DOCUMENT RESUME ED 421 839 EC 306 601 Cardona, Cristina; Artiles, Alfredo J. AUTHOR Adapting Classwide Instruction for Student Diversity in TITLE Math. 1998-00-00 PUB DATE 24p.; Paper presented at the Annual Convention of the NOTE Council for Exceptional Children (Minneapolis, MN, April 15-18, 1998). Speeches/Meeting Papers (150) Reports PUB TYPE Research (143) EDRS PRICE MF01/PC01 Plus Postage. *Educational Strategies; English (Second Language); Foreign DESCRIPTORS Countries; Grade 1; *Heterogeneous Grouping; Hispanic Americans; Instructional Effectiveness; *Language Minorities; *Learning Disabilities; *Mathematics Instruction; Minority Group Children; *Peer Teaching; Primary Education; Spanish Speaking; Urban Schools IDENTIFIERS Latinos ABSTRACT This paper reports the findings of a study that assessed the effect of two classwide instructional grouping adaptation strategies on the math performance of English-language Latino learners in an urban public school in the Southwestern United States. An ABAB within-case design was implemented over a 12-week period to contrast the effectiveness of these adaptation strategies on the math performance of 19 low-, average-, and high-achieving first grade Latino students (ages 6-8). All instruction was conducted in Spanish, with the exception of 35 minutes in which students received English-as-a-Second-Language instruction. In Phase A, students worked independently in small heterogeneous groups of 4-5 high-, average-, and low-achieving students. In Phase B, peer tutoring was used following a teacher-led instruction. Dyads included students with different performance levels; students in each dyad alternated roles as tutors and tutees. Student math achievement was assessed for the whole group as well as for distinct performance level subgroups. The results indicated the students' math performance was significantly higher during the peer tutoring phases than when in heterogeneous small groups. (CR) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** ADAPTING CLASSWIDE INSTRUCTION FOR STUDENT DIVERSITY IN MATH Cristina Cardona University of Alicante, Spain Alfredo J. Artiles University of California, Los Angeles U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS EDUCilONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) his document has been reproduced as tA.a.:tsitN) 4 c_A-e-poNiPt received from the person or organization originating it. 0 Minor changes have been made to improve reproduction Quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this doCir INFORMATION CENTER (ERIC) ment do not necessarily represent official 1 OERI position or policy. 0 Paper presented at the 1998 Annual Convention of The Council for Exceptional Children Minneapolis, MN a 1 (Y) ABSTRACT This study assessed the impact of two classwide instructional grouping adaptation strategies (heterogeneous small groups v. peer tutoring) on the math performance of English-language Latino learners. An ABAB within-case design was implemented over a 12-week period to contrast the effectiveness of these adaptation strategies on the math performance of 19 low-, average-, and high-achieving first- grade Latino students. Student math achievement was assessed for the whole group as well as for distinct performance level subgroups. The results suggest students' math performance was significantly higher during the peer tutoring phases. 2 INTRODUCTION The changing demographics of the student population require that teachers make instructional adaptations to address the diverse needs of their students. Unfortunately, research suggests that although most teachers perceive instructional adaptations as desirable and effective, teachers only perceive as reasonable and feasible those adaptations that require minimal preparation and benefit the whole class (e.g., grouping strategies) (Scott et al., 1998). However, there is little evidence about the effectiveness of such strategies. We know little about the differential impact of distinct instructional adaptations. Typically, studies include a range of adaptations but little attention has been given to their relative effect on student performance, and specifically, on groups of students with different performance levels. Moreover, few studies have been conducted with linguistic minority students in bilingual programs. This is indeed a critical area of inquiry given the increasingly large population of linguistic minority students who are entering the general education system and who are at risk for school failure. This study was designed to address these limitations. 3 RESEARCH QUESTIONS 1) What is the effect of two classwide adaptive instructional grouping strategies (heterogeneous small-group v. peer tutoring) on the math performance of first-grade linguistic minority students? 2) Does the impact of these adaptation strategies vary according to the performance levels of first-grade linguistic minority students? 4 METHOD Participants and Context bilingual This study was conducted in a transitional school in the education classroom located in an urban public classification of Southwestern United States. The language participating students was NE (non English speakers). All of instruction was conducted in Spanish, with the exception English-as-a-Second- 35 minutes in which students received Language instruction. The sample was comprised of 19 Latino first-grade students (6 males and 13 females). Ages ranged from 6 to 8 (average = 6.11). All participating students received years old free lunch. The students in this classroom had the lowest achievement level of the school's six first-grade sections. Five students (26%) were repeating the first grade but no one received special education services. The school followed a year-round calendar and served a predominantly ethnic minority population (about 50% black and 50% Latino). The classroom was staffed by a certified Spanish bilingual teacher and her assistant. The teacher held a Ph.D. in education and had 22 years of teaching experience in regular, special education, and college programs. She had also worked as a school psychologist. The teacher assistant possessed a high school degree and had 2 years of classroom experience. 5 6 Procedures and Design We used the numerical Student Performance Level. (Bateria de Aptitudes aptitude subtest of the BADYG-B 1984) to group students Diferenciales y Generales) (Yuste, in low, average, and high according to their performance is a math achievement achieving status. The BADYG-B Reportedly, this test is standardized test developed in Spain. Arithmetic Subtest (r = .48) and correlated with the WISC's (KR-21 coefficient = .77; with student math grades (r = .54) The numerical Spearman-Brown = .86) (Yuste, 1984). basic aptitude subtest covers the following content: problems (9 items), quantitative concepts (6 items), addition repeated addition (5 items), subtraction problems (11 items), classification (3 items). grouping (1 item), and object needs were assessed with Content of Instruction. Student several topics from curriculum-based test. The test covered a validity was assessed by the first grade curriculum. Content math curriculum comparing the test with the district's core series adopted in the school for first grade and the basic math al., 1991). The assessment for this grade level (Burton et the most significant needs in results suggested students had operations. Hence, the instruction the areas of numeration and these two content implemented during the study focused on in Appendix 1). The selected content was areas (see contents facilitate student learning. broken down in small sequences to 7 7 Design. We used an ABAB within-case design. The study was conducted over a period of 12 weeks during math instruction; each phase lasted three weeks. Two grouping strategies were used throughout the study: Phase A. We implemented heterogeneous small-group instruction during this condition. A lesson typically consisted of a 15-minute lecture in which the instructor explained a concept, demonstrated the sequence of steps needed to solve provided examples. For the next 30 minutes, a problem, and students worked independently in small heterogeneous groups. The groups were comprised of 4-5 high-, average- and low-achieving students. Students used manipulatives and worksheets. Lastly, students took a curriculum-based test which was typically completed in 10-15 minutes and included 12-15 items. Phase B. The grouping strategy used in this condition was peer tutoring. A typical lesson included a teacher-led segment similar to what was described in phase A. Peer tutoring was used during the subsequent practice segment. Dyads included students with different performance levels. Students in each dyad alternated roles as tutors and tutees and followed a 2/3-step sequence that was printed on cards to complete the math exercises. Similar to phase A, students took a test at the end of the period. 9 8 RESULTS 1) What is the effect of two classwide adaptive instructional grouping strategies (heterogeneous small-group v. peer tutoring) on the math performance of first-grade linguistic minority students? The overall results indicated that student math performance in numeration and operations was higher during the peer tutoring phases (see Figures 1 and 2). The performance in numeration tests was significantly different = 3.54; N = 19;p < .000) and between phases Al and B1 (Z between A2 and B2 (Z = - 3.62; N = 19; p < .000). A similar pattern was observed in operations tests between Al and B1 (Z= 3.70; N = 19; p < .000) and A2 v. B2 (Z = - 3.82; N = - 19;p < .000). 2) Does the impact of these adaptation strategies vary according to the performance levels of first-grade linguistic minority students? All subgroups obtained significantly higher scores in the math tests during the peer tutoring phases of the study (see Tables 1 and 2). The only exception was the low-achieving group's performance in numeration tests between the phases A2 and B2. 1 0 9 CONCLUSIONS It was reasonable and feasible to implement classwide grouping strategies in a bilingual education classroom. Heterogeneous small-group instruction and peer tutoring had a positive effect on linguistic minority students' math performance. Peer tutoring had a greater impact on students' math performance. This effect was observed on both the whole group and the low-, average-, and high- achieving subgroups. Future studies should assess the impact of interventions that combine classwide and individualized adaptation strategies. Such approach can assist educators to address simultaneously the multiple and unique educational needs of diverse students. 12 I 0