S7 E03: When not to differentiate: A guide to small-group instruction with Jamey Peavler

<p>This season is all about tackling the hard stuff, and there is no harder pill to swallow than being told by a student that you don&apos;t know how to teach reading—especially when you realize they&apos;re right! After this happened to Jamey Peavler, Co-Director in the Reading Science Graduate Program at Mount St. Joseph University, she leaned in and took the opportunity to completely rethink her approach to literacy instruction. Now, her research focuses on maximizing small-group instruction. In this episode, she&apos;ll share her findings and her advice, as well as some best practices for small-group instruction and balancing small- and whole-group work.<br/><br/><b>Show notes:</b></p><ul><li>Book: <a href='https://www.amazon.com/Explicit-Instruction-Effective-Efficient-Special-Needs-ebook/dp/B00H858KXE?ref_=ast_author_mpb'><em>Explicit Instruction: Effective and Efficient Teaching</em></a> by Anita L. Archer and Charles A. Hughes</li><li>Graphic: <a href='https://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/IH_matrix.pdf'>Instructional Hierarchy: Matching Interventions to Student Learning Stage </a>(Haring, et al., 1978)</li><li>Webinar: <a href='https://www.youtube.com/watch?v=Uu70xJqy8jE'>Maximizing the Benefits of Small-Group Instruction with Jamey Peavler</a></li><li>Book: <a href='https://www.amazon.com/Success-Factors-Literacy-Intervention-Elementary/dp/1416626174'><em>10 Success Factors for Literacy Intervention: Getting Results with MTSS in Elementary Schools</em></a> by Susan L. Hall</li></ul><p><b>Quotes:<br/><br/></b>“We have this mindset of that small-group differentiated golden standard, but there&apos;s a certain amount of instruction, again, [that] all kids need and there isn&apos;t a lot of difference between those things.” —Jamey Peavler</p><p>“There&apos;s a certain amount of proactive, preventative foundation-building work that should be done for all kids. We can do that more efficiently in a whole-group setting and then reserve that small-group setting for what