Classroom strategies for helping low-achieving students meet standards
Research shows that student success or failure
depends, in large part, on what goes on in the classroom (see the
School quality vs.
student background page). In 2002, McREL researchers synthesized
current research on classroom strategies to identify those that
are most effective in raising the achievement of students who are
low achieving or at risk of failure. This synthesis of research
identified the following six general classroom strategies:
The most effective approach is likely a combination of
behaviorist and constructivist strategies. The desired outcome
should guide the choice of strategy.
Cognitively oriented instruction
The teacher uses cognitive or "how-to" strategies (e.g., teaching
steps to solve a math problem) or metacognitive strategies that
involve thinking about one's own thinking (e.g., planning, monitoring,
revising, etc.)
Reading instruction-Metacognitive strategies (such as
coding text) might be best.
Writing instruction-A combination of a cognitive strategy
(drafting) and a metacognitive strategy (self-assessment)
might be best.
Mathematics instruction-A metacognitive strategy (comparison
to similar problems and solutions) followed by opportunities
to test patterns might be best.
Small-group instruction
The teacher divides the classroom into small (mixed- or like-ability)
groups of students for instruction, differentiation, or cooperative
learning.
Mixed-ability grouping can be an effective strategy.
A teacher must be well-prepared and trained to effectively
use mixed-ability grouping.
Available, limited research suggests like-ability grouping
has a positive effect.
Tutoring
Personal, intense interaction between a tutor and tutee.
Tutoring is an effective strategy for low-performing students.
Tutoring programs should have a strong diagnostic and
prescriptive element.
Once trained, individuals of various ages and level of
education can be effective tutors.
Tutoring sessions should be evaluated on a continual basis.
Finding quality tutors, availability of instructional
space and materials, and instructional session scheduling
are all concerns to be addressed.
Peer tutoring
Students (paired randomly or by test scores) tutor one another
and/or support each other's learning.
Peer tutoring can be effective with at-risk students,
particularly at the basic skills level.
Teachers should carefully instruct and monitor students
when they use peer tutoring programs.
Peer tutoring sessions should be highly structured.
Computer-assisted instruction
Students work on software packages ranging from word processing
to skill practice to programming.
CAI is effective for meeting the needs of at-risk students.
CAI is probably more effective in math than reading or
writing.
