Help educators by assisting with small
group instruction in the classroom, coaching students, creating bulletin boards, planning and volunteering for field trips, and a host of other important support roles.
Not exact matches
In every class, both core and elective curriculum, Trinidad Garza uses the six strategies from the Common Instructional Framework — collaborative
group work, literacy
groups, scaffolding, writing to learn, questioning, and
classroom talk — to align their
instruction, create a rigorous environment, and foster students who take ownership of their learning.
Studies also indicate that within the open
classroom it is necessary to arrange for individualised
instruction with
group contingencies and that there can be an increase
in academic production, positive social behaviour and interaction with students
in smaller, more intimate
group clusters.
Mike Petrilli talks with Education Next about the challenges of teaching high - achieving and low - achieving kids
in the same
classroom, and about one school
in Montgomery County, Maryland, which is using a blend of ability
grouping and differentiated
instruction with great success.
Teacher Study
Group: Impact of the Professional Development Model on Reading
Instruction and Student Outcomes
in First Grade
Classrooms.
Five elementary schools (63 teachers and 1,192 students
in grades 2 - 5) were randomly assigned to differentiated or whole -
group classroom instruction in reading.
This presents a challenge for educators
in group settings (namely, the
classroom) and once more suggests the importance of individualised and differentiated approaches to
instruction where possible.
«By working
in groups to improve
instruction, teachers are able to develop a shared language for describing and analysing
classroom teaching, and to teach each other about teaching.
For example,
in READ 180
classrooms, «Each period begins with a 20 - minute shared reading and skills lesson, and then students
in groups of five rotate among three activities: computer - assisted
instruction in reading, modeled or independent reading, and small -
group instruction with the teacher» (p. 19).
This is definitely an effective way to check for understanding on a regular basis and can give you actionable information to drive whole -
group and small -
group instruction, and individual interventions... but what if we gave eyes to the exit slip so students have an audience for their learning
in the
classroom?
2) Student - Learning Data Analysis and Decision Making Many
groups make a big deal out of teachers using more data to drive better
instruction for students, but it's tough to do
in the traditional
classroom.
The schools assigned to receive the digital writing program (the program
group) will receive intensive professional development and coaching
in using GAFE tools, including Doctopus,
Classroom, and Goobric, as well as pedagogical training
in technology to support the personalization of assignments and regular use of digital tools
in classroom instruction.
If remediation is needed, we use a «Response to Intervention» (RTI) method,
in which a special education coordinator joins the
classroom to work with small
groups of students, or pulls small
groups out for additional
instruction.
«
In the typical inclusion
classroom, a teacher will conduct a content lesson, and then the students will go to an assigned
group for follow - up
instruction focusing on that
group's special needs or learning strengths.»
The
group meets regularly to discuss the
classroom instruction and make adjustments
in order to have a greater impact among students.
For instance, make it easier for educators to discipline unruly students, or to use «ability
grouping»
in their
classrooms instead of mandating the nearly - impossible strategy of «differentiating
instruction.»
Each
classroom (at least among the three I visited) represented a unique approach to teaching and learning — one English
classroom looked like a Flex model, where some students were working alone and others had sorted themselves into small
groups to move through online assignments, and still others were
in small
group instruction with the teacher.
Due to the complexity of the study, the fact that many of the
classroom variables focus on grades 1 - 3 (e.g., student level of engagement, time spent
in small - or whole -
group instruction, preferred interaction style), and the use of different outcome measures, the kindergarten
classrooms were dropped from the analysis.
For our final analysis, we conducted a stepwise regression
in which the most powerful school level (systematic internal assessment and parent links) and
classroom level (time
in small -
group instruction and time
in independent reading) variables were simultaneously regressed on our most robust outcome measure, fluency as indexed by words correct per minute on a grade level passage.
At Hilltop, teachers also used a collaborative model, but
in this case the children who were struggling most
in reading left the
classroom during the two and a half to three hour literacy block to receive small -
group instruction for 45 minutes.
In three instances, special teachers came into the regular classrooms to help provide this small - group instruction, while in a fourth, children left to receive small - group intervention in a workshop settin
In three instances, special teachers came into the regular
classrooms to help provide this small -
group instruction, while
in a fourth, children left to receive small - group intervention in a workshop settin
in a fourth, children left to receive small -
group intervention
in a workshop settin
in a workshop setting.
Although the transfer from the camp setting back to their
classrooms seemed to work well for the teachers, because the two settings were different, some teachers may have had more difficulty
in applying course concepts, such as Hannah who taught small
group ESL
instruction.
For
Classroom Teachers: We are offering a Certificate
in Direct
Instruction of Social - Emotional Learning and Character Development Interventions, with a focus on
classroom, small -
group, and after - school contexts.
This small
group instruction, delivered to two or three children at a time, was highly compatible with the
instruction the children received
in their regular
classroom.
The ANOVA on time spent
in small -
group instruction revealed an effect for level of teacher accomplishment, F (2, 60) = 3.08, p =.05, with students
in the
classrooms of teachers rated as most accomplished spending more time
in small -
group instruction (M = 48.25 minutes per day) than students with teachers rated as moderately accomplished (M = 38.67 mpd), who,
in turn, spent more time than students with teachers rated as least accomplished (M = 25.35 mpd).
In short, the ability grouping in these schools was not a lifetime sentence to low group membership so powerfully documented in the literature on grouping; to the contrary, some of the special grouping practices, namely the special, supplemental instruction, were in place to accelerate struggling readers» literacy learning to the point where they could re-enter regular classroom grouping
In short, the ability
grouping in these schools was not a lifetime sentence to low group membership so powerfully documented in the literature on grouping; to the contrary, some of the special grouping practices, namely the special, supplemental instruction, were in place to accelerate struggling readers» literacy learning to the point where they could re-enter regular classroom grouping
in these schools was not a lifetime sentence to low
group membership so powerfully documented
in the literature on grouping; to the contrary, some of the special grouping practices, namely the special, supplemental instruction, were in place to accelerate struggling readers» literacy learning to the point where they could re-enter regular classroom grouping
in the literature on
grouping; to the contrary, some of the special
grouping practices, namely the special, supplemental
instruction, were
in place to accelerate struggling readers» literacy learning to the point where they could re-enter regular classroom grouping
in place to accelerate struggling readers» literacy learning to the point where they could re-enter regular
classroom groupings.
It was made possible by the collaborative model used
in all four schools,
in which the
classroom teacher, a resource teacher, an ESL teacher, and / or a special education teacher came together simultaneously and enabled every child, most typically, to have two blocks of small -
group instruction.
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 Sets16 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 UniLink & reg; Linking CubesEasy to connect, these interlocking cubes come
in 10 bright colors.
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 Sets - 16 card sets per unit to easily manage small
group instruction; no printing, cutting, laminating, or sorting; conveniently stored
in labeled lesson bags Durable Tote - Teacher Guide, Warm - Up Poster, and Card Sets all stored
in a durable, stackable tote SUGGESTED MANIPULATIVES TO USE WITH THIS KIT: Plastic CoinsHigh - quality coins with serrated edges accurately portray real money.
In 2014, parents of students at Horace Mann Elementary School in Northwest Washington, D.C., spent over $ 470,000 of their own money to support the school's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income families
In 2014, parents of students at Horace Mann Elementary School
in Northwest Washington, D.C., spent over $ 470,000 of their own money to support the school's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income families
in Northwest Washington, D.C., spent over $ 470,000 of their own money to support the school's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that,
in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income families
in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and
classroom aides to allow for small
group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000
in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income families
in parent donations and collected over $ 200,000
in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income families
in membership dues, which it used for similar initiatives
in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income families
in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools
in the city, with only 6 percent of students coming from low - income families
in the city, with only 6 percent of students coming from low - income families.6
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 Sets18 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 Bean CountersTwo - color bean counters are red on one side and white on the other.
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 Sets - 16 card sets per unit to easily manage small
group instruction; no printing, cutting, laminating, or sorting; conveniently stored
in labeled lesson bags Durable Tote - Teacher Guide, Warm - Up Poster, and Card Sets all stored
in a durable, stackable tote SUGGESTED MANIPULATIVES TO USE WITH THIS KIT: Snap Cubes & reg; Plastic cubes come
in 10 colors.
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 Sets19 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 Bear Counters Set of 80 bears - 20 Papa, 20 Mama and 40 Baby Bear counters
in four colors.
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 Sets14 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 Student ClocksPractice time concepts.
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 Sets - 16 card sets per unit to easily manage small
group instruction; no printing, cutting, laminating, or sorting; conveniently stored
in labeled lesson bags Durable Tote - Teacher Guide, Warm - Up Poster, and Card Sets all stored
in a durable, stackable tote SUGGESTED MANIPULATIVES TO USE WITH THIS KIT: Button CountersNine different shapes are included,
in varying sizes and colors.
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 Base Ten BlocksMaster the fundamentals of place value and regrouping with base ten blocks.
Meaningful Work
Classroom Instructional Aides use
group and individual
instruction in the
classroom and the community to implement students» Individualized Education Programs (IEP), and to help them...
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.
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 Sets - 16 card sets per unit to easily manage small
group instruction; no printing, cutting, laminating, or sorting; conveniently stored
in labeled lesson bags Durable Tote - Teacher Guide, Warm - Up Poster, and Card Sets all stored
in a durable, stackable tote SUGGESTED MANIPULATIVES TO USE WITH THIS KIT: Fish CountersThese detailed fish counters come
in 12 realistic shapes.
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 Sets - 16 card sets per unit to easily manage small
group instruction; no printing, cutting, laminating, or sorting; conveniently stored
in labeled lesson bags Durable Tote - Teacher Guide, Warm - Up Poster, and Card Sets all stored
in a durable, stackable tote SUGGESTED MANIPULATIVES TO USE WITH THIS KIT: ButtonsNine different shapes are included,
in varying sizes and colors.
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 Sets16 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 Plastic CoinsHigh - quality coins with serrated edges accurately portray real money.
While teachers can have students present material, work
in small
groups for certain topics, and create multimedia projects dealing with math, the norm of a math
classroom is direct
instruction followed by a period of solving problems.
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.
Responsibilities such as collaborating with the school administrators and
classroom teachers to identify Title I students, planning and delivering effective
instruction in a small
group setting, administering pre and post assessments, and consistent tracking of student progress and data are essential to the position.
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.
In order to get better at conducting small
group instruction, Jenny decided she would visit her fifth grade colleagues»
classrooms and observe them conducting lessons like these.
The book's format is very resourceful
in that each of the 50
classroom activities is outlined for whole, small, and individual
group instruction.
These students are reaching the halfway mark
in their teacher education programs and one of my most important goals is to create a sense of energy and motivation as they — for the first time — take on the responsibility of working with small
groups and organizing
instruction for whole
classrooms of students
in Milwaukee's high needs urban schools.
Today, technology plays an increasingly active role
in daily
classroom work, and educators see the ideal instructional model to prepare students to be college - and career - ready as incorporating a mix of small -
group collaboration, personalized
instruction, projected - oriented learning, and student - led learning.
TAP uses a set of standards for evaluating teachers that is based on the work of consultant Charlotte Danielson.1
In Enhancing Professional Practice: A Framework for Teaching (1996), Danielson breaks teaching down into four major categories (planning and preparation,
classroom environment,
instruction, and professional responsibilities); 22 themes (ranging from demonstrating knowledge of the subjects taught to designing ways to motivate students to learn); and 77 skills (such as when and how to use different
groupings of students and the most effective ways to give students feedback).