A3: sequenced, targeted, and scaffolded
Instruction starts with a review of previous knowledge/skills, then the targeted area is addressed. Differentiation on levels and expectations covers scaffolding.
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A2: Individually assess while other students are fully engaged in a different activity (not silent reading). Providing differentiated and leveled assessment is also key. Students can move up to a more complex assessment task.
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A4 RTI is using best practice to provide various supports in the classroom to ensure struggling learners are learning. It is a necessary process before considering special education #CISDEdChat
A3 Learning to write is about the processes necessary to communicate through writing in an effective manner. Writing to learn is using the writing process to make connections and to reflect on what you have learned. #CISDEdChat
A2 Learning for all means Least Dangerous Assumption. We should always assume students are capable of everything, never assuming they cannot do something. #CISDEdChat
A1: I am excited to learn more ways to use technology in the classroom to further student learning. Thank you to ALL the High School staff for welcoming me to the district #CISDEdChat
@offenbaker_a A3: I plan to use the TLI team to help me make my lessons and units more interactive and motivating for students #CISDedchat#castleberryisd
@offenbaker_a A2: I plan to use technology to organize curriculum and structure within the classroom, streamlining the educational process to improve student learning #CISDedchat#castleberryisd