December Unit Test Practice Paper PDF For Std-6 To 8
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December Unit Test Practice Paper PDF For Std-6 To 8.Some schools and districts are already exploring what can happen when they take the technological foundation they have already built and leverage it to better serve their learning communities, by modifying and/or redefining how, where and when they are delivering instruction and engaging with students and families. Here are just a few examples we’ve seen.
December Unit Test Practice Paper PDF For Std-6 To 8.Realizing early on that “regular” school days no longer worked for all learners and their families, Northern Cass School District #97 in North Dakota began conducting evening class sessions to allow for greater flexibility for working students and their caregivers. As an added bonus, they discovered it also helped teachers who were struggling to support their own children in hybrid or virtual learning while teaching on a full-time schedule.
In northern New Mexico, Taos Academy Charter School, where one of us, Elizabeth LeBlanc, serves as the director of teaching and learning, uses a flexible schedule to conduct one-on-one and small group work in the afternoons and to offer on-demand support through Homework Hotlines in the morning. Every student’s individual weekly schedule is designed for that learner’s needs, strengths and challenges.
Westminster Public Schools in suburban Colorado is offering students greater voice and choice by incorporating more open-ended explorations and student-driven projects into their curriculum. They are working with students through their competency-based system, which prioritizes content mastery and self-paced work, to redefine learning tasks for increased engagement.
Live-streaming has offered an additional layer of support and engagement in Pennsylvania’s Northern Lehigh School District during hybrid learning; on their off-campus days, students can attend the live-streamed class synchronously or can view the recording later for key content if they need support in their coursework.
In rural Milton Area School District in Pennsylvania, students work asynchronously (or self-paced) one day of the week to allow teachers to conduct family outreach, re-engage absent learners and hold remediation and academic support sessions as needed.
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At YES (Yuba Environmental Science) Charter Academy in California, going virtual has not stopped their hand-on learning as their teachers structure STEM exploration activities that students can do with everyday objects; during the instructional blocks, educational assistants meet with small, flexible learning groups to address targeted needs in reading and math.
Right now, many schools, districts, educators, and students are surviving, but not thriving in this variable world of education during COVID-19. The examples above, however, show that this does not have to be the case, and that innovative thinking may be more important than ever before in helping us meet the needs of students both during and after the pandemic.
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