Sentences with phrase «flexible groups teachers»

In creating flexible groups teachers may use test results, student in - class performance, and / or an individualized evaluation of a student's set of skills in order to determine the group into which a student should be placed.

Not exact matches

We thought to put him in with his age group, but the district saw that he'd do better in first grade (he actually tested past second), and his new teacher ran her literacy program using flexible grouping so that all the kids could continually excel as was appropriate.

In a differentiated classroom, it's likely an observer would readily notice the teacher's intent to use materials, time, space, small groups, tasks, and a host of other resources in flexible ways.

But by regularly assessing students, differentiating instruction, and using flexible groupings, the experience can be revitalizing for a teacher.

Through a flexible approach of whole - class instruction, differentiated small - group instruction, and individual student practice, teachers have the flexibility they need to meet students at their skill levels and adapt instruction accordingly.

Even so, the teachers in the most effective schools were very aware of the need to make sure that the groups were flexible, that students moved to another group when their performance (as measured by their internal school - based monitoring system) merited movement.

At Woodlawn, teachers also voiced commitment to the idea of flexible ability groups.

Then the teachers must appropriately use ongoing assessment and flexible grouping to make differentiation successful for students.

Teacher strategically utilizes flexible instructional groups and varied instructional arrangements that are appropriate to the students and to the instructional purposes of the lesson.

We offer support in the areas of Flexible Scheduling and Groupings, Teacher as Facilitators of Learning, Small Group Instruction, and Blended Learning.

Depending on the purpose of the lesson, teachers can plan their activities based on a students» attributes, then use flexible grouping to group students accordingly.

Many teachers who differentiate instruction in their classroom find flexible grouping an effective method of differentiation because it provides students with the opportunity to work with other students who may have a similar learning style, readiness, or interest as them.

Flexible grouping means that teachers group and regroup students in order to address student academic skills.

This means that teachers must try to address the variety of learning styles of their students, and one way to achieve this is through flexible - grouping.

Distinctive entrances, daylighting, large / medium / small group learning spaces, student display areas, thoughtful color palettes, flexible / mobile walls, spaces of solitude, creativity spaces, multimedia studios, performance areas, flexible / mobile furniture variations, student - accessible teacher work areas, technology anywhere - anytime, portable writing surfaces, and private, personalized spaces are some of the characteristics that signal to a customer that engagement and choice are a top priority in delivering 21st - century education.

Teachers use flexible grouping, cooperative groups, hands - on experiences, problem - solving, justification of thinking through science notebooks, and academic choice activities.

FEATURES Engages students with the challenge of a puzzle Focuses on the use of text structures and features as a comprehension strategy for informational text Targets clearly stated objectives Provides flexible grouping opportunities: independent practice and work stations Gives immediate feedback for self - checking INCLUDES 20 Student activities on nonconsummable cards 1 Self - correcting Answer Case Teacher Note

FEATURES Engages students with the challenge of a puzzle Focuses on the use of key ideas and details as a comprehension strategy for informational text Targets clearly stated objectives Provides flexible grouping opportunities: independent practice and work stations Gives immediate feedback for self - checking INCLUDES 20 Student activities on nonconsummable cards 1 Self - correcting Answer Case Teacher Note

They use flexible student groupings and scheduling to meet each student's needs while coaching teams of teachers toward excellent instruction.

Describe how PTP teachers created flexible student groups mixed by race, gender, and ability and balanced facilitating small group work and guiding students with teacher - centered presentations to the class as a total group.

At Lawrence, small class sizes (1:9 teacher / student ratio in the Lower School and 1:13 in the Upper School) allow teachers to present appropriately challenging curriculum within functional and flexible groupings.

STRATEGIES COVERED Splitting Use a friendly number Get to a friendly number Give and take Over and adjust Find the distance Keep the same distance Double Use partial products Use five times Use ten times Double and half Factor and group flexibility Multiply up Partial quotients Use relationships INCLUDES 1 Teacher Guide 3 Anchor Charts 120 Number Strings 60 Math Talks 1 Set of Picture & Dot Multiplication Cards 7 Flexible Grid Arrays 120 Bead Demonstration Magnetic Rekenrek Line

Offer flexible modalities, groupings and times / places for learning to help meet individual learner needs, strengths and interests while balancing these individual needs with the needs of the class community Example: A teacher has several «centers» set up in his classroom for learners to learn about reducing fractions.

This gives access to a comprehensive suite of tools to embed Lesson Study — a flexible triad or small group model of development where teachers work together to plan, observe and improve teaching.

Teachers reported favoring online PD because of its flexible access (e.g., «Teachers can complete the online modules and practice at their own pace»), variability, (e.g., «join different Twitter chats and get ideas about technology integration from different groups of people»), and interactivity (e.g., «PLNs have been really powerful once I realized there are people from other places I can learn from»).

That might not be feasible in every school, but the underlying principle is an important one: To be responsive to individual students, schools may have to be flexible about teacher and student assignments and groupings.

Within the block, a wide range of learning modalities are employed (small group collaboration, teacher direct instruction, independent work) and these require flexible learning spaces which the school has created to accommodate their vision and conditions for learning.

We watched students engage with the text, with each other, and with their teachers in a variety of modalities throughout the pod: independent learning in the coastline which stretches along the wall, collaborative peer work at the counter-height tables in the middle of the pod, and two simultaneous small - group instruction groups wherever the flexible chair - desks are circled together.

Classroom structures may need to be adjusted to accommodate individualized learning — in other words, instead of the traditional rows of desks facing the blackboard, classroom seating arrangements may need to be more flexible, so that the teacher can work with individuals or small groups while the majority of students work independently with a personalized learning software program.

Teacher continually consults student performance information (influencing flexible groupings of students) and uses authentic data about student interests to build engagement.

In a high school, 10th graders take world history in heterogeneous classes in which teachers provide flexible grouping and differentiated learning tasks.

Flexible grouping allows Latin College Prep teachers to individualize mathematics instruction.

By: Nicole M. McKevett, MA, NCSP Many teachers meet the wide range of learning needs of their students through flexible grouping.

Teachers ask these questions during whole group instruction, flexible grouping, while students are working on assignments, and any other time of the day.

Although designed to be delivered in a group format, the program is flexible, so as to allow the teacher to work with a student on a «one on one» basis or to create sub groups based on student age or maturity levels.

I highly recommend it for practitioners and teachers of group therapy alike, and for all clinicians interested in interventions that aim for healthy attachment based on emotion regulation and a model of the self as worthy and worthwhile and of others as flexible, caring, and potentially helpful.»