Here,
upper elementary students learn to identify misleading information, check their facts, and block rumors.
Not exact matches
Science Teachers
Learning through Lesson Analysis (STeLLA) is a professional - development program for
upper -
elementary school science teachers in which teachers develop two lenses for analyzing teaching, the «
Student Thinking Lens» and the «Science Content Storyline Lens,» to analyze videos of teaching practice.
The Science Teachers
Learning from Lesson Analysis (STeLLA) project is a professional - development program that uses video - based analysis of practice to improve teacher and student learning at the upper elementar
Learning from Lesson Analysis (STeLLA) project is a professional - development program that uses video - based analysis of practice to improve teacher and
student learning at the upper elementar
learning at the
upper elementary level.
With age appropriate visuals (featuring
upper elementary, middle school kids, and teens), this resource was designed to make communication clearer for
students with
learning disabilities, ESL / ELL and language barriers, autism spectrum / nonverbal populations, and beyond.
When
students do not
learn to read by third grade or develop reading difficulties after third grade, as is disproportionately the case for
students living in poverty (Kieffer, 2010), it is critically important that an emphasis on
learning to read remain an instructional priority in
upper -
elementary classrooms as well as in middle and high schools.
The dysfunctional nature of how urban schools teach
students to relate to authority begins in kindergarten and continues through the primary grades.With young children, authoritarian, directive teaching that relies on simplistic external rewards still works to control
students.But as children mature and grow in size they become more aware that the school's coercive measures are not really hurtful (as compared to what they deal with outside of school) and the directive, behavior modification methods practiced in primary grades lose their power to control.Indeed, school authority becomes counterproductive.From
upper elementary grades upward
students know very well that it is beyond the power of school authorities to inflict any real hurt.External controls do not teach
students to want to
learn; they teach the reverse.The net effect of this situation is that urban schools teach poverty
students that relating to authority is a kind of game.And the deepest, most pervasive
learnings that result from this game are that school authority is toothless and out of touch with their lives.What school authority represents to urban youth is «what they think they need to do to keep their school running.»
In urban schools
learning is offered in disconnected jolts.The work of the day is unconnected with the work of preceding days or subsequent ones.Life in urban schools is comprised of specific periods and discrete days each of which is forced to stand entirely on its own.If homework is not done, or books not taken home (behaviors which are universal for males and almost so for females by the completion of the
upper elementary grades), everything
students are taught must be compressed into isolated periods of «stand alone» days.Teachers and principals, as well as
students, survive one day at a time.
Goldhaber (2015) summarized this research and noted that in
upper elementary grades (under NCLB, required tests begin in third grade), having a lower - performing teacher (one at the 30th percentile of teachers) is roughly equivalent to a
student learning half as much in the school year compared to having a higher performing teacher (one at the 70th percentile of teachers).
A British study suggests that
students at the
upper elementary school level don't
learn more in small classes than they do in large ones.
Future teachers of English to
upper -
elementary, middle school, and high school
students, and it is most appropriate for teachers and administrators who hope to
learn more about best practices for meeting the needs of an increasingly diverse
student population.
Once we identify benchmarks at each level (primary,
upper elementary, middle school, and high school), we will determine what skills and knowledge
students need to
learn to meet those benchmarks.
The
upper levels of
elementary school, when
students move beyond foundational lessons into more abstract
learning, are crucial grades that set the stage for a
student's lifelong education.
Elisabeth: I hear that many
upper elementary teachers frown on stations because they worry that when their
students are not at the teacher - led station, they will not focus on
learning.
In my
upper elementary math classes, after I complete the essential step of defining
student learning objectives for a unit, I pretest
students.