Using Pupil Feedback to Assess the Impact of Teacher Presentation Style on Mainstreamed Students with Learning Disabilities
Abstract
Simple, formative pupil feedback was collected after instruction in regular classes which served students with learning disabilities. Feedback from all students was significantly different after a lecture than after a small group, student-centered learning activity, indicating that students are more likely to internalize learning in the latterformat However, the feedback from students with learning disabilities after student-centered activities demonstrated that these students focused on the teacher rather than on their peers and were more likely to report irrelevant comments than content-oriented comments. Results suggest that students with learning disabilities need to be better prepared to participate in small group learning activities. Three strategies are recommended.
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