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Ms. Baratta’s Classroom Edit display name

  • Hendley Elementary School
  • Washington, DC
  • Nearly all students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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Upon funding, my students will use the whiteboard easel during small group instruction to demonstrate their ability in multiple content areas. In math, they will use the board to solve guided and independent practice problems so that they may receive feedback from their peers and me. They will also use the board to demonstrate their understanding of grammar and writing conventions as we build these skill sets. The board will serve as a visual formative assessment for me, as the teacher, so that I can use that information to better design instruction that will meet the needs of my students. Also, I've found that students tend to own their learning when they are given opportunities to tutor their peers. The age old adage is "if you can teach, then you've truly learned it," rings true for the goal I wish to accomplish with my students in this project. During small group instruction, I will use the whiteboard easel to demonstrate examples of the problems that I'm introducing to my small group and allow them some time to solve these problems. The board will provide the intimacy of small group learning for students who are experiencing challenges with the content and continue to grapple with it even after whole group instruction. Students can also use the board as a "safe space" to edit their work and their "thinking," without feeling judged. The board will serve as an instructional tool that will help my students to gain an in-depth understanding of the concepts that I'm teaching in class and solidify their learning.

About my class

Upon funding, my students will use the whiteboard easel during small group instruction to demonstrate their ability in multiple content areas. In math, they will use the board to solve guided and independent practice problems so that they may receive feedback from their peers and me. They will also use the board to demonstrate their understanding of grammar and writing conventions as we build these skill sets. The board will serve as a visual formative assessment for me, as the teacher, so that I can use that information to better design instruction that will meet the needs of my students. Also, I've found that students tend to own their learning when they are given opportunities to tutor their peers. The age old adage is "if you can teach, then you've truly learned it," rings true for the goal I wish to accomplish with my students in this project. During small group instruction, I will use the whiteboard easel to demonstrate examples of the problems that I'm introducing to my small group and allow them some time to solve these problems. The board will provide the intimacy of small group learning for students who are experiencing challenges with the content and continue to grapple with it even after whole group instruction. Students can also use the board as a "safe space" to edit their work and their "thinking," without feeling judged. The board will serve as an instructional tool that will help my students to gain an in-depth understanding of the concepts that I'm teaching in class and solidify their learning.

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About my class

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