The school reduced its Regents-repeater classes—cram courses designed to help struggling students collect a graduation requirement—from five classes of 35 students to two classes of 20 students. You just had to listen to the way the students talked, one teacher pointed out—they rarely communicated in full sentences, much less expressed complex thoughts…
Scharff, a lecturer at Baruch College, a part of the City University of New York, kept pushing, asking: “What skills that lead to good writing did struggling students lack? students just couldn’t read, suggested one teacher.
A few teachers administered informal diagnostic tests the following week and reported back.
“Basically, that wasn’t going to happen,” she says, sweeping her blunt-cut brown hair from her brown eyes. Even a coherent, well-turned paragraph seemed beyond her daughter’s ability. “It just didn’t seem like something Monica could ever do.” For decades, no one at New Dorp seemed to know how to help low-performing students like Monica, and unfortunately, this troubled population made up most of the school, which caters primarily to students from poor and working-class families.
As the students work on the simulation they are visualizing how stability and change in natural or designed systems can be constructed by examining the changes over time (CCC Stability and Change), as well as analyzing and interpreting data (SP4). To close this lesson I ask that students write, on Edmodo, what was the most interesting thing they learned in today's lesson.
The review of this responses allows me to gauge not only how the lesson went, but also how the simulation engage/did not engage the students.
Consistently, one of the largest differences between failing and successful students was that only the latter could express their thoughts on the page.
If nothing else, De Angelis and her teachers decided, beginning in the fall of 2009, New Dorp students would learn to write well. I figured I’d give it a try.” New Dorp’s Writing Revolution, which placed an intense focus, across nearly every academic subject, on teaching the skills that underlie good analytical writing, was a dramatic departure from what most American students—especially low performers—are taught in high school.
The Slides are to be shown at the front and then each item is shown in turn and the pupils use their graphs to calculate the age of each item from the percentage of carbon found in them. take longer than you think, but keeps them engaged and there're questions to be answered in their books also.