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应对干预:共同合作 因材施教 – 译学馆
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应对干预:共同合作 因材施教

Response to Intervention: Collaborating to Target Instruction

听起来像但不是“s”    再想想看像什么
>>It’s not an "s", it sounds like it, what does it sound like?
“C”吗
>>"C"?

>>There you go.
Donna Barrier:我们推动“应对干预”(RTI)这个项目的方式
>>Donna Barrier: The way we deliver RTI has everything to do
与学生的最终成绩关系密切
with the end results that we’ve seen for student achievement.
现在 成绩好和成绩差的学生之间
Today there is a small discrepancy between our highest achieving students
的差异很小
and our lowest achieving students.
Beth Rickerman:我们的总体构想和目标是让每个孩子都能
>>Beth Rickerman: Our overall vision and mission would be for every child
体验到成功的滋味 不论他们处于哪个级别
to experience success at their level, whatever that level may be.
Amanda Kuhlman:  RTI就是“应对干预”
>>Amanda Kuhlman: RTI is "response to intervention", it’s making sure
目的是确保任何孩子在任何时间都能得到所需支持
that every child receives the support that he or she needs at any given time
孩子需要的支持可能每周都不一样
and that might change weekly.
Mary Krenke:RTI有团队氛围 大家跟RTI这么多年
>>Mary Krenke: It’s a team atmosphere and over these past years
彼此之间都没了隔阂 共同努力
with the RTI the walls have come down, we’re all in it together.
老师:如果你们班学生太多了 我可以帮你负责一部分
>>Teacher: I could take some of your kids to rea–
就只教他们”流利阅读“这部分
just for the "Read Naturally" part if your groups are too big, you know?
Donna Barrier:经过这么多年 我们的教学模式从各自独立负责发展为
>>Donna Barrier: Through the years we moved
你现在看到的合作模式
from being segmented individual classrooms to what you see today.
所有事情都以同级别小组为单位完成
Everything is done by the grade-level team.
我们刚开始让学生在教学楼里面进出不同教室的时候
When we first started moving studentsabout
一些家长会提出疑问:
in the building some parents had a few questions, "You mean,
“我的孩子一天内不能在同一间教室上课?”
my child won’t be in one classroom all day?"
不是 我们是努力让他们能在不同小组中
No, we’re going to try to provide more targeted instruction working
得到更有针对性的指导
with them in small groups.
我其余的朋友也会加入我们
>>The rest of my friends are gonna join me.
搬张凳子 拿支笔过来
Grab a stool and a pencil.
看第一题
Take a look at the first problem.
Mary Krenke:一二三级这些不同级别的差异在于
>>Mary Krenke: The difference is between the tiers, tier one, tier two,
一级是普通学生
and tier three is tier one is the general population,
采取的是普遍性的指导
universal instruction.
雪人的鼻子是胡萝卜!
>>The snowman’s nose is a carrot!
雪人的鼻子是胡萝卜!
>>The snowman’s nose is a carrot!
我们要给哪个词划线?
>>What word should we underline?
小组和老师:胡萝卜
>>Group and Teacher: Carrot.
Amanda Kuhlman:二级针对的是看不到自己潜力的学生
>>Amanda Kuhlman: Tier two is when a student is not seeing their potential.
他们除了上一级课程外 还要加入一个小组
They are receiving a small group in addition to the tier one–
这个小组可能不是我教 也可能是我在同一天的其他时间教
so outside of my classroom or with me at a different time of the day.
Melanie Lyons :他们以小组为单位学习 小组成员通常不超过六个
>>Melanie Lyons: They’re always in a small group, usually no bigger than six,
由一位老师和一位助教负责
with a teacher, with a paraprofessional.
>Dara Dutcher :利用科技 实施干预
>>Dara Dutcher: Using an intervention, using the technology.
Amanda Kuhlman:这个看起来棒
>>Amanda Kuhlman: Oh, this one looks cool.
Dara Dutcher:三级是更深入的干预
>>Dara Dutcher: Tier three is even further intervention.
我会在一天的不同时段把他们分开
I pull them a separate time during the day
进行额外指导
to give them an extra push of instruction.
Melanie Lyons:这是我们对一组 二组 或者三组的安排
>>Melanie Lyons: That is with groups from one, two, maybe three and they get
他们一周会进行三四次小组学习
that about three to four times a week.
我们埋…葬…
>>Our b- buried…
Norman 很好
>>Very good, Norman.
…在土壤深处
>>…deep inside the earth.
Brooklyn:我可以去不同老师的课堂 去新的班级上学习
>>Brooklyn: Instead of having to have one teacher the whole time,
而不是从头到尾只有一个老师教课
then I get to go to different teachers and experience, like, new classrooms.
在第一周 弄清课程安排有点困难
It was kinda hard to learn my schedule in the first week,
但到第二周就明白了
but in the second week I got it down.
Dara Dutcher:好了 Rickerman老师的学生
>>Dara Dutcher: Okay, if you are one of Mrs. Rickerman’s friends you need
你们要拿着自己的笔记本电脑去上数学课
to grab your Chromes, head on out to guided math.
Donna Barrier:学生们对自己所做的感到自豪
>>Donna Barrier: The students are very proud of what they do.
上不同老师的课让他们感觉自己有了权利
They feel empowered to move from teacher to teacher.
可以掌管自己的时间
They feel in charge of their day.
Heather:我班上年龄最大的学生在阅读上有困难
>>Heather: My oldest child struggles in reading, so he goes with a group
所以他加入一个小组 组内学生跟他水平差不多
of students that are like himself.
这样他就不需要固定在一个教室上课
So he’s not stuck in one classroom
这个教室里有二十二名学生 水平不均
that has twenty-two kids with different levels.
因此我想他在这个小组会得到特别关照
So I think he’s gonna get some individual attention in those areas
他也不会因为自己不是尖子生而
and he doesn’t have to feel like he’s out of place
感到格格不入
because he’s not at the top.
Amanda Kuhlman:如果你看到一个学生在普通班级里
>>Amanda Kuhlman: You know, if you see a child who is completely lost
一整天都迷迷糊糊 很显然 这会让他在
in a general ed classroom all day long that wears on a kid emotionally,
情感 社交和学业上都表现倦怠 而RTI项目
socially, and academically, obviously, and with the RTI program,
会让他们得到针对性的支持
they’re receiving support that’s planned for them.
我认为小组学习有效果 因为他感觉
>>The small group I think is helping, ’cause he feels–
自信?
>>Confident?
他觉得自信
>>He feels confident.

>>Yeah.
也没那么有压力了
>>Right. Less threatening, too.
压力少了
>>It is less threatening.
他上课走神
>>In class he’s lost.
他不仅是–
He’s just not–
好的
>>All right.
我们的资料标明了他们的水平
So if you look at our sheets that we have that show where they’re at,
我们需要调整哪个学生吗?
is there anybody that we need to adjust?
我们的确需要满足级别高的学生的要求
>>Dara Dutcher: We do have to meet a lot grade-level-wise.
要分享大量信息
We have to share a lot of information.
Mary Krenke:坐下来讨论我们担心的学生
>>Mary Krenke: Sitting down and talking about our students
有二级 三级学生
that we are concerned about, they’re tier two, they’re tier three.
我们该做什么?
What can we do?
因为我们的最终目标是让他们能进步到一级水平
‘Cause ultimately that is our goal is to get them back on tier one.
Amanda Kuhlman:你知道吗 约每三周
>>Amanda Kuhlman: You know, every three weeks
我们会有一些变动
or so we might have a group of changes.
我们班的A.H.考了10分 我们可能要把他分到三级
>>My A.H. is at a ten and I’m thinking we might want to bump him to tier three.

>>Okay.
数据表明他们在不断进步
>>Our data is consistently showing that they’re making progress.
Rachel 另一个是你们班的J.C.
>>The other person that’s in your room, Rachel, is J.C.
他像发疯般地阅读
>>He is reading like crazy.
真的吗!
>>No!
真的 也许能在圣诞节假期前把他再调回一级
>>Yes! >Right before Christmas break maybe moving him back
看他表现
to tier one and see what he can do.
很棒
That’s awesome.
Donna Barrier:这些年来 多亏了RTI项目
>>Donna Barrier: Over the years our special education numbers have greatly
特别教育小组的学生人数大幅下降
diminished due to our RTI.
目前 全校仅有约4%的学生
Today, we only have about four percent of our student population
接受特别教育
that receives special education services.
很棒
>>Excellent.
年末的阅读考试
>>You know, at the end of the year our students really make gains
学生们真的取得了进步
when looking at reading tests.
这种项目方式是有效的
>>This type of programming works.
这个项目是有效的
>> This type of programming works.

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视频概述

RTI是一种新的教学模式,会根据学生的学习状况灵活安排小组学习,让孩子能在小组内得到针对性的指导,快速取得进步,接受普遍性的指导。

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视频来源

https://www.youtube.com/watch?v=cpPZjcFw7xc

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