Sentences with phrase «classroom practice videos»

There are also plenty of useful resources for educators here too, from sample lessons and assessments, to classroom practice video series.

Not exact matches

Complete Skills Camp for Boys Ages 7 - 13 Daily NCAA & MLL lacrosse video sessions in nearby classroom 8:1 camper to instructor on field ratio Daily emphasis on fundamentals, position training, drills and scrimmages Team and sibling discounts available Special goalie instruction and discounts available Every camper receives a reversible Nike practice jersey Nike and STX Prizes for outstanding play, sportsmanship and improvement

We will be capturing stories on video throughout the four day conference, so make sure you stop by the SNF Video Corner share your breakfast - in - the - classroom best practvideo throughout the four day conference, so make sure you stop by the SNF Video Corner share your breakfast - in - the - classroom best practVideo Corner share your breakfast - in - the - classroom best practices.

Key Elements of Observing Practice (DVD) contains a series of short videos that invite you into classrooms and meeting rooms at the Richard J. Murphy School in Boston, a school that uses data wisely, and comes with a Facilitator's Guide for designing your own process for learning from classroom observation.

Help teachers visualize 21st century classroom practice by showing them videos of 21st century classrooms.

This quick video, also from the Teaching Tolerance initiative, reminds viewers to respect students» individuality, even as you learn more about cultural differences and introduce more responsive practices into the classroom.

Similarly, in a case study of four middle school math teachers who participated in a yearlong series of ten video club meetings to reflect on their classrooms, teachers in the video club «came to use video not as a resource for evaluating each other's practices, but rather as a resource for trying to better understand the process of teaching and learning» in a supportive, nonthreatening setting (Sherin and Han, 2004).

Researchers have released a useful toolkit for educators who want to use video to assess their practice in their own classrooms.

Though Dillon mentions value - added modeling, he says that the Gates researchers use it «as a starting point,» and spends most of the rest of the piece discussing their use of cameras to capture teachers in action in the classroom — they hope to have 64,000 hours of classroom video by the end of the project and have already begun the process of looking for «correlations between certain teaching practices and high student achievement» and «scoring» the lessons.

The site currently provides; 4700 videos, 560 practice exercises and Computer Science lessons with interactive ability and offered in 28 languages, in 216 countries, in 20,000 + classrooms and reaching over six million students worldwide.

This video, shot in the first few days of my classroom in 2010, and the seven tips below will show how I try to put these ideas into practice.

Barron and Darling - Hammond describe evidence - based approaches to support inquiry - based teaching in the classroom: (1) clear goals and guiding activities; (2) a variety of resources (e.g., museums, libraries, Internet, videos, lectures) and time for students to share, reflect, and apply resources, while debating over information discrepancies; (3) participation structures and classroom norms that increase the use of evidence and a culture of collaboration (i.e., framing debates as productive conflicts, using public performances); (4) formative assessments that provide opportunities for revision; and (5) summative assessments that are multidimensional and representative of professional practice.

Sitting through lectures and workshops, watching online videos, writing reflections, preparing sample lesson plans, and passing written exams may all be valuable learning experiences, but teaching skills are honed through purposeful practice in either real or simulated classroom settings.

Consequently, by that year's end, we launched a district video - hosting website that featured 26 classroom clips of local teachers sharing lesson ideas and best practices.

Formal classroom training still has a place, particularly when a situation calls for hands - on practice, but it does not offer the same just - in - time flexibility of technology - centric solutions such as videos, demos, or brief self - paced eLearning.

Here, in this 90 second video, we have selected a sample of our favourite quotes — those that we believe have helped to shape the year and inspire our readers in their daily classroom practice.

My dream is to be able to hire other teachers to make more videos (with a wider variety of topics and themes) and turn unicoos into a platform that supports teachers to practice a flipped classroom.

Fortunately, there are many approaches that can work here: Video observation exercises, classroom walk - throughs, and deliberate practice with effective coaching conversations can be implemented with some frequency.

In the 2013 - 2014 school year, with 200 teachers (in 50 schools) in the treatment group and an equal number in a control group participating, we examine whether digital video technology can improve teaching practice and student outcomes in treatment classrooms; whether it is preferred by both teachers and principals to in - person observations; and whether it presents a cost - effective, scalable alternative to in - person observations.

Khan Academy is a learning platform which is comprised of practice exercises, instructional videos, dashboard analytics and teacher tools which empower learners in and outside of the classroom to study at their own pace.

These teachers have opened their classrooms to visitors, to video cameras, to new assessments, to discussion about their practice.

Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom.

Given the ability to capture activities in the classroom through video or other forms of media, it is expected most teachers participating in this programme will use the convenience of a smartphone or tablet to capture school - based applied practice.

For example, in the video exemplars representing the high - leverage practice of establishing norms for classroom learning, we provide annotated illustrations of specific norms being established and the moves that the teacher is using in the video.

When considering the practice of teachers within the classroom, the use of video presents opportunities for promoting reflective practices not afforded prior to its inception and use in teacher education.

In this new video program, Myron Dueck explores assessment practices and grading policies that allow students the opportunity to really demonstrate their learning, and shows how over time these practices lead to greater student achievement in the classroom and beyond.

Like themselves, their partners were developing their teaching practice by reflecting on their progress toward their PDI goal through the use of classroom video.

Create focus for busy instructional leaders using content resources like exemplary classroom videos that identify effective practices

Nominees must complete an extensive written and video application that demonstrates their mastery of mathematics or science content; use of appropriate instructional methods and strategies; effective use of student assessments to evaluate, monitor, and improve student learning; reflective practice and life - long learning to improve teaching and student learning; and leadership in education outside the classroom.

The advantage of capturing video is simple: while teaching, teachers can not stop to reflect on their practice, but video enables them to remove themselves from the demands of the classroom and to step back and examine classroom events (van Es & Sherin, 2008).

3) Video Rating: Once you've saved your practice session, rate the 20 - minute video in the Learning Portal, using the following school and classroom nVideo Rating: Once you've saved your practice session, rate the 20 - minute video in the Learning Portal, using the following school and classroom nvideo in the Learning Portal, using the following school and classroom names.

Teachers are integrating differentiated instruction practices, demonstration classrooms are helping teachers learn with and from their peers, teachers are using video of their own classrooms to engage in lesson study, and teams are weaving online learning and study groups into their school day.

This study examined teacher - learners» use of video production in their K - 12 classrooms and connections between students» content learning and teacher - learners» practice.

Our hope was that the books and videos would bring the classroom into the home, enabling students to practice oral language at home with a familiar text and share their predictions about the story with their families.

To facilitate this learning during the retreat, participants engaged in small group discussions, watched excerpts from videos of classroom instruction, and analyzed school data to help frame a problem of practice related to the achievement gap within their schools.

One evening, Hardy gathered her instructional team together, not to review a video on best practices for classroom management, but to play laser tag and eat Buffalo wings.

Yet, an underexplored use of video in teacher education is scaffolding preservice teachers» video - based self - observation (self - video) by having them first practice critically observing the classroom videos of other preservice teachers at a similar stage of development, whom we call near peers.

On top of that, we've spent nearly $ 1 million to develop videos of our best educators to share best practices, and to show what's possible even in the most challenging classrooms.

This interactive video approach assumed that students had already received formal instruction on what to look for in classroom situations, so that the video annotation activity served as application and practice.

Existing research provides support for the use of video to develop such classroom and reflection practices during teacher preparation.

When incorporated into teacher preparation, the digital video library offers a readily accessible archive of exemplary classroom practices that can be identified, analyzed, and critiqued by preservice trainees and their faculty instructors.

This article reports on an exploratory project in which we designed an innovative interactive video method to help preservice teachers practice critical observation of other preservice teachers as preparation for eventually observing their own classroom teaching on video.

Teachers can create amazing video recordings of classroom best practices and store them on a website, or YouTube channel using a Ricoh Theta camera that records a 360 - degree view of a room.

Additionally, students at Arizona State must prove classroom mastery through a series of performance - based assessments developed by the National Institute for Excellence in Teaching, or NIET.44 During these assessments, a mentor teacher observes and records a teacher candidate; both the mentor teacher and the teacher candidate then use the video and student work to analyze the lesson together.45 The partnership between the university, participating schools, and the nonprofit NIET has created the opportunity to integrate effective teaching practices into practicum and coursework.46

As part of her work as a Tch Laureate, Meg will extend her contributions by further sharing her practice through video to showcase science snippets of her classroom.

And when they're not right there in the classroom, they're side by side with graduate students, watching and analyzing video of them practicing the world's greatest profession.

More than two dozen teachers contributed to the book, which includes case studies and classroom videos of the practices in action.

The Best Practice Video Companion takes you into those teachers» very classrooms to watch them in action during real lessons.

Connect new understandings to classroom practice through the use of authentic classroom video of pulled small groups in action.

Dr. Fisher's 30 Days to Improving Literacy blended learning series is designed to help educators build their skills and practice with daily videos and strategies the can put to use in the classroom each day.