Sentences with phrase «smaller group instruction based»

In addition to offering students a small class size for all subjects, we further individualize literacy and mathematics instruction by implementing even smaller group instruction based on ongoing assessments administered throughout the school year.

Not exact matches

(In» «water instruction will be broken up into smaller groups based on age and ability.)

A further recommendation in this area is: Adopt evidence - based interventions to support TAs in their small group and one - to - one instruction.

There is no predetermined grouping, as all data needs to be used in a timely manner to effectively administer small - group instruction based upon students» individual needs.

The teacher clearly defines the feedback context (small - group instruction and transitions), provides specific and targeted examples of the problem (calling out, causing distraction), expresses in personal terms what this means to her («As his teacher, I'm concerned...»), gives a basis for her claims by tracing the behavior's impact on others (degraded learning environment), and seeks advice from the receiver on how best to resolve the conflict («Can you offer any ideas?»).

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?

These resources and students» electronic portfolios can be used for curriculum planning, differentiating instruction, and individual and small group project based learning.

The Michigan bill is particularly puzzling because it actually mandates many of the alternative interventions identified as effective by practitioners and / or researchers, including regular diagnostic assessment of children in grades K - 3, «evidence - based» small group or 1 - on - 1 supplemental instruction for students in K - 3 failing to meet benchmarks, and intensive teacher professional development.

On these two days, my standard class packed to the brim with as many as 36 scholars is cut in half, using technology and small group instruction to give groups of scholars the targeted remediation that they need based on recent assessment data.

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 bloBase Ten BlocksMaster the fundamentals of place value and regrouping with base ten blobase ten blocks.

Often they need a lot more time on reading instruction, one - on one or in a small groups, with a research - based program taught by someone with training, in order to gain proficiency.

There, teachers combined small group teacher instruction with computer - based learning throughout the school day, producing within one school year a 47 - point increase on the state's 1,000 - point measure of academic performance.

Easy - to - use lessons are provided in each content area and include step - by - step instructions, as well as suggestions for whole and small group instruction and modifications based on students» levels of language proficiency.

This credo will be realized through a «student - centered» learning environment based on small group instruction, innovative uses of technology through «blended learning» and leadership education in order to meet the specific needs of each student.

use formative assessment data in order to inform groupings, track student progress, develop an inquiry - based curriculum that builds mathematical understanding and procedural skills based in meaningful tasks, and deliver targeted instruction to students in large - group, small - group, or individual settings.

TOPICS Expressions and Relationships Place Value Operations with Whole Numbers and Decimals FEATURES Warm - up activities to begin the learning process Fluency practice using VersaTiles Small - group and independent practice opportunities Re-Engagement activities for students needing additional instruction Ways to incorporate the mathematics into daily classroom routines ExplorAction Activities allow students to discover key concepts Teacher tips and games to reinforce concepts INCLUDES 2 VersaTiles Number and Operations Books 2 VersaTiles Fractions Books 1 Hands - On Standard Number & Operations Teacher Resource Guide, Grade 4, Common Core Edition 1 Hands - On Standards Fractions Teacher Resource Guide, Grade 4, Common Core Edition 6 Fraction Number Lines 5 Base Ten Factor Tracks 2 Fraction Tower Equivelency Cube Sets 2 VersaTiles Mini Answer Cases 1 Here, There, Everywhere!

Pringle also learned about the school's High Point Scholars program where students can participate in project - based learning, service - learning projects, community development work, outdoor education, peer mentoring, small group instruction, and weekly field trips.

Software - based assessments allow teachers to see the specific skills students are struggling with so that they can effectively match small - group and one - on - one instruction to the needs of their special needs and ESL students.

Tier 2 (Some Risk)-- For students who don't respond effectively to Tier 1 instruction, Tier 2 supplements core instruction using targeted, evidence - based small - group interventions to help them catch up.

Phalen Leadership students will engage in classroom lectures before rotating into small group instruction, online instruction, project - based group work or individual projects — based on their learning styles and ability levels.

It is an engaging evidence - and standards - based curricular program that balances independent, play - based learning with whole and small group instruction.

Differentiating Small - Group Instruction: CCSS Language - Based Learning for All Students, Especially ELs

Based on the profile, scholars are assigned to particular methods of instruction — small - and large - group instruction, peer tutoring, individual tutoring, asynchronous instruction, and independent study.

Adding small group instruction on a regular basis can be a way to improve that student - teacher ratio.

The Administration System organizes all of the data from the software - based assessments, allowing teachers to see the specific skills students are struggling with so that they can effectively match small - group and one - on - one instruction to the needs of their special needs students and English Language Learners.

Students learn through a mixture of self - paced online instruction, teacher or student - led small - group instruction, direct instruction, and problem - based and project - based work.

proven experience in implementing problem based learning, small group instruction, and differentiated lesson planning aligned to standards

Much of his instruction is project - based, with students working in small groups on tasks using curriculum from sources such as Defined STEM.

In his classroom, Joshua has three skill - equivalent cohorts of students rotating through four different stations: • self - paced online work on the LMS Blendspace, • independent reading, • collaborative project - based learning, and • small group instruction.

These included pull - out and push - in small group instruction, computer - based interventions, Intervention block scheduling, coaching, and co-teaching, and demonstration lessons.

DSISD uses a classroom rotation model where teachers alternate on a weekly basis between facilitating Personal Learning Time (PLT) and Project Based Learning (PBL) using daily formative data to provide small group instruction tailored to students» Personal Learning Plans.

These models effectively increase the amount of time available during the school day for project - based learning, one - on - one intervention and small group instruction, collaborative learning, and guided practice opportunities.

Small group instruction will include pre-teaching skills, re-teaching skills, scaffolding supports, and extending learning linked to the core reading instruction and based on student needs.

Teachers group students into small group based on the skills they're working on to focus instruction on what students need to be taught.

Instead, teachers have become coaches and guides in today's modern pedagogy, which includes blended learning, project - based learning and small - group instruction.

Teachers can create personalized or small - group MAP Informed Learning Paths using Achieve3000 lessons with the click of a mouse, saving planning time and providing targeted skills - based instruction.

, using a variety of method: project - based learning, direct instruction, small group and individual tasks, formative and summative assessment, direct teacher feedback, public presentation, and more

Small Group Instruction (60 minutes)- After the whole group instruction, I divide my class into 3 reading groups, generally based on abiGroup Instruction (60 minutes)- After the whole group instruction, I divide my class into 3 reading groups, generally based Instruction (60 minutes)- After the whole group instruction, I divide my class into 3 reading groups, generally based on abigroup instruction, I divide my class into 3 reading groups, generally based instruction, I divide my class into 3 reading groups, generally based on ability.

Teachers can easily create personalized or small - group MAP Informed Learning Paths using Achieve3000 lessons, saving planning time and providing targeted skills - based instruction.

Students in grades 9 - 12 learn through a mix of self - paced online instruction, small - group work, direct instruction, project - based work, internships, and college courses.

Teachers target instruction individually and in small groups based on real - time student assessment data.

SUMMIT teachers spend their time providing small group instruction, mentoring on a 1 - 1 basis and providing detailed feedback on assignments using SUMMIT's 36 areas for college preparedness.

Instead of whole - class instruction, teachers were shown how to divide their students up into smaller groups based on their abilities and needs.

You'll be able to develop small group instruction teams based on what you've learned from those reports so you can cover several different concepts more efficiently and effectively with your students.

Utilize a variety of teaching strategies, including whole / small group instruction, individualized attention, inquiry - based learning, and exploratory learning in order to make sure students of all learning modalities are successful.

Assisted students by providing individualized, as well as small group instruction, based on observation.

Kindergarten Assistant GREAT ACADEMY, Milwaukee, WI (5/2012 to Present) • Assist lead teachers in implementing predesigned kindergarten curriculum • Provide support in creating and imparting lesson plans • Work with each student on an individual level to ensure that he or she is at par with the academic level of the class • Provide individual and group instructions to adapt the curriculum to the needs of students» intellectual levels • Help plan lessons on daily and long - range basis and conduct exercises with small groups of students • Observe and monitor student behavior and inform lead teacher of any alarming situations • Assist special needs students in learning level - appropriate skills to help them integrate into regular classes • Check students» work and ensure that it is in compliance with the lead teacher's instructions • Create and maintain records of students and ensure that they are kept confidential • Provide feedback to lead teacher for the purpose of building individual student reports

Developed and organized curriculum for focused small group instruction for student - based interventions

Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.

Often through small - group work, student support professionals reinforce and supplement classroom - based instruction for students who need early intervention or more intensive treatment.