● The activities that seemed to take more time were primarily Station 1, reading text and reading comprehension, and Station 2, the guided writing portion. ● To adapt, teachers stated they would either move a station to the next day, cut Station 3, re-reading, shorter, or cut the writing time shorter. ● 92.86% of teachers indicated the students particularly enjoyed the content of the books, and 85.71% of the teachers selected the group discussions ● When asked why the students preferred the content of books, teachers responded with “the texts were interesting,” “students loved getting a new book,” and “the content is engaging and fun for them.” ● Teachers said the students enjoyed class discussions because “it allowed them to share their understanding and also learn what their classmates understood from the text.” ● 64.29% of the teachers selected writing on the dry-erase boards and using the magnetic letters as student favorite components. The teachers said students preferred these activities because they are hands-on activities and allow for active learning. ● According to the teachers, the students’ least favorite components were using the picture sorting cards or the table writing activities, with only 14.29% of teachers selecting those options. ● Suggested changes/adjustments to make the program indispensable for teachers included putting all the stations in one book, adding examples for teachers to use during the lesson, and embedding a running record or progress tracker.
16) Please provide insights about each component of your RISE/Up implementation.
LXD Research -RISE and RISE UP Winter 2022-Spring 2023 Report
69
Made with FlippingBook - Online catalogs