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class grouping

Patel, Ms. Díaz, and Mr. Yang regarding between-class and within-class grouping. What are the positives? What are the constraints? Does the age level of children change with their needs?  Follow California state teaching guidelines. In preparing for the opening of the new K-8 school, Barlett Canyon Academy, it quickly becomes obvious to the principal, Ms. Patel, that “something different” will be needed with instructional strategies. Bartlett Canyon Academy is drawing its highly diverse student population from several local communities. Individual differences in educational backgrounds, special needs and home environments are substantial. Ms.Patel decides to approach her faculty.”What is the best way to address our problem of such diverse learners?” begins Ms.Patel.Ms. Díaz, a seasoned sixth grade teacher, suggests that classes at each grade level be organized into tracks to create high, average, and low groups. Each group then works with the same teacher throughout the day. “The plan makes sense,” declares Ms. Díaz. “Teachers can work with students who have similar academic backgrounds. And, students who do poorly will not be frustrated as they are left behind, while students who do well will not have to feel like they need to wait for others.” Mr. Yang, one of the kindergarten teachers, disagrees. “Students need to be exposed to a wide range of individual abilities, characteristics, talents, and so on. How can we ever help our students appreciate their own uniqueness and diversity if we continually group them together in a way that is more convenient for us than for them?”

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