Planning: Teachers consider the standards that need to be taught in a particular unit or module as they create assessments for each unit or module.​, Teachers attempt to coordinate with colleagues from other grade levels to create connections and link standards from grade to grade but have little control over what is taught in earlier or later grade levels.​, Teachers create differentiated materials to meet the needs of all students, including emergent bilingual students and students with disabilities., Teachers create a curriculum map from scratch for their grade level., Teachers create activities throughout the module., Preparing/Internalization: Preparing Teachers understand how concepts and topics cohesively build understanding over the course of a module in the predeveloped roadmap., Teachers use embedded supports to adjust delivery of content to meet the needs of students with disabilities and emergent bilingual students., Teachers meet with colleagues to discuss how the embedded RBIS Coherence of Key Concepts is evident in the connections in the Scope and Sequence from grade to grade.  Teachers meet with colleagues to discuss how the embedded RBIS Coherence of Key Concepts is evident in the connections in the Scope and Sequence from grade to grade., Teachers use embedded assessments to understand student learning and prepare for future modules. Teachers use embedded assessments to understand student learning and prepare for future modules. , Teachers annotate the module, study the standards, internalize the content by doing the math, and complete End-of-Module assessments as students would.,

Planning vs Internalization (Preparing)

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