Sentences with phrase «teachers scaffold their instruction»

Students apply skill as teacher scaffolds instruction

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.

Not exact matches

As teachers provide scaffolded instruction to meet students» needs, counselors must also provide scaffolded services to ensure that all students receive the support to become college - ready.

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.

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.

For the direct instruction outside class, some teachers selected resources that would offer stretch challenges while others preferred to scaffold and guide the learning.

Teachers start by creating templates as learning scaffolds with instructions - or as students develop skills and focus, encourage more open - ended glogs.

Teachers leave with concrete steps on how to scaffold instruction to meet their students» needs.

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.

CTE teachers can facilitate the learning processes by scaffolding instruction with literacy strategies.

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

Aimed at teachers at all grade levels, across the curriculum, Guided Instruction will help you provide timely and meaningful scaffolds that boost students to higher levels of understanding and accomplishment.

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 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.

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.

We designed ECMs to support the development of teachers» professional teaching knowledge as it related to a specific pedagogical approach called problem - based historical inquiry and its principles for social studies instruction, that learning should be purposeful, connected, active, and scaffolded (Saye & Brush, 2004).

The program immediately assesses and diagnoses each child's area of need, provides individualized instruction and scaffolding, and suggests materials to help the teacher continue scaffolding when students log off.

Our ECMs were designed to support the development of teachers» professional teaching knowledge as it relates to a specific pedagogical approach, PBHI), and its four characteristics of effective social studies instruction: purposeful, connected, active, and scaffolded (Saye & Brush, 2004).

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.

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.

Teachers can scaffold instruction by providing prompts while reading one - on - one

An embedded instructional framework offers teachers a clear pathway to scaffold 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 instruction.

Teachers first must be familiar with the tools and then be scaffolded to appropriate uses of these tools to support 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 strategies.

Essential to sheltered instruction are teacher willingness and capacity to learn about and incorporate the prior knowledge of ELLs into instruction, to understand second language acquisition and address the linguistic needs of ELLs, to deliver comprehensible yet rigorous input, and to use spiraling and scaffolding techniques whereby every piece of information learned and every skill acquired provides the next - level substructure for building higher - order knowledge.

Through carefully scaffolded problem - sets and well - sequenced instructions / demonstrations, teachers are able to pinpoint precisely where a pupil is struggling.

Teachers must first determine their goals for instruction and technology usage, then reflect on their instructional delivery with the available technology to determine the potential needs of students, such as scaffolding prior to a technology's use or additional time to complete a technology - infused activity.

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.

Regarding struggling readers, English language arts competencies require teachers to «use instructional strategies to help students, including struggling readers, develop reading proficiency (such as semantic mapping, directed reading - thinking activities, comprehension skill - based activities, phonics based instruction, and scaffolding).»

She found that these teachers regularly incorporated several of the eight essential elements of scaffolding into instruction.

Hogan and Pressley (1997) summarized the literature to identify eight essential elements of scaffolded instruction that teachers can use as general guidelines.

For additional scaffolding tips, teachers may want to view the videotape, How to Scaffold Instruction for Student Success (ASCD, 2002).

Teachers can make lessons accessible to a broad range of pupils through the use of a variety of appropriate teaching approaches and methodologies, including active learning, small - group tuition, individual teaching, and scaffolded instruction.

Teachers can make lessons accessible to a broad range of students through the use of a variety of appropriate teaching approaches and methodologies, including active learning, small - group tuition, individual teaching, and scaffolded instruction.

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.