Sentences with phrase «what instructional moves»
ANet formative assessments are designed not just to show what students have and haven't learned, but also to help their teachers understand what instructional moves will advance their learning.
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We have always been so focused on what students need to know to achieve their goals, that we forget to consider the instructional supports that teachers need to move their students forward.
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.
What we try to do is identify a group of instructional leaders within the school, not one, but rather the administrators and teachers, who have the skill set and willingness to take on the work of looking at a variety of data sets and coming up with one or two overarching objectives that the school really needs to achieve in order to move forward.
And yet, Chávez is among the most advanced schools in Chicago when it comes to executing blended instructional approaches at scale and has recently committed to implementing competency - based strategies for enabling students to show what they know and move at their own pace through the curriculum.
Sometimes, the Reflective Summary can show when students have misunderstandings or uncertainty about what they have learned, suggesting the need for additional instructional activities before moving on in the lesson sequence.