Teachers who want to implement RCCP in their classrooms take a 25 - hour introductory course, giving them the opportunity to receive feedback on their lessons and see skilled practitioners give
demonstration lessons in the classroom.
- Advocate that teacher leaders provide
demonstration lessons in a classroom setting that is realistic and similar to the teacher's classroom.
Not exact matches
The ASP's catalog (online at < www.aspsky.org/catalog.html >) is designed as an accessible resource to help teachers acquire
lesson plans and
demonstration materials for use
in the
classroom.
A selection of resources including a christmas quiz, science practical
lessons and some gas pressure
demonstrations you can can do
in the
classroom!!
«It may take the form of one - on - one coaching
in an individual teacher's
classroom or
demonstration lessons for individuals and groups of teachers.
Many of these resources can be used directly
in the
classroom or will be useful
in classroom lessons, for preparation of
demonstration activities or as resources for teacher education and curriculum development.
Those include introducing and reviewing software, Internet resources, and other appropriate materials, and making the information available to staff; coordinating computer usage
in projects and activities within, across, and between curricula and schools; working with
classroom teachers, individually and
in grade level teams, to plan, organize and implement the use of technology through such activities as
demonstration lessons, team teaching, and joint planning; providing both building - based and district - wide staff development at faculty meetings, district professional development days, and after - school and summer workshops; and keeping abreast of current technologies by attending conferences and workshops on a regular basis.
Full - time release teacher leaders could do
classroom coaching; part - time release teacher leaders could do
demonstration lessons and observations of colleagues; teacher leaders with no release time could lead grade level or department groups
in lesson planning.
Glazer et al. (2006) reported that teacher leaders employed
demonstration lessons to introduce pedagogical techniques and then transitioned to other forms of instructional support (such as
classroom observations) as teachers implemented these techniques
in their
classrooms.
Studies
in this set provided evidence of teacher leaders who provided
demonstration lessons or modeling as one of their support strategies had positive impact on teachers»
classroom instruction and student achievement.
Or, they might do a
demonstration lesson in another teacher's
classroom around a
lesson or strategy that the teacher leader has used
in his / her own
classroom.
Given that full - time release teacher leaders have the opportunity to work with teachers over time, it is important that their activities with teachers have a sequence or some way to gauge progress, rather than only providing multiple instances of the same strategy (e.g., repeated
demonstration lessons in the same teacher's
classroom.
Release time among teacher leaders varies: teacher leaders may receive no release time, indicating that teacher leader responsibilities occur during the regular school schedule or on the teacher leader's own time; part - time release,
in which a teacher leader's
classroom may serve as an important aspect of his / her leadership role (such as by inviting other teachers
in to observe a
demonstration lesson); or full - time release, which allows a teacher leader to work with teachers as they engage
in instruction
in their own
classrooms.
Among these studies,
demonstration lesson or modeling appeared
in various ways: one set investigated the impact of an intervention (such as teacher leader training) or teacher leader content knowledge on teacher leader practices including
demonstration lesson or modeling; another set of studies examined the relationship between teacher leader practices, such as
demonstration lesson or modeling, and changes
in teachers»
classroom practice and student learning outcomes.
Demonstration lessons offer proof to teachers that a
lesson, strategy or activity is possible
in his / her
classroom «with my kids.»
Demonstration lessons provide an opportunity to open doors between
classrooms and break down cultures of «whatever I do
in my
classroom is my business only and its fine.»
Gersten and Kelly (1992), Gigante and Firestone (2007), Balfanz et al. (2006), Ruby (2006) and Vesilind and Jones (1998) examined teacher leader practices
in support of instructional materials implementation,
in which teacher leaders worked directly with teachers
in their
classrooms, such as by co-teaching, conducting
demonstration lessons, and observing teachers» instructional practice and providing feedback.
FEATURES 19 detailed whole group
lessons, small group
lessons with activities 1 end - of - unit assessment Teacher guide activities that model concrete representations of abstract mathematical concepts Easy - to - use resources that offer
classroom — tested
lesson plans targeting the big ideas of math PRODUCT PERKS Teacher Guides 19 differentiated whole and small group
lessons per unit; blackline masters; 1 unit assessment Warm - Up Posters 1 poster per unit; short, engaging activties for each day of the week; spiral review previously learned math concepts Card Sets17 card sets per unit to easily manage small group instruction; no printing, cutting, laminating, or sorting; conveniently stored
in labeled
lesson bags Durable ToteTeacher Guide, Warm - Up Poster, and Card Sets all stored
in a durable, stackable tote SUGGESTED MANIPULATIVES TO USE WITH THIS KIT
Demonstration ClockSynchronized minute and hour hands that maintain minute and hour relationships.
Following the professional development session,
demonstration lessons took place
in each
classroom to model the Number Talk structure.
Consulting teachers plan with teachers, do
demonstration lessons, observations, and consultations right
in the
classroom.
Teachers are integrating differentiated instruction practices,
demonstration classrooms are helping teachers learn with and from their peers, teachers are using video of their own
classrooms to engage
in lesson study, and teams are weaving online learning and study groups into their school day.
The lead teachers also set up
demonstration classrooms, observed other teachers and provided constructive feedback, provided mini-reviews of specific SIOP features for teachers at staff meetings, participated
in lesson design study with grade - level teams, and helped sustain the staff's SIOP teaching efforts.
She talks about the value of making visible the invisible decisions made
in classrooms and narrowing the focus of
demonstration lessons so that teachers can be students of good teaching.
In order to develop dispositions and confidence in using technology in classrooms, preservice teachers need to learn how to integrate technology by exposure to numerous demonstrations of effective technology - enhanced lessons (Groth, Dunlap, & Kidd, 2007; Vannatta & Fordham, 2004
In order to develop dispositions and confidence
in using technology in classrooms, preservice teachers need to learn how to integrate technology by exposure to numerous demonstrations of effective technology - enhanced lessons (Groth, Dunlap, & Kidd, 2007; Vannatta & Fordham, 2004
in using technology
in classrooms, preservice teachers need to learn how to integrate technology by exposure to numerous demonstrations of effective technology - enhanced lessons (Groth, Dunlap, & Kidd, 2007; Vannatta & Fordham, 2004
in classrooms, preservice teachers need to learn how to integrate technology by exposure to numerous
demonstrations of effective technology - enhanced
lessons (Groth, Dunlap, & Kidd, 2007; Vannatta & Fordham, 2004).
The authors suggest that the literacy coach begin by connecting a new initiative to current practice to validate teachers» prior efforts, choose generative practices that raise important questions about teaching, establish teaching credentials by spending significant amounts of time teaching
in the
classroom, focus teacher training on student learning, use a repertoire of coaching strategies, and get into the habit of regularly videotaping and reviewing
lessons and
demonstrations.
NSU Teacher Education Program Candidate Regularly assumed role of lead teacher; Supervised an average of 23 students
in classrooms, halls, cafeterias, schoolyards and on field trips; Enforced the school's student discipline code to deal with problem situations; Preserved the confidentiality of student records and information at all times; Determined student strengths and weaknesses through STAR testing and weekly assessments; Nurtured students» desire to meet and / or surpass their Accelerated Reader goal; Set up
lesson materials, bulletin board displays and
demonstrations; Fostered oral language development and critical thinking skills during literary discussions; Differentiated instruction for individual student needs; Encouraged personal responsibility while maintaining positive learning environment for all learners; Maintained communication between school and parents via student planners, and parent / teacher conferences.