Evidence-Based Practices for Different Disabilities and Learning Styles

This document provides evidence-based practices for different disabilities and learning styles such as Emotional Behavior Disorder (EBD), Autism Spectrum Disorder (ASD), Specific Learning Disability (SLD), Speech Impaired (SI), and more. It includes strategies, methods, beneficiaries, multiple intelligence focus, age level appropriateness, subject areas, and step-by-step processes for implementation in the classroom. The document also explains how ELL students are accommodated using each strategy/method.

1
ESE 515 Critical Assignment Two
Evidence Based Practices
Nicola Gomez
Lynn University

EVIDENCE EVIDENCE-BASEDS 2
Table of Contents
Category Strategy/Method Page
Disability Type:
Emotional Behavior Disorder (EBD) Possible Selves
Autism Spectrum Disorder (ASD) Social Stories
Autism Spectrum Disorder (ASD) Mind Reading
Specific Learning Disability Fundamentals/Proficiency in the
Sentence Writing Strategy
Speech Impaired (SI) Picture Exchange Communication
System (PECS)
Processing Deficit:
Visual & Auditory Hop, Skip, & Jump
Visual & Auditory Fast ForWord
Visual & Auditory Brain Gym
Visual Lexia Cross-Trainer
Visual Cloze Notes

EVIDENCE EVIDENCE-BASEDS 3
School Level:
Preschool: Literacy Express
Elementary School: Literature Logs
Middle School: Odyssey Math
High School: Algebra Nation
Student Engagement:
Catergroy Class Dojo
Catergory Plickers
Category Response Boards
Categroy Quizlet
Catergory Kahoot
Flexible Grouping:
Catergory Cooperative Learning
Catergroy Buddy Grouping

EVIDENCE EVIDENCE-BASEDS 4
Catergory Think, Pair, Share
Disability Type: Emotional Behavior Disorder (EBD)
Method and title of the strategy Possible Selves: Nurturing Student Motivation
Beneficiaries of this strategy and
method
All students and teachers.

EVIDENCE EVIDENCE-BASEDS 5
Learning Style/Multiple
Intelligence Focus
Visual & Auditory
Age Level (s) appropriateness Students in grade two through college
Subject Area(s) it will support All subject areas are supported as it is designed to give
students and teachers a method for identifying a student’s
strengths, goals, and steps to achieve those goals.
Step by step process for use and
implementation in the classroom:
Involves six components: Discovering, Thinking,
Sketching, Reflecting, Planning, and Working.
Reasons why you choose to use
this strategy?
The SIM Strategy. According to this strategy, students
scored significantly higher compared to students in the
control group.
How are ELL students
accommodated using this
strategy/method?
ELL students also benefit by using curriculum accessories
such as flashcards, games and study tools (quizlet).
Partner and small group work ( in native language) is
encouraged.
Disability - Autism Spectrum Disorder
Method and title of the strategy Social Skills Training: Social Stories
Beneficiaries of this strategy and
method
ASD, EBD, InD, Language Processing Disorder
Multiple intelligence
focus/learning style
Visual
Auditory
Appropriate age level(s) All children and adults with ASD, LI, EBD,and/or IND
Support subject area(s) All subject areas
Step by step process to be used for
the implementation in the
classroom:
Appropriate social cues are described using social stories
which are used as a model of a proper social interaction.
Reasons why you choose to use Social skill deficits have been linked to: poor academic

EVIDENCE EVIDENCE-BASEDS 6
this strategy? performance, peer rejection, isolation, social anxiety, and
depression.
How are ELL students
accommodated using this
strategy/method?
Social stories are personalized and customized to each
individual depending on their needs.
Disability - Autism Spectrum disorder
Method and title of the strategy Mind Reading (Interactive guide to emotions)
Beneficiaries of this strategy and
method
All individuals who require extra instruction in emotional
identification: ASD, EBD, InD, Language Processing
Disorder
Multiple intelligence
focus/learning style
Visual
Kinesthetic
Appropriate age level(s) Age 5 to adult
Support subject area(s) All content areas
Step by step process to be used
for the implementation in the
classroom:
An interactive software for mind reading is designed to
help individuals recognize emotion through the use of
lessons, voice recordings, photographs and video clips.
Reasons why you choose to use
this strategy?
Social skills deficits is liked to: depression, social anxiety,
isolation, peer rejection, and poor academic performance.
How are ELL students
accommodated using this
strategy/method?
Mind Reading software is divided into various forms of
help and six levels of complexity. Students may work
individually or with a partner (speaking in native
language).
Disability - Specific Learning Disability
Method and title of the strategy Proficiency/fundamentals in the sentence writing strategy.
Beneficiaries of this strategy and
method
Beneficiaries of this method or strategy are all students
who do not understand terms and basic concepts.

EVIDENCE EVIDENCE-BASEDS 7
Multiple intelligence
focus/learning style
Visual, Auditory, & Kinesthetic
Appropriate age level(s) Prerequisite: Students must perform at the independent,
third grade reading level.
Support subject area(s) All subjects
Step by step process to be used for
the implementation in the
classroom:
The curriculum contains a student materials book and an
instructors manual book. Learning Sheets are to be used
in conjunction with scripted lessons found in the
instructor’s manual. Individual feedback is to be given
after each practice attempt until students master the skills
at each level.
Reasons why you choose to use
this strategy?
SIM Strategy. Students consistently produce written
products that contain 100 percent complete sentences and
at least 40 percent complicated sentences.
How are ELL students
accommodated using this
strategy/method?
Rapid-fire questioning techniques recommended in
lessons provides ELL learners additional opportunities to
express their knowledge.
Disability - Speech Impaired
Method and title of the strategy Picture Exchange Communication System (PECS)
Beneficiaries of this strategy and
method
ASD, Speech Impaired, Other Health Impairment, InD,
Developmentally Delayed,
Multiple intelligence
focus/learning style
Visual, Verbal, Kinesthetic
Appropriate age level(s) Pre-Kindergarten to High School
Support subject area(s) Communication
Step by step process to be used for
the implementation in the
classroom:
Non-verbal and speech impaired students use pictures to
communicate their needs. Therapists and teachers instruct
students on how to correlate the individual pictures with

EVIDENCE EVIDENCE-BASEDS 8
their needs.
Reasons why you choose to use
this strategy?
The strategy allows students to be an active participant in
the class and socially with their peers.
How are ELL students
accommodated using this
strategy/method?
ELL students greatly benefit from PECS. Students are
able to connect a visual with an unknown words in both
their native and new language.
Processing Type - Visual & Auditory Processing
Method and title of the strategy Hop Skip & Jump
Beneficiaries of this strategy and
method
Auditory Processing Disorders, Developmentally Delayed,
SLD, ELLs, Struggling Readers
Multiple intelligence
focus/learning style
Visual, Auditory, & Game-based
Appropriate age level(s) Pre-Kindergarten to Kindergarten
Support subject area(s) Reading
Step by step process to be used for
the implementation in the
classroom:
The students are assigned activities based on their baseline
level. The program uses auditory and visual lessons to
transition the students from print awareness to paragraph
reading through technology. After the online module,
students work in their activity book to reinforce the lessons
they did on the computer.
https://soundreading.com/great-adventures-books-hop-
skip-jump-away/
Reasons why you choose to use
this strategy?
Teachers can assign activities based on each students level.
How are ELL students
accommodated using this
strategy/method?
The program offers a section specifically for ELL learners
that focuses on obtaining language the way native speakers
do, hear the sound - match it with the letter- read.

EVIDENCE EVIDENCE-BASEDS 9
Processing Type - Auditory & Visual Processing
Method and title of the strategy Fast ForWord
Beneficiaries of this strategy and
method
Struggling Readers, SLD, Auditory & Visual Processing,
ASD, ELLs
Multiple intelligence
focus/learning style
Visual, Auditory, & Game-based
Appropriate age level(s) K-12
Support subject area(s) Reading
Step by step process to be used for
the implementation in the
classroom:
This reading program targets students who are reading
below grade level and have processing weaknesses. The
online, game-based reading activities focus on
phonological awareness and letter recognition (elementary)
and advanced reading comprehension (secondary). s/fast-
forword
Reasons why you choose to use
this strategy?
We chose this program because the research shows that
students can achieve a 1 to 2 year gain in reading skills by
following the rigorous program, five-days-a-week for 8 to
12 weeks. There are also detailed reports built into the
program that track student data and breakdown the
student’s reading strengths and weaknesses by common
core standards.
How are ELL students
accommodated using this
strategy/method?
ELL students are using game-based activities to acquire
language.

EVIDENCE EVIDENCE-BASEDS 10
Processing Type - Auditory & Visual Processing
Method and title of the strategy Brain Gym
Beneficiaries of this strategy and
method
All Learners - SLD, ASD, IND, Developmentally
Delayed, Processing Deficits
Multiple intelligence
focus/learning style
Visual, Kinesthetic, & Musical
Appropriate age level(s) All Ages
Support subject area(s) All Subjects
Step by step process to be used for
the implementation in the
classroom:
Trained instructors model the twenty-six kinesthetic
movements to students.
http://braingym.org
Reasons why you choose to use
this strategy?
Research has shown that it brings about improvements in
concentration and focus, memory, all academics, physical
coordination, relationships, self-responsibility,
organization skills, and attitude.
How are ELL students
accommodated using this
strategy/method?
There is no need for ELL accommodations since physical
movement is a universal language. Students can mimic the
instructors movement through visual observations.
Processing Type - Visual Processing
Method and title of the strategy Lexia Cross-Trainer
Beneficiaries of this strategy and
method
Visual Processing Disorder, ASD, SLD, Executive
Functioning Disorder, ADHD, Dyslexia, Memory-deficits
Multiple intelligence
focus/learning style
Visual & Game-based
Appropriate age level(s) 7 through adult
Support subject area(s) All subjects
Step by step process to be used for
the implementation in the
classroom:
Cross-Trainer is a game-based program that focuses on
strengthening critical thinking, memory, and problem-
solving abilities.
http://www.lexialearning.co.nz/crosstrainer.html

EVIDENCE EVIDENCE-BASEDS 11
Reasons why you choose to use
this strategy?
Cross trainer software is important especially for students
with concentration, processing and visual memory issues.
How are ELL students
accommodated using this
strategy/method?
There are no specific accommodations for ELL students
due to the program being centered around logical-
reasoning and visual-spatial skills rather than language.
Processing Type - Visual Processing
Method and title of the strategy Cloze Notes
Beneficiaries of this strategy and
method
SLD, Processing Deficits (especially dyslexia),
Orthopedic Impairment, Other Health Impairment, ELL
Multiple intelligence
focus/learning style
Visual and Spatial
Appropriate age level(s) Elementary - Adulthood
Support subject area(s) All Subjects
Step by step process to be used for
the implementation in the
classroom:
Teachers modify notes by eliminating key words and
replacing them with blanks. Students fill in the blanks
during the delivery of content.
Reasons why you choose to use
this strategy?
This is a universal strategy that can be implemented
across all grade levels, subjects and effective for students
without disabilities as well.
How are ELL students
accommodated using this
strategy/method?
ELL students are accommodated through the minimized
copying of notes.

EVIDENCE EVIDENCE-BASEDS 12
EBP in Content Area by School Level - Pre-K - Reading
Method and title of the strategy Literacy Express
Beneficiaries of this strategy and
method
All students (General Ed, ESE, 504, ELL)
Learning Style/Multiple
Intelligence Focus
Visual, Tactile, Auditory, Kinesthetic
Age Level (s) appropriateness Pre-K (3-5 years old)
Subject Area(s) it will support Early Language and Literacy Skills - Phonological, Print
Awareness, and Vocabulary
Step by step process to be used for
the implementation in the
classroom:
The curriculum is broken down into ten units and each unit
has a bucket of manipulatives that correspond.
https://ies.ed.gov/ncee/wwc/EvidenceSnapshot/288
Reasons why you choose to use
this strategy?
The strategy is very regimented and easy to use. The
teacher guides are explicit and the planning guide helps a
teacher determine which order to teach each unit.
How are ELL students
accommodated using this
strategy/method?
ELL students are accommodated through the use of
manipulatives and the segmented lessons that are provided
in a small group setting.
EBP in Content Area by School Level - Writing Elementary School
Method and title of the strategy Instructional Conversation and Literature Logs
Beneficiaries of this strategy and
method
ELL students, SLD, ASD, Speech Impaired &
Language Impaired
Multiple intelligence
focus/learning style
Verbal-Linguistic, Auditory
Appropriate age level(s) Grades 2-5
Support subject area(s) Writing and Reading Comprehension

EVIDENCE EVIDENCE-BASEDS 13
Step by step process to be used for
the implementation in the
classroom:
Acting as facilitators, teachers engage students in
discussions about stories, key concepts, and related
personal experiences, allowing students to appreciate and
build on each others’ experiences, knowledge, and
understanding.
https://ies.ed.gov/ncee/wwc/Intervention/245
Reasons why you choose to use
this strategy?
We love how the students are able to use their personal
experiences and apply it to what they are learning in the
classroom. Then they share what they wrote with their
peers to allow good connection.
How are ELL students
accommodated using this
strategy/method?
ELL students develop reading comprehension and language
proficiency through discussions with peers.
EBP in Content Area by School Level - Math Middle School
Method and title of the strategy Odyssey Math
Beneficiaries of this strategy and
method
SLD & ASD
Multiple intelligence
focus/learning style
Visual
Logical/Mathematical
Appropriate age level(s) Grades 4-8
Support subject area(s) Math

EVIDENCE EVIDENCE-BASEDS 14
Step by step process to be used for
the implementation in the
classroom:
Odyssey Math is a web-based program that is individually
tailored for every student. Each student begins with a pre-
assessment to determine their current level. Then the
program generates a sequence of math topics based upon
the results of the diagnostic assessment. Teachers can
choose to modify the lessons to fit the individual needs of
each student.
https://ies.ed.gov/ncee/wwc/Intervention/652
Reasons why you choose to use
this strategy?
We have personally seen this program implemented and
the success of the students from the beginning of the
program to the end is unparalleled.
How are ELL students
accommodated using this
strategy/method?
ELL students are accommodated through the tailoring of
individual lessons and the self-pacing aspect.
EBP in Content Area by School Level - High School
Method and title of the strategy Algebra Nation (online resource)
Beneficiaries of this strategy and
method
All learners of Algebra 1, Geometry and Algebra 2
Learning Style/Multiple
Intelligence Focus
Auditory, Visual, & Kinesthetic
Students are able to choose their instructors based on the
videos which contains study experts who covers the same
materials but uses different style and different speed
according to their learning style.
Age Level (s) appropriateness All learners of Algebra 1, Geometry, and Algebra 2.
Subject Area(s) it will support Algebra 1, Geometry, Algebra 2
Step by step process for use and
implementation in the classroom: Students use workbooks and videos assigned to them by

EVIDENCE EVIDENCE-BASEDS 15
their teachers according to their learning
needs.https://www.algebranation.com/fl/what-is-algebra-
nation/?ref=parents
Reasons why you choose to use
this strategy? Algebra Nation involves highly personalized learning,
improves student engagement and achievement. There was
an improvement rate of 7% statewide on Florida´s Algebra
1 during the end of course exam.
How are ELL students
accommodated using this
strategy/method?
Presented in a self-paced interactive platform where
students may interrupt instruction, practice, and return to
the instructional videos.
EBP in Content Area by School Level - Middle to High School Science
Method and title of the strategy Chemistry that Applies
Beneficiaries of this strategy and
method
All students (General Ed, ESE, 504, ELL)
Multiple intelligence
focus/learning style
Kinesthetic, Logical, Social, & Visual
Appropriate age level(s) Middle - High School
Support subject area(s) Science
Step by step process to be used for
the implementation in the
classroom:
The use of this strategy is designed to help students in
grade 8 to 10 in understanding conversion of matters and
the law. There are four clusters in this strategy which
consist of 24 lessons.
https://ies.ed.gov/ncee/wwc/Intervention/776
Reasons why you choose to use
this strategy?
We liked how the program incorporated group group, data
collection and analysis, and finally evidence based
arguments.

EVIDENCE EVIDENCE-BASEDS 16
How are ELL students
accommodated using this
strategy/method?
ELL students can be grouped with native speakers to assist
with experiments.
EBP in Content Area for Student Engagement
Method and title of the strategy Class Dojo
Beneficiaries of this strategy and
method
Visually Impaired, ADD/ADHD, Speech Impaired,
Language Impaired, ASD, IND, Deaf and Hard of
Hearing, EBD, SLD, ELL
Multiple intelligence
focus/learning style
Visual, Auditory, Verbal, Logical, Social or Solitary
Appropriate age level(s) Kindergarten-Eighth Grade
Support subject area(s) All subject areas
Step by step process to be used for
the implementation in the
classroom:
Classdojo is available for free for all teachers. It is a
communication app that creates an open communication
between educators, parents and students. Messages can
be sent and photos/videos(with parent consent) to share
what is done in the classroom.
https://www.commonsense.org/education/website/
classdojo
Reasons why you choose to use
this strategy?
The strategy is good way for teachers to give positive
reinforcement to students and get immediate feedback.
How are ELL students
accommodated using this
strategy/method?
Parents can change the messages in settings to their native
language. They can use the visuals and sounds to help
students quickly and easily understand their points.
EBP in Content Area for Student Engagement
Method and title of the strategy Plickers
Beneficiaries of this strategy and
method
ADD/ADHD, Speech Impaired, Language Impaired, ELL,
EBD, ASD, InD, Deaf and Hard of Hearing, SLD
Multiple intelligence
focus/learning style
Auditory, Visual and Kinesthetic
Appropriate age level(s) Third - Middle School Level

EVIDENCE EVIDENCE-BASEDS 17
Support subject area(s) Any content area where lessons can be answered to
review information.
Step by step process to be used for
the implementation in the
classroom:
The students hold up their response cards using with side
A or side B to answer the questions. The teacher will then
scan their cards with a device. Their data is tracked and
teachers can organize, analyze and drive instruction based
on student results.
https://www.commonsense.org/education/app/plickers
Reasons why you choose to use
this strategy?
Teachers can use this tool for warm ups, quick checks,
exit tickets or to track data.
How are ELL students
accommodated using this
strategy/method?
The teacher gets the rapid responses and can determine
which students need more practice, and who is ready to
move forward.
EBP in Content Area for Student Engagement
Method and title of the strategy Response Boards
Beneficiaries of this strategy and
method
All Students
Multiple intelligence
focus/learning style
Visual, Kinesthetic
Appropriate age level(s) All Ages
Support subject area(s) All Subjects
Step by step process to be used for
the implementation in the
classroom:
The teacher can assess student knowledge based on
engagement. Assessment can be done from the studentś
answers provided on the whiteboards when answering
oral questions asked by the teacher.
Reasons why you choose to use
this strategy?
This is an easy, low-tech strategy that does not need
advanced planning. Teachers can easily implement the
activity on quick notice to ensure student comprehension
and engagement. The strategy can be used as a warm up,
during delivery of a lesson, or as a wrap up1.
How are ELL students ELL students are accommodated through a strategy called
1 LoBiondo-Wood, Geri, and Judith Haber. Nursing Research-E-Book: Methods and Critical Appraisal for
Evidence-Based Practice. Elsevier Health Sciences, 2014.

EVIDENCE EVIDENCE-BASEDS 18
accommodated using this
strategy/method?
alternative responses. Students are able to show their
knowledge through a various method.
EBP in Content Area for Student Engagement
Method and title of the strategy Quizlet
Beneficiaries of this strategy and
method
Auditory and Visual processing, ADD/ADHD, EBD,
ASD, InD, Deaf and Hard of Hearing, Speech Impaired,
Language Impaired, ELL, SLD
Multiple intelligence
focus/learning style
Visual, Auditory, Verbal, Logical, Kinesthetic,
and Social or Solitary
Appropriate age level(s) 3rd grade-High School
Support subject area(s) All-students can choose to search by subject, content or
create their own study lists
Step by step process to be used for
the implementation in the
classroom:
Students can create a free account. They simply search
www.quizlet .com and choose a username, password and
picture. They can search the thousands of created
materials or create their own. They can put in subject,
grade or activity and quizlet searches its inventory that
closely matches the search.
https://www.commonsense.org/education/website/quizlet
Reasons why you choose to use
this strategy?
This site is an interactive engaging way to study terms,
units, or content from a variety of subjects and grades. It
is easy to use to create lists.
How are ELL students
accommodated using this
strategy/method?
Answers can be read aloud to students so they can hear
the correct pronunciation of words or terms, thus helping
ELL students become more independent and confident
learners.
EBP in Content for Student Engagement
Method and title of the strategy Kahoot
Beneficiaries of this strategy and Auditory and Visual processing, ADD/ADHD, EBD,

EVIDENCE EVIDENCE-BASEDS 19
method ASD, InD, Deaf and Hard of Hearing, Speech Impaired,
Language Impaired, ELL, SLD
Multiple intelligence
focus/learning style
Visual, Auditory, Verbal, Logical, Kinesthetic,
and Social or Solitary
Appropriate age level(s) Kindergarten-Middle School
Support subject area(s) Science, Math, History, ELA, memory games, brain
teasers,
Step by step process to be used for
the implementation in the
classroom:
Teachers can students to sign up for Kahoot.com and pick
a game or use the navigation bar to pick a game type.
They can add details , settings and questions and save
their work. This tool allows teachers to interact with their
students using a device.Teachers can give quizzes,
discussions or surveys.
https://www.commonsense.org/education/website/kahoot
Reasons why you choose to use
this strategy?
This platform is free and has tons of learning games and
public Kahoots available to search. It’s simple to use,
engaging, diverse, and global.
How are ELL students
accommodated using this
strategy/method?
ELL students can work on fluency and sight word work
by playing kahoot games making learning to be fun.
EBP in Content Area for Flexible Grouping
Method and title of the strategy Cooperative Learning
Beneficiaries of this strategy and
method
Auditory, Visual, ADD/ADHD, EBD, ASD, InD,
ELL,SLD, Deaf and Hard of Hearing, Speech Impaired,
Language Impaired
Multiple intelligence
focus/learning style
Visual, Auditory, Verbal, Logical, Kinesthetic,
and Social
Appropriate age level(s) All students grades: Kindergarten through High School.
Support subject area(s) All content subjects including but not limited to: English,
Science, History, Math, Reading, and electives. Learning
Strategies, Critical Thinking and Social Skills classes can
benefit from cooperative learning groups.

EVIDENCE EVIDENCE-BASEDS 20
Step by step process to be used for
the implementation in the
classroom:
Students take on different roles and tasks according to
their ability and skills, with interdependence placed into
the activity. Students can be grouped based on similar
levels of ability, language or skill; goal of the lesson,
student characteristics/personalities, instructional levels,
students strengths and challenges, time and environmental
factors.
https://www.teachervision.com/professional-
development/cooperative-learning
Reasons why you choose to use
this strategy?
The strategy is important because it helps all students
learn how to interact and work together.
How are ELL students
accommodated using this
strategy/method?
ELL students can be paired with students who will be a
good role model and infuse the language and explanations
into their group.
EBP in Content Area for Flexible Grouping
Method and title of the strategy Buddy Grouping
Beneficiaries of this strategy and
method(Specific disabilities)
Auditory, Visual, ADD/ADHD, EBD, ASD, InD,
ELL,SLD, Deaf and Hard of Hearing, Speech Impaired,
Language Impaired2
Multiple intelligence
focus/learning style
Visual, Auditory, Verbal, Logical, Kinesthetic,
and Social or Solitary
Appropriate age level(s) Kindergarten-High School
Support subject area(s) All subjects and content areas will benefit from this
student grouping
Step by step process to be used for
the implementation in the
classroom:
Students work with friends or chosen peers. They can be
groups according to shared interests or commonalities.
Reasons why you choose to use
this strategy?
This strategy is easy to implement in any lesson where
teachers can have students move around the classroom
with their partners.
How are ELL students
accommodated using this
ELL students can benefit from being paired with a
students whom are familiar with classroom routines and
2 Cook, Bryan G., and Samuel L. Odom. "Evidence-based practices and implementation science in
special education." Exceptional children 79, no. 2 (2013): 135-144.

EVIDENCE EVIDENCE-BASEDS 21
strategy/method? model or read aloud expected behaviors.
EBP in Content Area for Flexible Grouping
Method and title of the strategy Think - Pair - Share
Beneficiaries of this strategy and
method
Auditory and Visual processing, ADD/ADHD, EBD,
ASD, InD, Speech Impaired, Language Impaired, ELL,
SLD
Multiple intelligence
focus/learning style
Social & Auditory
Appropriate age level(s) Elementary - High School
Support subject area(s) All subjects and content areas will benefit from this
student grouping
Step by step process to be used for
the implementation in the
classroom:
Think: Students think independently and form ideas on
their own about the question that has been posed.
Pair: Grouping of students is essential to allow them to
consider and articulate their ideas and those of others.
Share: Ideas are shared across a large group, for example,
a whole class where students can share ideas in pairs or
groups. https://www.teachervision.com/group-work/think-
pair-share-cooperative-learning-strategy
Reason why you choose to use this
strategy?
We have all used the Think-Pair-Share strategy and find
that our students enjoy collaborating with their peers and
sharing their answers with the class.
How are ELL students
accommodated using this
strategy/method?
ELL students are accommodated through cooperative
learning with their peers. Other students can model the
use of language of an academic setting.

EVIDENCE EVIDENCE-BASEDS 22
Bibliography
LoBiondo-Wood, Geri, and Judith Haber. Nursing Research-E-Book: Methods and Critical
Appraisal for Evidence-Based Practice. Elsevier Health Sciences, 2014.
Cook, Bryan G., and Samuel L. Odom. "Evidence-based practices and implementation science in
special education." Exceptional children 79, no. 2 (2013): 135-144.