Sentences with phrase «of scaffolded instruction»

Hogan and Pressley (1997) summarized the literature to identify eight essential elements of scaffolded instruction that teachers can use as general guidelines.

Moving learners toward independence: The power of scaffolded instruction.

Very often, especially for low achieving students, feedback may come in the form of scaffolded instruction with the intent of guiding the student to an improved understanding of the necessary skills and / or concepts.

Not exact matches

In order to meet students where they are and appropriately scaffold a lesson, or differentiate instruction, you have to know the individual and collective zone of proximal development (ZPD) of your learners.

What you glean from the results of these case scenarios will help you as you design problem - based learning in the future and scaffold for specific students, and give you plenty of student examples to use during instruction.

Raise your underserved students» expectations by raising your own, and create a series of reachable, data - based goals, scaffolding your instruction and mitigating their fear of failure.

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.

Through assessment, we can identify when the instruction and scaffolding are needed — with the peace of mind of knowing that we've thought through the instruction and are prepared to differentiate as needed.

Leverage differentiation: One of the key components of differentiating a PBL project is thinking about what instruction and scaffolding is needed for the whole class, for small groups, and for individuals.

We can provide different types of instruction and scaffolding instead of using a one - size - fits - all approach — planning units of instruction while knowing that all students may not need every unit.

The January 2004 issue of Perspectives includes this report on strategies used to scaffold writing instruction for first - grade English language learners.

This article describes one of the strategies: scaffold and spiral language and science instruction for increased comprehension and literacy development.

Video modeling of teacher instructions, scaffolding, and questioning might assist teachers in implementing lesson plans from such online repositories.

Join this research - fueled session to learn how leveraging targeted and embedded scaffolds as part of a differentiated instruction approach can dramatically accelerate language and literacy gains for ELLs at every stage of English acquisition.

Aimed at teachers at all grade levels, across the curriculum, Guided Instruction will help you provide timely and meaningful scaffolds that boost students to higher levels of understanding and accomplishment.

The course includes instruction, readings, assignments, and multimedia resources with embedded scaffolds, intended to help all students meet the challenges of modern, rigorous educational standards.

In this model instruction can be classified into the teacher - led direct instruction of the giving mode of instruction, the teacher - scaffolded student exploration of the prompting mode, and the constructivist approach of the making model, in which students learn through product creation.

Our new 6 +1 Trait Writing institute addresses one of the greatest challenges teachers face today: how to scaffold instruction for diverse learners — including English language learners, students with special needs and gifted and talented students — so that all students in your classroom become stronger, more confident writers.

The program operates on the principles of spiraling and scaffolding instruction.

Typically, there was pre-testing at the start of the instruction, a variety of progress monitoring along the way, and scaffolded common assessments near the end.

NOW that the district has come to an agreed - upon set of learning standards, aligned to the CCSS or state standards, scaffolded, based on how children best learn and vertically articulated between grade levels, the district can legitimately begin the task of building a system to ensure those learning expectations are the basis for all curriculum, instruction and assessment within the district.

We designed ECMs to support the development of teachers» professional teaching knowledge as it related to a specific pedagogical approach called problem - based historical inquiry and its principles for social studies instruction, that learning should be purposeful, connected, active, and scaffolded (Saye & Brush, 2004).

The program immediately assesses and diagnoses each child's area of need, provides individualized instruction and scaffolding, and suggests materials to help the teacher continue scaffolding when students log off.

The new Scaffolding Instruction for English Language Learners Resource Guides for ELA and Mathematics provide guidance to educators on how to take the curriculum materials on EngageNY and provide additional scaffolds for ELL students according to their level of English language proficiency.

Our ECMs were designed to support the development of teachers» professional teaching knowledge as it relates to a specific pedagogical approach, PBHI), and its four characteristics of effective social studies instruction: purposeful, connected, active, and scaffolded (Saye & Brush, 2004).

The instruction within the curriculum is embedded with scaffolding, supports, and frequent assessment, all of which enable students to acquire a deeper understanding of the content they may have struggled with in a traditional classroom.

We turned to the computer - based Lexia Reading program as an additional layer of support to assess students need and continually scaffold instruction.

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.

Mastery - based learning Formative assessment Collaborative learning Metacognition Scaffolded instruction Zone of proximal development

Strategic scaffolding is provided through explicit instruction in how to read various types of social studies texts and apply active reading strategies to support comprehension.

The power of a Knowledge Cluster allows parents to scaffold instruction by identifying gaps in students» mathematical backgrounds that frustrate student success in a content area.

Through a balance of scaffolded direct instruction, meaningful practice, and formative assessment, digital curriculum can support all students in mastering required skills and concepts and developing critical thinking skills.

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.

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.

In order for these tools to be used to scaffold student literacy, teachers first must be familiar with the tools and then be scaffolded to appropriate uses of these tools to support literacy instruction.

The following eight types of comprehension instruction identified by the National Reading Panel (2000) are highly appropriate for ELLs but may require additional scaffolding and practice:

Embedded formative and summative assessments, scaffolded supports, and a balance of instructionally appropriate text and media elements, such as video, provide students with multimodal instruction to address diverse learning styles.

In order for these tools to be used to scaffold student literacy, teachers must first be familiar with the tools and their appropriate uses in support of literacy instruction.

Teachers first must be familiar with the tools and then be scaffolded to appropriate uses of these tools to support literacy instruction.

Built using the same innovative approach to differentiated instruction and proprietary adaptive content system as Pro, Access features classroom - tested linguistic scaffolds and a targeted student literacy routine specifically designed to meet the unique needs of ELL students and accelerate their language acquisition and literacy gains.

In the best classrooms, students are engaged much of the time in reading and writing, with the teacher monitoring student progress, encouraging continuous improvement and growth, and providing scaffolded instruction to help students improve their use of various strategies.

The CSC is aligned to Pillar One of the District's Action Plan, «High Standards, Rigorous Curriculum, and Powerful Instruction,» and is part of a larger initiative that provides supports ans scaffolding for schools to move up certification categories over time.

Essential to sheltered instruction are teacher willingness and capacity to learn about and incorporate the prior knowledge of ELLs into instruction, to understand second language acquisition and address the linguistic needs of ELLs, to deliver comprehensible yet rigorous input, and to use spiraling and scaffolding techniques whereby every piece of information learned and every skill acquired provides the next - level substructure for building higher - order knowledge.

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.

In addition, teachers and coaches discuss ways of using scaffolding to provide grade - level instruction to ELLs and SWDs and how those scaffolds may be removed over time to support mastery of the standards.

Scaffolding Challenges and Cautions Although scaffolding can be used to optimize learning for all students, it is a very demanding form of instruction (Pressley, Hogan, Wharton - McDonald, Mistretta, & EttenbeScaffolding Challenges and Cautions Although scaffolding can be used to optimize learning for all students, it is a very demanding form of instruction (Pressley, Hogan, Wharton - McDonald, Mistretta, & Ettenbescaffolding can be used to optimize learning for all students, it is a very demanding form of instruction (Pressley, Hogan, Wharton - McDonald, Mistretta, & Ettenberger 1996).

She found that these teachers regularly incorporated several of the eight essential elements of scaffolding into instruction.

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

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

SPECIAL CAPABILITIES • Excellent customer service skills • Good attention to detail • Proven ability to stand, stoop, bend, and stretch for extended periods of time • Ability to climb ladders and scaffold • Ability to work individually and inside a team • Superb ability to understand and follow verbal and written instructions