PALS



**Content** This strategy is a great strategy because of its versatility. In this example, it will be shown in a math classroom emphasizing geometry. In general, it can be used in any subject area.

**Grade Level** This strategy can be used in any grade level. There isn't one grade it works better in. As long as it is implemented well, it will work with a student of any age. For this example, it will be shown in an eighth grade classroom.

**Curriculum Standards** These standards were obtained from the West Virginia Department of Education website. Although all the standards would fit with this strategy, the only objectives included were a few of the geometry ones. These are not eighth grade objectives because the standards being taught will need to be challenging for the student.
 * M.O.G.3.1: Students will represent geometric figures, such as points, lines, planes, segments, rays, and angles pictorially with proper indentification and distinguish between undefined and defined terms.
 * M.O.G.3.2: Students will differentiate and apply inductive and deductive reasoning, justify conclusions in real-world settings.
 * M.O.G.3.3 Students will use the basic concepts of symbolic logic including identifying the converse, inverse, and contrapositive of a conditional statement and test the validity of conclusions with methods that include Venn Diagrams.

**Description of Practices**
 * Students' abilities and experiences are identified
 * Once identified students are put into two groups based on functioning: high and low
 * These groups will have an equal number of students
 * The student at the hightest in each group will be paired and so on
 * These pairs of students will work together on various activities in math
 * The student functioning at the higher level will tutor the student functioning at the lower level
 * Both students benefit from this experience

**Implementation Considerations** This strategy can be used in a general education classroom with all students, or this may also be used to differentiate instruction among students with disabilities in a self-contained classroom. Be sure when pairing students you recognize personality differences and make modifications as needed.

**Example** []

**Citation** Kroeger, S. D., & Kouche, B. (2006). Using Peer-Assisted Learning Strategies to Increase Response to Intervention in Inclusive Middle Math Settings. (Cover story). //Teaching Exceptional Children//, //38//(5), 6-13.