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1. Flexible grouping (homogeneous or heterogeneous)

2. Tasks that require collaboration

3. In depth academic related interactions

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2. Positive student-teacher relationship

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Stragtegy 1: small groups (decreasing group size if not successful) ; group students with similar learning needs; lots of feedback and practice with continuous progress monitoring;
Stategy 2: small clusters of learning, breaking up the content into smaller chunks.

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- develop long term and short term goals and modify as needed

- Providing meaningful access to content
- utilizing contextually relevant content

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Teacher is direct when teaching academic skills.
A combination of 14 and 15; the teacher is modeling.

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1. Make informed instructional decisions 

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1. Make informed instructional decisions 

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2. Read and write program

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Temporary, teacher starts with a support with intention of student eventually going back to doing it by themselves.

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Teach students to maintain and generalize new learning across time and settings.

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Teach students to maintain and generalize new learning across time and settings.

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Strategy 1: varity of instructional strategies (hands on learning, not just pencil and paper; and locations

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- pre-assessment is essential ( background knowledge)
-teach students to organize content
- teach less complex content before more difficult concepts

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Teaching how to problem solve but also monitor their own thinking and learning, being self aware
Teacher is explicitly modeling and teaching students these skills.

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-  Monitor students learning across lesson
- making substitution for test materials/simplifying
- using content enhancer s- graphic organizers and guided notes

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Provide positive and constructive feedback to guide students' learning and behavior.

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Provide positive and constructive feedback to guide students' learning and behavior.

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Strategy 1: peer review and feeback (positive and constructive not critical, addresses misconceptions)
Strategy 2: encourage and use goals for improvement