Sentences with phrase «when small group instruction»

We make mistakes and provide whole group instruction when small group instruction is needed.

When the small group instruction station is free, Joshua leverages this freed - up time to pull students for one - on - one tutoring sessions, plan lessons, or meet with a teacher or administrator.

Not exact matches

One strand of his research, which has sought to replicate effective charter - school practices in public school contexts, has shown that when a school increases instructional time, has excellent teachers and administrators, and instills data - driven instruction, small - group tutoring, and a culture of high expectations, it can eliminate gaps in math performance.

Did they mix it up when it came to working individually and in small groups or whole - class instruction?

In response, she provided more differentiated instruction and worked with smaller groups when possible.

When she is engaged in targeted small group instruction, the other students are focused on their playlist.

When asked on the survey to select the four most important factors for improving struggling readers» achievement, 83 % of the teachers in the four most effective schools selected small - group instruction as an important factor.

Use Alphabet Blocks to guide small group instruction, for letter exploration during free play, or to activate students» knowledge when leading circle / story time.

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).

When 80 % or more students in a class have mastered a specific skill, it does not need to be taught at the whole class level, but certain students might need small group or individual instruction to master the skill.

Teachers are either observing student performance during small - group or one - on - one instruction, or the software is notifying the teacher when a student is struggling with a specific skill or lesson.

When layered on top of 90 minutes of high - quality classroom reading lessons, expert tutorials (Phillips & Smith, 2010; Vellutino, Scanlon, Sipay, et al., 1996) or very small group reading instruction (Mathes et al., 2005) result in 98 percent of all 1st graders reading on level.

Nevertheless, recent studies have begun to question whether incidental instruction through book reading may be substantial enough to significantly boost children's oral vocabulary development.19 Several meta - analyses, for example, have reported only small to moderate effects of book reading on vocabulary development.20 One group of researchers examined the added benefits of dialogic reading, an interactive reading strategy, on children's vocabulary growth and reported only modest gains for 2 - to 3 - year - olds.21 Further, these effects were reduced to negligible levels when children were 4 to 5 years old or when they were at risk for language and literacy impairments.

When she was comfortable with small group instruction, Ms. Arenas proceeded to implement station rotations, an effective blended learning model where students rotate from group to group during a lesson.

The initiative has included implementation of small group guided reading using Jan Richardson's Next Step Forward as a guide.This process began in January, 2015 when district leaders began to develop and articulate a new vision for what early literacy instruction in K - 1 classrooms should look like.

This type of teaching and learning is most effective when instruction is delivered in the smallest group possible to address the specific literacy needs of the students.

Students showed greater fluency growth when their teachers were more often observed providing small - group instruction, and less often observed teaching phonics.

When one compares small group and whole class instruction in this more meaningful way, small group teaching loses its advantage; that is, no differences in average achievement.

However, few of the studies in those meta - analyses focused on reading, they weren't always comparing small group teaching to whole class instruction, and some of the reading studies were from back in the day when 45 - 60 kids in a class was common practice.

When students struggle, we support them with a thoughtful interventions process that leads to extra small - group instruction and / or counseling services in order to help the children be successful.

Or take a small - group lesson with a maximum of three students per instructor; while allowing you to still receive close communication and instruction from your teacher, you will wait your turn to catch waves when you're in the water.

But there are also times when a course of instruction is needed for a group that falls somewhere in between the very small and the very large.

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.