Sentences with phrase «of instructional scaffolding»

The challenges of instructional scaffolding: The challenges of instruction that supports student thinking.

Teachers should consider the use of instructional scaffolding when teaching new tasks or strategies with multiple steps.

It is suggested that activities are best if they require students to figure out (for themselves, with the assistance of instructional scaffolding) the logic or application of a concept.

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.

Students need scaffolding through a variety of instructional activities that will arm them with the skills and content they'll need to be successful on the project.

While strictly following or mimicking such a lesson structure can be problematic, it was hypothesized that such a model could be adopted, with the use of the interactive qualities of the Internet and instructional scaffolding, to provide needed guideposts for students while also encouraging constructivism.

Students were given one 50 - minute class period a week for 9 weeks to work on eight of their nine web - based lessons so the instructor could scaffold the instructional planning process.

In conclusion, using the Interactive Lesson Planner and instructional scaffolding during the planning process can enhance the planning and teaching of constructivist lessons.

It was apparent that this lesson and others like it exemplified the essence of the metaphor of getting students from Point A to Point B, used authentic resources found on the World Wide Web via the Interactive Lesson Planner, followed the video clip models of constructivist teaching found on the Interactive Lesson Planner, and reflected thinking shaped by instructional scaffolding provided during the planning process.

A teacher can make appropriate selections of technology but fail in instructional implementation if professional support and scaffolding are not adequate.

After the project is scaffolded in Effective Teaching and students have had the opportunity to think about their own home and family culture, Joanne introduces the project in Classroom Uses of Instructional Technology (IT 444).

by Erik M. Francis, participants will explore how one of the most fundamental instructional strategies — questioning — can provide the proper scaffolding to deepen student thinking, understanding, and application of knowledge.

Review and scaffold instructional materials for students identified with learning needs while still maintaining the appropriate level of rigor and complexity to meet and exceed goals and standards

Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English Language Development + Developing / implementing integrated curriculum units, differentiating and scaffolding as needed + Regularly assessing student progress to refine instruction and meet student needs + Participating regularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotion.

But things become much clearer if we use resources like Achieve the Core's Instructional Practice Guides to transform the idea of «text - dependent questions» into a concrete and observable priority such as, «Teachers ask text - dependent questions that address challenging areas of the text, and scaffold students toward key understandings, leading to discussion and student writing.»

For targeted and intensive intervention, Boost provides the right combination of differentiated instruction, effective learning scaffolds, and instructional frameworks to accelerate reading gains in your Tier II and Tier III intervention and special education models.

Teachers use tools and strategies promoting both ELA and science learning, including using the 5E instructional model to scaffold lessons; helping students make sense of science through writing in notebooks; and using Claims, Evidence, and Reasoning (CER) and questioning strategies

Daily lessons are written at a level of detail that helps teachers envision and implement key instructional routines, such as scaffolding students toward high quality writing, or conferring with students to push them to cite evidence from text.

Smarty Wiz addresses the foundational literacy needs of the most challenged readers in grades 3 +, and Boost provides skill - building scaffolding and instructional frameworks to accelerate learning for your Tier II, Tier III, and special education students using a gradual release of responsibility model embedded in the program.

Similarly, the props and supports in instructional scaffolding are taken away once a student is capable of working independently.

Boost provides the right combination of differentiated instruction, effective learning scaffolds, and targeted instructional frameworks to accelerate reading gains for your most at - risk students.

Parallel to providing teachers with TPACK scaffolds, GeoThentic provides instructors with three TPACK interactive assessment models, an innovative design component in the realms of online instructional software and TPACK research and design.

Each of the Access solutions incorporates robust scaffolds and targeted resources to accelerate language acquisition and literacy gains across a variety of instructional models.

Teachers must first determine their goals for instruction and technology usage, then reflect on their instructional delivery with the available technology to determine the potential needs of students, such as scaffolding prior to a technology's use or additional time to complete a technology - infused activity.

Effective teachers scaffold instructional content for English learners by supporting development of academic language and objectives by first modeling a desired task, then gradually shifting responsibility to the students.