I read this suggestion attached to a Math Daily 3 video about the 10 steps to independence.
“At the time this video was filmed, Karen was trying to give more students a chance to particpate and was not aware of the importance of having the same student model both. Her practice has since changed.”
What is the reasoning behind “having the same student model both?”
Looking forward to your thoughts.
We usually choose a child who “might” be one who has difficulty staying on task to model what it might look like if someone was off task. We then have that same student model correct behaviors, helping build their “muscle memory” of what it looks like to be on task.
Then, during daily 5, if that student does gt off track, we can remind them of the modeling they did, and how we know they CAN do it.
| Title | Category | Replies | Views | Activity |
|---|---|---|---|---|
| Daily 5 and Amplify CKLA | Daily 5 | 0 | 636 | 6 months 3 weeks |
| Daily Five and Science of Reading | Daily 5 | 6 | 7k | 8 months 1 week |
| Digital Lessons from Appendices? | Daily 5 | 1 | 532 | 11 months 3 weeks |
| Introducing Daily 5 and Cafe to upper primary students (in Australia) | Daily 5 | 3 | 2.9k | 1 year 4 months |
| Daily 5 and ADHD | Daily 5 | 0 | 591 | 1 year 4 months |
| Daily 5 and Behavior | Daily 5 | 0 | 665 | 1 year 4 months |
| Daily 5 and ELA Curriculum: How do you fit everything in? | Daily 5 | 1 | 1.4k | 1 year 9 months |
| Daily 5 Rubric | Daily 5 | 0 | 1k | 1 year 10 months |
| Stevenson Phonics and Daily 5 | Daily 5 | 0 | 655 | 1 year 10 months |
| Not enough time | Daily 5 | 0 | 764 | 1 year 11 months |
This content is reserved for All-Access members. Consider upgrading your membership to access this resource.
