In a fifth-grade class with students having learning disabilities, which practice is least effective for communicating instructional goals?

In this context, the practice of explaining the assignment while students remain seated until completion is the least effective for communicating instructional goals, particularly for students with learning disabilities.

Students with learning disabilities often benefit from a more interactive and engaging approach to learning. Remaining seated and passively listening to instructions can hinder their ability to process information effectively. This approach may not cater to their diverse learning needs, as it lacks engagement and can lead to frustration or disengagement.

In contrast, encouraging open discussions about assignments fosters an environment where students feel comfortable asking questions and expressing their understanding. Providing visual aids helps to reinforce verbal instructions, catering to various learning styles. Breaking down tasks into manageable steps is particularly beneficial, as it allows students to focus on smaller, achievable goals, making the overall instructional targets clearer and more accessible. These approaches combine to create a more inclusive learning environment, aligning better with the educational needs of fifth graders with learning disabilities.