In a fifth -
grade classroom down the hall, a student is asked to erase the board.
Not exact matches
It's important to
grade wisely: Don't sit at your desk with your head
down, completely unaware of the
classroom.
Fifth -
grade students arrive at school to find an unfamiliar sound traveling
down the hallway from their
classroom.
There are plenty of curriculum models (Tylers seminal 1949 work ~ Bruners definition of curriculum ~ Wiggins and McTighes Understanding by Design model ~ and Jacobs curriculum mapping instrument come to mind) ~ but none of these strategies help guide curriculum leaders to sit
down teams of teachers to develop user - friendly curricula that can be institutionally implemented in
classrooms across a
grade - level or content - area and that are aligned with state or national standards.
As much as I would like to sit
down and do some
grading, or prepare other work while my students are supposed to be engaged doing productive individual practice, if I want my students to take the individual practice seriously, I have to move around the
classroom like a bee going from flower to flower, not staying too long in one spot.
Once a framework had been established, committee tasks were to then: (1) «zoom in» and break
down specific targeted sections of the draft LPFs into what we called more detailed «mini progressions» for a smaller
grade span, often adding some additional «interim steps» (progress indicators) to the mini progressions; (2) use the more detailed and focused mini progressions to design sample instructional modules (with a series of 4 ‐ 6 detailed lessons) illustrating how a teacher in the general education
classroom might move students along this smaller grain ‐ sized learning progression using best practices in instruction; and (3) draw from best practices in instruction for students with significant cognitive disabilities to incorporate suggestions to each lesson plan for how to make the academic content more accessible for all students.
For example, Terrasi and de Galarce (2017) describe a case of PTSD in a 2nd -
grade student who previously got along well with his friends and was succeeding in school but who, after witnessing his mother being hit in the arm by a stray bullet while they were walking together in their neighborhood, became «defiant with his teachers... often hiding under a desk, knocking things
down, hitting other children, and running out of the
classroom» (p. 35).
With Kickboard, we can take a holistic look at the school and district levels, and then drill
down to see what's happening with specific
grade levels or
classrooms or individual students.
They were so excited to do it that they want to take time from their recess next week to put them in every
classroom, going
down by
grade level (4th, 3rd, 2nd, 1st, etc.).