator.
Whatever the selected technology from the numerous options
to enhance instruction may be, make the decision to use it based on
parsimonious conditions. Selection should be based on the qualities of instructional effectiveness, efficiency, and cost-effectiveness
(King-Sears & Evmenova, 2007).
Online response tools allow students to input phrases or simple
sentences to problems and questions (McClannon & Kortering,
2010). An example is an avatar, which is a virtual character. In
these online systems, teachers can pose the same question to the
entire class or scaffold questions to meet individual student needs.
Students then create avatars by logging onto a free site and entering
text that the avatars will then read aloud. The avatars can be used in
isolation or to create a dialogue among two or more characters. This
allows each student to respond to a question and avoids the need to
speak in front of the class. Students have opportunities to edit their
writing after hearing the avatars read their response aloud exactly as
it is typed. Avatars can be used across subject areas. For example,
students could create a debate between a Republican and Democrat
running for an office, with each avatar representing a character. The
students can type the dialog that would occur between characters
and then share their skit with the instructor or class.
High technology electronic devices, such as clickers (Blood,
2010), can be used to quickly poll an entire class. These devices are
appropriate for forced-answer choices, such as true/false or multiple choice question types, and for short-answer questions. Each
student is provided with a handheld device similar to a small cell
phone. As a teacher poses a question or problem, students choose
an answer, which appears on a screen. The teacher then displays the
correct answer on the screen. Teachers can also share class averages so students can see how well they did in comparison to peers.
Clickers can be used for content, to elicit student opinions, as an
assessment to see if students have read the material, and to monitor
comprehension during lecture and discussion. Advantages of clickers include immediate feedback for students and data for teachers.
B. Virtual learning environments. In addition to response tools,
teachers can incorporate into their instruction a variety of free
3
Develop Self-Efficacy Through Choice and Differentiation. Self-efficacy, which encompasses beliefs about
(continued on page 8)
7
(Five Ways To, continued from page 7)
through a lesson, allow students the wait time to consider responses
while providing encouragement to support self-efficacy.
Correct responses or increased effort in engagement should be
rewarded with genuine, specific praise. Feedback should not only
encourage further responses but also provide students with information about their level of understanding (Burnett, 2003). When
students provide partially correct answers, acknowledge the correct
part and attempt to elicit additional information. If students respond
with incorrect answers, tactfully acknowledge that the answer was
incorrect and either provide the correct answer or prompt the student for additional information. Regardless of the answer, praise
should be used as a frequent motivator to elicit responses from students and contribute to their self-efficacy. Such praise may be especially important to students with LD, who need encouragement
to persist.
one’s ability to be successful in specific domains and when completing situational tasks (Schunk & Zimmerman, 2007), can be challenging for adolescents, particularly individuals with disabilities.
Specifically, students with LD have reported lower academic selfefficacy than their nondisabled peers (Lackaye, Margalit, Ziv, &
Ziman, 2006). Students with low self-efficacy may view their own
deficits in performance as an indication of their lack of intelligence
(Ramdass & Zimmerman, 2008). Students’ beliefs about their capabilities affect their investment in, and persistence regarding, schoolwork (Linnenbrink & Pintrich, 2003). For some adolescents with
LD, poor performance on academic tasks may be less about skills
and more about the ability to manage their own learning (Klassen,
2010). Because self-efficacy, motivation, engagement, and effort
are often related (Lackaye & Margalit, 2008), teachers should focus
on motivating and engaging students to the greatest extent possible.
Allow students to have a voice when demonstrating mastery of
content material. Build student confidence by offering them opportunities to manage their learning (Klassen, 2010). Offering choices
and options when completing tasks can ensure student success in
a non-threatening manner. Thoughtfully and deliberately plan how
to engage students in ways that tap into strengths and experiences.
Such opportunities will not only increase student self-efficacy but
also ultimately their desire to participate and engage in the classroom by giving them a sense of ownership of, and success with, the
material.
To boost self-efficacy, teachers can use differentiated questioning throughout lessons to fully engage students at every academic
level within the classroom (Friend & Bursuck, 2008). Pose questions at a variety of levels and call on students who can respond accurately, boosting student confidence and self-efficacy with course
material. To encourage all students to respond, consider asking
students to restate or repeat previously taught information. To further stimulate class discussion, probe for clarification and analysis
of responses. Another option is to coach adolescents with leading
questions that encourage them to think about answers by defining
vocabulary from the topic area (Sullivan, Mastropieri, & Scruggs,
1995). Prompts may include inquiries that ask students to share
everything they know about a topic as a way to get students to approximate answers to questions. At the same time, be sure to call on
students who volunteer responses to promote engagement. Discussions should have both flexibility and structure while maintaining
focus and clarity with the topic area.
Some students with LD may also benefit from opportunities to
activate prior knowledge with an anticipation guide, which includes
statements related to the material students are to discuss during a
lesson (Burns, Roe, & Ross, 2001). A guide can pique students’ interest in the subject, creating a purpose for attending to lessons and
responding to questions. Finally, to elicit responses while moving
Facilitate Cooperative Learning Groups. Cooperative
learning, an evidence-based instructional practice, is a
great alternative to whole-group lecture. Social learning opportunities are highly motivating for adolescents. Cooperative learning assigns students to small groups for collaboration to complete group
activities. Create cooperative groups to include students of mixed
abilities who have a common goal. To engage students, carefully
plan, monitor, and assess groups as they progress toward goals. Student individuality—as well as positive interdependence—should
be carefully balanced to promote student accountability and group
goal setting (Gillies, 2007).
During the planning stages, purposefully and explicitly teach
students procedures for cooperative grouping to achieve success.
Assign each student a responsibility within the cooperative group,
such as recorder, reader, accuracy coach, summarizer, or leader.
The key to selecting content for cooperative learning is to include
curricular material that has already been introduced to students
but requires additional knowledge and practice to meet objectives,
rather than requiring initial mastery through groupings (Friend &
Bursuck, 2008).
There are many ways to effectively use cooperative learning
groups. Four Corners, Slash the Trash, and Agreement Circles are
viable options. Four Corners is particularly useful when discussing
controversial topics. An option or opinion is placed in each corner
of the classroom. Students view each choice and then stand next
to the choice that they think is the most plausible. After selecting
the choice, students meet with their group and discuss advantages
and disadvantages of their choice. A class discussion can follow
the activity. To play Slash the Trash, the instructor poses several
assumptions, and students then debate which assumption should be
trashed. For example, several options for dealing with health care
could be posed. Students then discuss which options should be
4
(continued on page 9)
8
(Five Ways To, continued from page 8)
Implement Self-Monitoring Procedures. Selfmonitoring, an effective strategy that can increase student
participation and/or assist teachers and students with monitoring
responses, is a tool that shifts the responsibility from the teacher
to the student (King-Sears, 2008). Students develop increased independence and learn strategies that will serve them as they progress
through their school career. With guidance, students can be taught
to self-monitor academic and behavioral performance (e.g., they
can learn to monitor their own level of attention, which may include
on-task behaviors or engagement with lesson material).
Teaching students to self-monitor is an on-going process that
requires frequent feedback, evaluation from teachers, and possibly
reevaluation of goals and progress. Teachers should work collaboratively with students who under- or overrespond to set goals for
a predetermined period of time or for a class block. Goals can focus on the number of questions or problems that will be solved,
the number of times students will raise their hand to participate,
or the percentage of time students hope to demonstrate active attention during lectures. After reasonable and attainable goals have
been mutually agreed on by the student and teacher, the next step
is for the student to learn to track progress. A monitoring card, basic spreadsheet, or Google document used across settings (Blood,
2011) can be utilized. Other resources, such as commitment cards
and self-monitoring cards, can be found at iKidTools (http://
kidtools.org) and customized for individual students, including adolescents. Whatever the method, the self-monitoring process should
be easily used by both the student and teacher. As monitoring progresses, the teacher and student should discuss progress and adjust
goals as needed (King-Sears, 2008). Frequent checks of monitoring must occur early in the process so that a student can learn how
5
considered and which options should be eliminated or trashed. An
Agreement Circle is created by having each student stand in a circle
around the teacher or selected student. A statement is made. Students who agree with the statement step into the circle. The class
then discusses reasons for agreement or disagreement. Additional
options for cooperative grouping include the Three-Step Interview,
Reading Groups, Three Stay One Stray, Round Robin Brainstorming, and Think Aloud Pair Problem Solving, as outlined in Table 2.
Group work should include careful monitoring of student interactions by the teacher, and determinations should be made about
students’ ability to cooperate (Friend & Bursuck, 2008). Monitor
the capability of particular groups of students to interact positively
and contribute equally to cooperative learning. It may be necessary to assist groups or individual students with specific tasks or
to demonstrate activities for some groups. If groups struggle with
interacting positively or cannot work cohesively, they can be
reconfigured prior to planning subsequent cooperative learning
activities.
Several evaluation considerations regarding cooperative learning groups need to be addressed. Evaluate on individual and group
levels, carefully paying attention to both individual contributions
and final products. In addition, evaluate the interactions among
groups as they relate to sharing, encouraging, supporting, and respecting. Give students a voice in the assessment process by soliciting feedback (e.g., self-monitoring, self-assessment) about the
final product and the cooperative learning process (Mastropieri &
Scruggs, 2010). Consider each component as well as the whole process when factoring the final evaluation.
Table 2. Ideas for Cooperative Learning Groups
Group Type
Description
Three-Step Interview
Four-member teams group in two sets of partners. Members interview their partners about material covered in class,
asking clarifying questions. During the second step, partners reverse roles and the interviewer becomes the interviewee.
Finally, members share the information they gleaned from their partners with the entire team (Bromley & Modlo, 1997).
Reading Groups
In small groups, students create reading groups with assigned roles. Members serve as the reader, recorder, checker
(Johnson, Johnson, & Holubec, 1991), connector (connecting the information to everyday situations), questioner (analyzing text), or illustrator (Anderson & Corbett, 2008). Students rotate through these roles while reading and answering
corresponding questions.
Three Stay, One Stray
During group work, one member from each group shifts to another group to explain their progress and gather information from the other group. Members gain alternative views and perspectives through this sharing progress. Once
members have returned to their original groups, this process may be repeated with other “strayers” (Vidakovic & Martin,
2004).
Round Robin Brainstorming
Groups of four to six are asked a question with multiple answers. A group recorder is appointed, and after a predetermined amount of time to think, members of the team share responses in a round robin manner. Members continue to
provide answers in an orderly fashion until time is called (Bromley & Modlo, 1997).
Think Aloud Pair Problem-Solving
In groups of four, students work to solve a problem. Two of the members of the group are designated as problemsolvers and two are listeners. While working on a solution, the problem-solvers verbalize their thinking while the listeners may offer encouragement or offer suggestions if the problem-solvers ask for assistance. Roles may be reversed for
the next problem (Sormunen, 2008).
(continued on page 10)
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(Five Ways To, continued from page 9)
to accurately and correctly monitor goals. Teachers should expect
some errors when first initiating a self-monitoring system, as selfreporting may be difficult. For students to better understand their
progress in such systems, having them graph progress may also
prove beneficial because it offers a visual record of their performance. Such a visual representation of progress may contribute to
student motivation. Goals should be periodically monitored, adjusted, and incrementally increased as a way to increase student
participation. After the student reaches, maintains, and sustains a
desired participation rate, the self-monitoring device can be phased
out. See Figure 1 for an example of a self-monitoring chart.
Conclusion
A variety of student-, peer-, and teacher-directed strategies can be
used to increase student participation. Students with LD often exhibit insufficient participation rates and need support to successfully navigate whole-group instruction (Hamilton, Fuchs, Fuchs, &
Roberts, 2000). The aforementioned tips do not begin to address all
of the options that may be implemented. However, each provides a
means to increase student participation and ultimately support increases in academic achievement.
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Figure 1. Example of Self-Monitoring Chart
Student: _______________________________
Class: ___________________________
Date: _________________________________
Topic: ___________________________
Directions: Next to each question, respond with “yes,” “no,” or “partially” to indicate your task completion. Use the cues below each
question to help you make your decision.
Did I bring my materials?
Textbook:
Paper:
Pencil:
Do I know what assignments are due in the next 2 weeks?
Homework:
Projects:
Did I participate in class?
Asked questions
Answered questions
Submitted classwork assignments
Am I getting prepared for the next class?
Recorded homework assignment in agenda planned for upcoming
projects, quizzes, tests
Notes:
Total Yes:
Total No:
Total Partial:
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(continued on page 11)
(Five Ways To, continued from page 10)
Jitendra, A. K., Edwards, L. L., Sacks, G., & Jacobson, L. A. (2004). What
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Vidakovic, D., & Martin, W. O. (2004). Small-group searches for mathematical proofs and individual.
2011–2012 CLD Board of Trustees
Executive
Committee
President
Monica A. Lambert
Appalachian State University
lambertma@appstate.edu
President-Elect
Caroline Kethley
Southern Methodist University
ckethley@mail.smu.edu
Vice President
Silvana Watson
Old Dominion University
swatson@odu.edu
Past President
Carolina Dunn
Auburn University
dunncal@auburn.edu
Treasurer
Steve Chamberlain
The University of Texas at
Brownsville & Texas
Southmost College
steve.chamberlain@utb.edu
Secretary: Open
Parliamentarian
Tandra Tyler-Wood
University of North Texas
Tandra.Wood@unt.edu
Executive Director
Linda Nease
lneasecld@aol.com
Standing
Committee Chairs
Communications
Judy Voress
The Hammill Institute on
Disabilities
jvoress@hammill-institute.org
Conference Planning
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The University of Texas at Austin
brianrbryant@aol.com
Diversity
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George Mason University &
Fairfax County Schools
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The University of Texas at
Brownsville & Texas
Southmost College
steve.chamberlain@utb.edu
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Open position
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Sarah Semon
University of Northern Iowa
sarah.semon@uni.edu
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kyle.hughes@yahoo.com
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Liaison
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Towson University
rstrosnider@towson.edu
LDQ Co-Editors
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Southern Methodist University
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kmcbr41457@aol.com
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The University of Missouri
thomascat@missouri.edu
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richard.evans@angelo.edu
CLD Information Central
CLD Mission, Vision, & Goals
Mission Statement: The Council for Learning Disabilities
(CLD) is an international organization that promotes evidencebased teaching, collaboration, research, leadership, and advocacy. CLD is composed of professionals who represent diverse
disciplines and are committed to enhancing the education and
quality of life for individuals with learning disabilities and others who experience challenges in learning.
Vision Statement: Our vision is to include all educators,
researchers, administrators, and support personnel to improve
the education and quality of life for individuals with learning
disabilities and others who experience challenges in learning.
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External Goals
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and values individual differences.
Contact Information
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phone: 913-491-1011 • fax: 913-491-1012
Executive Director: Linda Nease
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