Not exact matches
This gives
students the opportunity to connect to data, have multimedia experiences, and allows for
targeted,
small - group
learning.
Rather than drilling
students into compliance around the critical components of SLANT (Sit Up, Listen, Ask and Answer Questions, Nod your head, Track the Speaker), a blended -
learning environment will hopefully create the conditions where
students will want to be more fully present through individualized
learning and
targeted small - group engagement.
Increased time with
students in
small groups working on their individual
learning targets opens the door to deeper understanding of their strengths, confusions, and goals.
Learning targets are the
smaller skills and concepts
students have to
learn to become proficient on the standard.
Although teachers are not formally required to implement these lessons, they do have to adhere to a lesson - design format that requires them to
target district curriculum objectives, to integrate computer - based
learning activities into every lesson, and to engage
students in
small group and independent
learning activities.
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 Sets14 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
Student ClocksPractice time concepts.
Compared with the general
student population,
students with mild or severe
learning disabilities received more benefits from differentiated and intensive support, especially when the differentiation was delivered in
small groups or with
targeted instruction (McQuarrie, McRae, & Stack - Cutler, 2008).
Once a framework had been established, committee tasks were to then: (1) «zoom in» and break down specific
targeted sections of the draft LPFs into what we called more detailed «mini progressions» for a
smaller grade span, often adding some additional «interim steps» (progress indicators) to the mini progressions; (2) use the more detailed and focused mini progressions to design sample instructional modules (with a series of 4 ‐ 6 detailed lessons) illustrating how a teacher in the general education classroom might move
students along this
smaller grain ‐ sized
learning progression using best practices in instruction; and (3) draw from best practices in instruction for
students with significant cognitive disabilities to incorporate suggestions to each lesson plan for how to make the academic content more accessible for all
students.
«I can address specific
learning targets for
small groups of
students, and I can tweak things so that I can have individual
students skip a lesson or repeat a lesson.»
They teach content knowledge via direct instruction to the entire class,
small group workshops, 1:1
targeted interventions, and by supporting
students as they work at their own pace using resources on the Summit
Learning Platform.
During the first year of implementation, Mineola launched a pilot using a highly personalized station rotation model in 6th — 8th grade math classrooms at Mineola Middle School.The Mineola blended
learning models include
targeted use of
small group time, data - driven instruction, goal setting,
student progress ownership and transparency, increased choice and flexibility, and
targeted attention to
student attitudes towards math and
learning.
LWL implements a Guided Reading Approach to teach literacy, allowing all
students to advance their reading levels by
learning in
small,
targeted groups with the teacher.
Short cycle assessments aligned with each of the
learning targets (standards) allows teachers and
students to respond when the gap is
smallest.