Not exact matches
However, the Lesson Study model, which involves regular (meeting two or three times a month) collaborative
activities, builds a routine among the
small group of teachers that actually leads to teacher and student learning
over time.
However, California teachers spent
over four and one - half hours per week with students engaged in
small group reading
activities, such as working in pairs or teams and
small group discussions.
Participants engaged with materials and
activities in whole
group and
small groups that demonstrate that science lessons can be richer, deeper learning experiences when we, 1) slow down the process and provide repeated experience
over time with key concepts (e.g., observing and exploring ingredients one day; making play dough another day), 2) incorporate language and literacy into science explorations intentionally (e.g., using informational texts; using visual aids and key words in DLL children's home language), and 3) connect science to other content areas and provide extension
activities that continue conceptual learning across time and across the classroom (e.g., measurement with ingredients; discussing other types of mixtures during snack time).
The importance of allowing children initiative and control
over activities is supported by findings on Montessori kindergartens, whose curriculum had an emphasis on student - chosen work and a mix of individual and
small group instruction in academic and social skills.
Case study presentations, interactive learning sessions,
smaller interest
group activities, executive development training and continuing education; all in one place
over 2 to 3 days.