Sentences with phrase «scaffolds instruction in»

DreamBox scaffolds instruction in each lesson and provides students with immediate response and assistance.

They provide scaffolded instruction in research - tested strategies (predicting, thinking aloud, attending to text structure, constructing visual representations, generating questions and summarizing).

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.

As students work over days, assess their learning and follow up in later class periods with further instruction and scaffolding.

Minnesota educator Pamela Solvie was surprised to find that her electronic whiteboard not only engaged first graders in literacy instruction, but also provided valuable scaffolding for diverse learners.

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.

Neumann and Neumann's literature review found, in addition to independent access, pre-school educators are using tablets for whole class and group work, including scaffolded instruction, through apps such as iWrite, Doodle Buddy and Drawing Pad.

Included in this resource pack are: - A well - presented, thorough, and informative, whole - lesson PowerPoint presentation; - Resources for the sequencing activity, detailing Lady Macbeth's numerous actions throughout the play; - A template to help scaffold the main task, complete with P.E.E instructions; - A comprehensive teacher guidance form / lesson plan to assist delivery.

The «cut and stick» activities resources match the initial presentations and provide a scaffold for the children to read, understand, label and order instructions in an active manner.

Included in this resource pack are: - A well - presented, thorough, and informative, whole - lesson PowerPoint presentation; - Resources for the reading and interpreting activity - full scene transcript with space for notes; - A template to help scaffold the main task, complete with P.E.E instructions; - Cards for the card sorting group activity - A comprehensive teacher guidance form / lesson plan to assist delivery.

Included in this resource pack are: - A well - presented, thorough, and informative, whole - lesson PowerPoint presentation; - Resources for the reading and interpreting activity - full scene transcript with space for notes; - A template to help scaffold the main task, complete with P.E.E instructions; - A comprehensive teacher guidance form / lesson plan to assist delivery.

Based on the Florida Sunshine Standards from 2008 (still being used) this packet clearly articulates the gap in instruction for certain grade levels, when items are scaffolded, when they pick up, and when they drop off.

Once you have your learning targets in writing, you can pair them with appropriate instruction, scaffolding, and tasks that will support students in meeting them.

They described efforts to provide multiple avenues for students to access content, strategies for using audio and video to scaffold independent learning, opportunities to adapt instruction based on real - time data, and the chance to engage in more meaningful face - to - face conversations.

Included in this resource pack are: - A well - presented, thorough, and informative, whole - lesson PowerPoint presentation; - Resources for the reading and interpreting activity - full scene transcript with space for notes; - A template and instructions for the «Mood Mapping» task; - A template to help scaffold the main task, complete with P.E.E instructions; - A comprehensive teacher guidance form / lesson plan to assist delivery.

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

Douglas Fisher and Nancy Frey say that helping students develop immediate and lifelong learning skills is best achieved through guided instruction, which they define as «saying or doing the just - right thing to get the learner to do cognitive work» — in other words, gradually and successfully transferring knowledge and the responsibility for learning to students through scaffolds for learning.

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 creatioIn 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 creatioin 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.

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.

To support gains in student achievement, we encourage scaffolding instruction and providing appropriate prompts and supports for student - directed instruction.

Oliver and Hannafin (2001) noted that teachers must be able to provide appropriate instruction and prompting so that students are able to utilize the technology - based tools and scaffolds in a manner that promotes meaningful learning outcomes.

How do you scaffold instruction for diverse learners — including English learners — so that all students in your classroom become stronger, more confident writers?

Language learners may come to the classroom with less background knowledge in English, but they have just as much aptitude for learning language and content when teachers scaffold instruction for both.

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.

Just as physical scaffolding supports construction workers as they build or repair buildings, scaffolding instruction provides the necessary framework for students to develop mastery in a given topic area.

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.

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.

Scaffolded instruction and leadership strategies promote early and sound foundations in literacy and numeracy, build pathways to close achievement gaps, and emphasize character and citizenship development, among other strategies, to improve graduation rates.

Plus, with robust learning scaffolds embedded in every lesson — including linguistic supports for English language learners and more intensive instruction for Response to Intervention students — Achieve3000's solutions help learners at every ability level maintain and even grow their reading and writing skills over the summer.

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.

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 instructioIn 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 instructioin support of literacy instruction.

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 strategieIn 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 strategiein 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.

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.

The curriculum is designed to actively engage students in learning — combining embedded supports and scaffolds to meet diverse student needs, actionable data to inform instruction, and success management, to ensure students get the outcomes they need.

She has coauthored books on literacy, including Improving Adolescent Literacy: Strategies at Work, Reading for Information in Elementary School, Scaffolded Writing Instruction, and Checking for Understanding: Formative Assessment Techniques for Your Classroom for ASCD.

The curriculum, instruction, and research - based best practices were developed and field tested in a scaffolded format over four years, in three school divisions.

(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?

The written instructions provided to the students serve as scaffolding in three significant ways.

Skills a good commercial painter possesses may include the ability to work both solo and as a team member, ability to follow written and verbal instructions, meticulous attention to detail and possibly even the potential to aid with scaffolding used in the process of painting.

These opportunities should scaffold to build competence over time among staff, especially teachers, counselors, coaches, and others who deliver social and emotional learning (SEL) curricula directly or embed SEL practices in their instruction and climate management practices.

We have shown that individual differences in children's EF (but not general cognitive ability) mediate the relations between each of two aspects of parental behavior (that is, «parental scaffolding» or the proclivity to modify instructions and support in response to children's behavior and «negative parent - child interaction» or the extent to which parents are critical, controlling and display negative affect on the other) and children's early academic ability.