jessicat7474

jessicat7474 t1_ix5qyar wrote

I replied this above but I think it also stands here:

Sometimes we assign portions of books if the focus is on a specific area of content. We review throughout the year. So for instance, I give my students a model paragraph but instead of their first review being of the content in the paragraph, I make it about something silly. Teachers are constantly trying to engage kids in learning in new ways. I’ll tell you, I teach high schoolers and they give zero f’s a lot of the time. I have a high level class and then a lot of kids reading at elementary school level in the same class. So it’s really tough to deem an assignment too basic. I’m trying to get around that with differentiation but it’s a beast.

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jessicat7474 t1_ix5q80c wrote

Sometimes we assign portions of books if the focus is on a specific area of content. We review throughout the year. So for instance, I give my students a model paragraph but instead of their first review being of the content in the paragraph, I make it about something silly. Teachers are constantly trying to engage kids in learning in new ways. I’ll tell you, I teach high schoolers and they give zero f’s a lot of the time. I have a high level class and then a lot of kids reading at elementary school level in the same class. So it’s really tough to deem an assignment too basic. I’m trying to get around that with differentiation but it’s a beast.

3

jessicat7474 t1_ix3m8em wrote

Teacher here. Indeed this is scaffolding. What many civilians don’t get is that sometimes we as teachers give rudimentary assignments to review skills kids SHOULD know already. Then we apply those skills to more challenging assignments. Believe it or not we’re not that far into the school year, so I will assume that the teacher was indeed reviewing skills in a simplistic way so that students felt empowered to complete tougher assignments. There’s no date, so I’m going to go with that.

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