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Procedures communicate and clarify our expectations for students. The extent to which we practice them with students until they are learned, communicates our conviction that they are important and we believe students can do them. Knowing what to expect makes you comfortable; not knowing what to ex- pect is when you have anxiety. It is […]

Accommodate different rates of task completion Plan learning experiences so there can be some flexibility with the length of time individual students have to master skills or concepts and the degree of guidance they receive while doing so. Have relevant and meaningful supple- mental work ready for students who finish tasks early Often this requires

Monitor independent work When students are working independently (alone or in small groups), consider it an op- portunity to gather assessment data to inform instruction. Monitor the learning by walk- ing around to find out how they are doing and to provide guidance and feedback, which will keep them on track and increase the amount

Involve students in modeling and demon- strating work (being the teacher) Do this prior to or after independent practice while you act as a guide on the side. It enables you to check understanding and keep students more actively participating. Place Your Order Here!

Prepare students for independent work Be clear in your explanation of what is expected, and have students summarize direc- tions and expectations with partners to avoid confusion and helplessness when they are expected to begin the work. When appropriate, have students attempt an example while you circulate, and check understanding before assigning a longer period

Balance the interaction complexity Strike a balance between whole-class, small-group, paired, and individual learning time. Different learners have natural preferences, and too much of any one format can be a hindrance to learning. (Differentiated Instruction) Place Your Order Here!

Plan for physical movement If a learning experience requires students to sit still for long stretches, plan ways for them to get intermittent physical movement (for example, stand and share, find a learn- ing partner or other processing activities that require movement) at least every thirty to forty minutes to keep their brains functioning at

Pause for students to process and make meaning Pause every 8 to 10 minutes of direct instruction, and require students to process what they have been hearing, seeing, or doing so they have an opportunity to absorb it, register it in memory, and connect existing knowledge with incoming information. (Principle of Learning) Pulse the learning

Calibrate time thoughtfully, and help students monitor it When there is an activity students are expected to complete within a time frame, make sure it is a reasonable time frame, let them know what it is at the outset, and provide them with a way to monitor their pace accordingly (for example, a transparent timer

Have short independent opening assignments Establish a routine where students anticipate coming into class and starting immedi- ately and independently on a 3- to 5-minute opening assignment. (Principle of Learn- ing: Similarity of Environment) Place Your Order Here!