Does teacher show intentionality about balancing? quality

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Reference no: EM134014389

Assignment:

Intentional teachers see? students' needs, not? texts, as the starting point for planning and providing instruction. They expect students to have varied areas of? strength, and they plan instruction that meets the needs of individual students. They monitor student progress carefully and use resources beyond the classroom to meet the needs of students with varying capabilities.

They consider how to balance the? quality, appropriateness,? motivation, and time factors in their lessons to maximize the success of all students.

They use? between-class ability grouping? sparingly, if at? all, and try to accommodate student differences in other ways.

They orchestrate the use of? tutoring, technology, and other supports to help struggling students succeed in the regular class rather than counting on ability? grouping, retention, or special education.

They differentiate instruction to provide a variety of teaching? styles, materials, and technologies to respond to the diverse needs of all students.

Question 1: Does this teacher show intentionality about balancing? quality, appropriateness,? motivation, and time factors in this? lesson? Explain?

Question 2: In this? setting, how could the teacher use peer tutoring to help struggling English learners understand the? lesson?

Question 3: What are the instructional benefits of using the interactive whiteboard to help students learn this? lesson?

Question 4: What are the instructional benefits of using the interactive whiteboard to help students learn this? lesson?

Question 5: The students are seated in groups of four. How might the teacher use these groups to differentiate instruction for struggling students and for advanced? learners?

Reference no: EM134014389

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