Sentences with phrase «taught as a whole group»

Then, when the explicit lesson on that code - based concept is taught as a whole group, those students at risk receive more (or repeated) explanation, more repetition and feel positive vs. apprehensive (perhaps leading to greater participation...).

Not exact matches

Display this PDF on a large display for whole class teaching or print it for use as an independent / group reference or shared reading resource.

Their bright colourful Core Textbooks, one for each year group, are very pupil friendly, contain lots of graded exercises, and are capable of being used in both a group work arrangement, AND as a whole class teaching resource, thus allowing for Mastery teaching to take place.

Worksheet of GCSE exam questions based on Probability Tree Diagrams - Good for use as independent work for homework practice of GCSE exam style questions or in class as a worksheet for consolidation and working together in groups during whole class teaching.

Worksheet of GCSE exam questions based on Estimating Mean and CF - Good for use as independent work for homework practice of GCSE exam style questions or in class as a worksheet for consolidation and working together in groups during whole class teaching.

Worksheet of GCSE exam questions based on Estimate of mean at L7 - Good for use as independent work for homework practice of GCSE exam style questions or in class as a worksheet for consolidation and working together in groups during whole class teaching.

Worksheet of GCSE exam questions based on Listing Outcomes at L5 - Good for use as independent work for homework practice of GCSE exam style questions or in class as a worksheet for consolidation and working together in groups during whole class teaching.

Worksheet of GCSE exam questions based on Presenting Data - Good for use as independent work for homework practice of GCSE exam style questions or in class as a worksheet for consolidation and working together in groups during whole class teaching.

Worksheet of KS4 questions based on HD - Level 6 - Pie Charts Meet the Furbles Good in class as a worksheet for consolidation, working together in groups during whole class teaching or for independent homework.

Worksheet of GCSE exam questions based on Statistical Measures MMMR at L6 - Good for use as independent work for homework practice of GCSE exam style questions or in class as a worksheet for consolidation and working together in groups during whole class teaching.

Worksheet of KS3 questions based on Pie Charts L6 - Wimbledon Tennis Players Good in class as a worksheet for consolidation, working together in groups during whole class teaching or for independent homework.

Worksheet of KS3 questions based on HD - Probability Rearranging Spots Good in class as a worksheet for consolidation, working together in groups during whole class teaching or for independent homework.

Worksheet of GCSE exam questions based on Scatter Diagrams at L7 - Good for use as independent work for homework practice of GCSE exam style questions or in class as a worksheet for consolidation and working together in groups during whole class teaching.

Worksheet of KS3 questions based on HD - Experimental Probability Good in class as a worksheet for consolidation, working together in groups during whole class teaching or for independent homework.

Worksheet of KS4 questions based on HD - Experimental Probability Cubes in a bag Good in class as a worksheet for consolidation, working together in groups during whole class teaching or for independent homework.

Worksheet of KS3 questions based on HD - Level 5 - How children travel to school Good in class as a worksheet for consolidation, working together in groups during whole class teaching or for independent homework.

Last weekend, at the Celebration of Teaching and Learning, surrounded by educators, representatives from the nonprofit and business worlds, global education experts, academics, and education advocates of all stripes, I found it inspiring how committed the group as a whole was to not just improving family engagement in schools, but expanding engagement beyond the family, to the community in general.

However, if the struggling students are taught only in pull - out groups (and Second Step is not provided for the whole class at Tier 1), students often don't use the skills because neither the teacher nor the other students in the classroom will help reinforce the skills if they have not been exposed to them as well.

In the absence of such information, using generally effective teaching practices such as an instructional hierarchy with a balance of whole - class, small - group, and individual activities appears to be appropriate.

Continuing in this tradition, Taylor et al. (2000) found that accomplished primary grade teachers provided more small - group than whole - group instruction, had high pupil engagement, had a preferred teaching style of coaching as opposed to telling, and engaged students in more higher - level thinking related to reading than other teachers.

Factors considered important to the reform included the following: (a) meeting for 1 hour a week in study groups; (b) meeting in cross-grade groups; (c) reflecting on teaching in study groups; (d) considering research - based «best practices» in study groups; (e) completing action plans in study groups; (f) selecting substantive topics for study; (g) maintaining topics over time; (h) meeting as a whole faculty once a month to discuss reform efforts; (i) working on parent partnerships and making effective use of the external facilitator; and (j) making effective use of the internal leadership team.

Setting and streaming in schools — teaching students with similar levels of current attainment in groups, either for specific lessons (setting) or as a whole class (streaming)-- is a controversial issue.

Sam - where do F&P say that you need to teach reading to kids with a broad array of text levels and where do they and Lucy Calkins champion the idea of spending considerable time teaching reading in whole class configurations as opposed to conferencing or small group work?

But it's not right that whole groups of children are twice as likely to arrive at school behind, just because of where they were born,» said Russell Hobby, the chief executive of Teach First.

Teachers who teach up carefully select times when the class works as a whole, when students work independently, and when students work in groups.

This unassuming ambiguous object resonated not just with Wiley and Nauman, but also with a whole range of Bay Area artists in the 1960s, inspiring more than one group exhibition themed around it, a catalogue, and numerous articles as well as extensive use as a teaching tool by the painter Frank Owen.

Instructed students individually and in groups, using various teaching methods such as whole group lectures, small group instruction, discussions, hands - on activities, and individual skill work

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.