Sentences with phrase «explicit teacher modeling»

Explicit teacher modeling is most effective when combined with two additional instructional strategies.

Before Explicit Teacher Modeling, you should build meaningful student connections between what students already know and what they are going to learn through an advanced organizer.

Not exact matches

During writing, the teacher can engage in explicit teaching and modeling of many literacy skills, such as where on the page to start writing (a concept of print), listening to the sounds within words (phonemic awareness), and matching the sounds to letters (spelling).

They worked with teachers every fortnight, training them in STRIVE, unit planning, identifying Tier 2 curriculum and content words, and modelling how the explicit teaching would work.

In terms of mathematics especially in early years, Peter Gould set up the Count Me In model, which is based on conversations between teacher and students to make explicit the thinking needed in numeracy.

«As an EALD teacher, Seven Steps really supports our pedagogy with importance of quality teaching, explicit modelling and oral interaction.»

All lesson sets in the bundle include an interactive SMART Notebook resource (14 - 17 pages) incorporating modelled, guided and independent activities, explicit teacher notes, worksheets and game cards.

Watch one way that a teacher focuses children on the thinking skill compare as she develops the geometric concept of quadrilaterals with phase II instruction in the explicit teaching model which is aligned with several of the teacher's Common Core aligned state standards.

The Teacher Advancement Program (TAP) is a good example of a model with explicit standards.

Explicit modeling of geospatial data exploration is provided in the teacher guide to show how to use the Web GIS to identify the adjacent plates next to the North American plate.

Those students who struggle are more likely to benefit from teacher - driven instruction, in which the teacher models problems, provides explicit instruction and gives the students many opportunities to practice, says Paul Morgan, an associate professor of education at Pennsylvania State University, and a co-author of the study.

Dr. Kinsella details cross-curricular writing instruction imperatives for educators serving English learners and striving readers, including a focused yet accessible analytic rubric for each assignment, targeted lessons on language and rhetorical devices for specific writing types, explicit analysis of an appropriate writing model, and brief, frequent doses of interactive, teacher - meditated writing practice to build critical competencies for longer, independent assignments.

In order to provide preservice teachers with the exposure and experience they need to become comfortable with technology beyond productivity and social networking, teacher preparation programs must examine the best methods for providing the needed information, whether through modeling, explicit instruction, or collaboration during the practicum (Jones, Cunningham & Stewart, 2005; Keeler, 2008; West & Graham, 2007; Williams & Foulger, 2007).

Next, the preservice teachers complete two science methods courses in sequence, each explicitly addressing technology integration in science instruction through explicit instruction and modeling of technology - specific pedagogical approaches.

This modeling could require explicit attention to expert teachers» skillful questioning, careful listening to student responses, and building a powerful discussion from those responses (see Sherin & van Es, 2009).

Finally, explicit instruction of the NETS - T or some other technology integration model should be incorporated into courses early in the program, and standards - based technology integration should become the norm for preservice teacher lesson planning, not the exception.

«I do» (the teacher provides explicit instruction and / or modeling), «We do» (the teacher and the students practice together), and «You do»» (the students independently practice the skill).

Each unit teaches students how to increase understanding of a topic using the Gradual Release of Responsibility instructional model: I do (the teacher provides explicit instruction and / or modeling), We do (the teacher and the students practice together), and You do (the students independently practice skill).

Includes a Teacher's Resource Guide (full - color, 120 - page guide for professional learning and explicit instruction), CD - ROM (features activities, ThinkSheets, language supports, models, and assessments), Writing Prompt Bank (100 cards, 25 each of narrative, expository, persuasive, and descriptive writing prompts, Writing Resource & Journal (6 copies; 72 - page book includes space for students to build graphic organizers, a mini thesaurus with Tier 1 and Tier 2 words), Reading Rods Kits (1 Vocabulary Individual Student Kit and 1 Sentence - Construction Individual Student Kit), Reading Rods Vocabulary Activity Cards (48 additional activities reinforce strategy instruction), and Sentence Activity Strips (6 blank write - on / wipe - off 3» long strips).

To provide clear expectations, this base ten numbers and place value lesson plan uses the instructional model: «I do» (the teacher provides explicit instruction and / or modeling), «We do» (the teacher and the students practice together), and «You do»» (the students independently practice the skill).

Explicit instruction involves the teacher modeling skills for students («I do it»), teacher and students practicing together («we do it»), and students demonstrating skills («you do it») with feedback.

It was designed to be used either as an exemplar of Common Core - aligned instruction for veteran teachers as they develop their own lessons, or as explicit modeling for teachers who need more support.

The series continued to focus on methods of training new teachers in three specific teaching high - leverage practices: implementing organizational routines, procedures, and strategies to support a learning environment; communicating about a student with a parent or guardian; and making content explicit through modeling.

Bob Bain and Elizabeth Birr Moje from the University of Michigan School of Education, along with Mark Windschitl from the University of Washington College of Education will discuss how their organizations train teachers to make content explicit through explanation, modeling, representations, and examples.

These models use explicit standards to evaluate teachers, are based on multiple measures, and involve multiple evaluators and evaluations.

Currently 35 percent of an educator's evaluation is comprised of student achievement data based on student growth; • Lower the weight of student achievement growth for teachers in non-tested grades and subjects from 25 percent to 15 percent; • And make explicit local school district discretion in both the qualitative teacher evaluation model that is used for the observation portion of the evaluation as well as the specific weight student achievement growth in evaluations will play in personnel decisions made by the district.

In this article, Feiman - Nemser provided a model of mentoring termed «educative» mentoring, which is described as a supportive practice for new teachers, based on an explicit vision of good teaching and an understanding of teacher learning.