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Frequently Asked Questions About Flexible Pacing
What is flexible pacing?
How do students respond to flexible pacing?
What kind of interaction between students does flexible pacing encourage?
How much planning is involved in flexible pacing?
In a flexibly paced classroom, how does the teacher monitor students to facilitate their success?
How can I help parents adapt to flexible pacing?
What problems arise for students who have a mix of flexibly and traditionally paced classes?
What do students do if they haven’t reached mastery on a standard?
How do teachers manage the disparate student work and data created by flexible pacing?
How do you translate standards into kid-friendly “I Can” statements?
In addition to translating standards, can teachers also translate proficiency scales into “I Can” statements?
How can I teach students to help each other write “I Can” statements?
How does flexible pacing support performance-based assessment?
What does a flexibly paced unit look like?