• Review the methods for monitoring student progress presented in Ch. 6 (pp. 187–191) of the text. Each method presents a monitoring strategy for a particular type of activity or situation in a classroom, such as learning centers or independent work.
• Select two to three strategies you think could transfer across multiple instructional situations.
• Explain in 200 to 300 words how each monitoring strategy you selected might apply in an alternate type of activity or situation
chapter 6
Once you’ve given directions for an assignment and your class gets to work, it’s important
to monitor how students are doing. The BTES study found that teachers
with high-achieving classes circulated around the room while students were working
at their seats (Fisher and colleagues, 1980).This practice enables you to keep track of students’ progress, identify and help with problems, and verify that assignments
are matched to students’ ability. Circulating also helps to ensure that students
are using their time well.
Observations of our five teachers revealed that they rarely sit down, unless
they’re working with a small group.In all five rooms,the teacher’s desk is out of the
way and used for storage, rather than as a place to sit.
is that part of it i am sorry but i wam lost
In Chapter 6 (pages 187-191) of the textbook, various methods for monitoring student progress are presented. These methods provide monitoring strategies for different types of classroom activities or situations such as learning centers or independent work.
To select two to three strategies that could transfer across multiple instructional situations, you would need to review the methods presented in Chapter 6. Unfortunately, the specific methods are not provided in the question, so I am unable to identify the strategies for you. However, the key idea is to identify monitoring strategies that can be applied to different types of activities or situations in the classroom.
Once you have identified the monitoring strategies, you can then explain how each of these strategies might apply in an alternate type of activity or situation. Here is an example of how you could explain the application of a monitoring strategy in an alternate situation:
Let's say one of the monitoring strategies identified is "check-ins." This strategy involves regularly checking in with individual students or small groups to assess their progress. In a traditional independent work situation, the teacher can use check-ins to monitor students' understanding and provide guidance if needed. However, this strategy can also be applied to a collaborative group activity. In this alternate situation, the teacher can still use check-ins to assess the progress of each group and offer support or clarification as necessary. By using check-ins across different instructional situations, the teacher can ensure that students are on track and provide timely assistance.
By applying a similar thought process to the other identified monitoring strategies, you can explain how they can be used in alternate types of activities or situations. Remember to consider how each strategy can be adapted and utilized to monitor student progress effectively in various contexts.