Over the course of two weeks, students would alternate each day between being at a center and being in direct instruction. By the end of the cycle, they would have completed four centers and spent four days with me. The other two days are free for whole-class meetings, assemblies, remediation, larger labs or other activities. Students would build a portfolio of center work, add a reflection and I would have the perfect assessment, tailored to each student.
Lotz, A. (2018, January 25). How a Focus on Independent Learning Transformed My Most At-Risk Students – EdSurge News.
- Posted: February 12, 2018
Home » Best Practices » Lotz, A. (2018, January 25). How a Focus on Independent Learning Transformed My Most At-Risk Students – EdSurge News.
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- 25 – Lead
Menu
- Why Poverty Matters
- Poverty Data Sources
- Neuroscience & the Classroom
- Why Resources Matter
- 1 – Build Relationships
- 2 – Decrease Stress
- 3 – Increase Status
- 4 – Increase Hope
- 5 – Proactively Guide
- 6 – Use “Me” Strategies
- 7 – Understand Goals of Misbehavior
- 8 – Decrease Health Impacts
- 9 – Build Family/Community Partnerships
- 10 – Align Instruction & Assessment
- 11 – Motivate
- 12 – Grow Mindsets
- 13 – Build Background Knowledge
- 14 – Grow Executive Function
- 15 – Build Memory Trace
- 16 – Grow Emotional & Soft Skills
- 17 – Purposefully Teach
- 18 – Explicitly Teach
- 19 – Question Strategically
- 20 – Use Data
- 21 – Make Learning Fun
- 22 – Accommodate
- 23 – Infuse the Arts
- 24 – Maintain High Expectations
- 25 – Lead