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Direct Instruction for Academic Content and Non-Cognitive Skills
Teachers use whole-group instruction to address skills needed for all students.
Direct Instruction Centered on Social-Emotional Growth
Each student at Valor participates in a once weekly elective-type class that provides direct instruction related to their social-emotional learning.
Direct Instruction for Non-cognitive Skills at LPS
Walk through of how the first two units are structured as a class. LPS initially built and tested their Academic Numeracy course in Google Sheets, and many of those practices have been captured as Blended and Personalized Learning Strategies. LPS...
Roots Executive Director Discusses Flexible Instruction through Data Use
Roots ED and Founder, Jonathan Hanover, discusses how Roots uses data to create long term learning plans as well as adjust near-daily to inform groupings.Transcript: Jon Hanover: – one of the things that's really unique about our model is that we...
Roots Director of Operations and Innovation On Needing an Instructional Purpose in Selecting Software
Roots Director of Operations and Innovation, Jill Tew, shares how understanding of instructional needs drive technology adoption. Transcript: Jill Tew: What we try to do and what I’m very kind of vocal about is never just adopting an app because...
Teacher-Led Large Group Instruction
ReNEW DTA addresses grade-level scope and sequence through ongoing whole-group instruction. The teachers create heterogeneous groupings to help all students access grade-level content, regardless of individual skill level.
Scheduled Ongoing Large Group Instruction
Roots uses large group instruction daily during Habits of Success time, as well as during direct instruction.
Targeted Large Group Instruction
While most instruction is delivered in small groups or one-to-one, West Belden employs large group instruction strategically when content or skills need broad introduction.
Habits of Success Class
Roots students develop social-emotional skills through daily curriculum, reflection, and skill-development tracking.
Self-Grading and Peer-Grading
Students must grade their own work and have a partner grade their work before submitting it to the teacher for final review.
Daily Large Group Instruction
Learning Facilitators provide daily whole group instruction for introduction of commonly needed skills or review topics.