Assigned Partner
Assigned Partner
Embedded Files
Using assigned partners...
Gives students strategic opportunity to work with peer models
Provides students with positive peer interactions
Creates authentic opportunities for students to practice specific skills with pre-selected students
Implementation
Implementation
Overview
Strategically choose a student that models the skills you want the selected student to demonstrate and pair them during instructional periods.
Assigned partners for the class can allow for grouping to fit the room's needs.
Modeling for a particular student through a peer can be more powerful than modeling by the teacher
Using an assigned partner that a particular student respects for groupwork or as a study buddy can increase the target student's motivation.
Core Components
Strategic preplanned decision on who the peer model will be for a particular student
Model should be chosen based off of student personality & need.
Proactive Implementation
Understanding the dynamics and interpersonal relationships ahead of an assignment can support knowing who to assign as partners or groups. These dynamics can be preplanned and leveraged for modeling and pro social experiences. Intentionally choosing partners can be due to academic, social, or behavioral markers.
Responsive Implementation
After developing relationships, responsively assigning partners may be combined with redirection. This means changing partners or choosing partners based on the atmosphere of the classroom that day.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the student should be paired with a peer model or positive pro-social influence.
Skills Training
If the need is skill building then the student should be partnered with a peer who can act as a model for the specific skill being emphasized.
Awareness
If the need is awareness then the assigned group should complete a group reflection rubic after their assigned time.
Emotional Regulation
If the need is regulation then the assigned partner should be selected based on a previously established strong relationship with the student to support when they are challenged.
Consider Factors Prior to Start
Intensifying or Fading During
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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