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In backward design, the educator starts with goals, creates or plans out assessments and finally makes lesson plans. Supporters of backward design liken the process to using a "road map". [5] In this case, the destination is chosen first and then the road map is used to plan the trip to the desired destination.
A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students .
Each grade is paired with another grade, so that First and Second Graders share a classroom, Third, Fourth, and Fifth Graders share a classroom. This allows for cross education and an opportunity for more self-directed learning. Though it does require lesson plans to be multi-year, so that students do not repeat topics.
The students were to engage in the math or reading activities as teams. Paying attention, engaging in the lessons or activity, was the "good behavior". If students engaged in actions that interfered with the lesson (e.g., getting out their seat, interrupting), that was a penalty point against the team—much like playing a sport.
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The plan called for the school to eventually serve grades one through eight, starting with one through five the first year. [4] Sixth grade would be added in year two, and the two remaining grades the following year. [5] Class sizes were to be limited to 20 students per class according to the charter school application. [5]
High school–age boys in public schools outpace girls in dropout, suspension, and expulsion rates and make up a majority of K–12 students reading and writing below grade level.
In Japan, lesson study is conducted at the school, district, and national levels. [2] Features common to all three levels are: preparation of a detailed lesson plan, providing background research information, lesson goals, connections to state or local learning standards, reasoning behind the design of the lesson, and steps of the lesson along with anticipated student responses;
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