Sentences with phrase «teacher perspectives about»

Not exact matches

It will add to the teacher's perspective of the child if you describe some of the behaviors you are noting at home - for example, if the child is particularly neat (or messy) about taking care of his room, let the teacher know.

«I Never Thought of Science as Something Like This» - Incorporating an Ecological Perspective Into Science Teacher Learning - Connected Science Learning - March 14, 2018 Learn about how a university - based teacher preparation program, public schools, and local science - focused museums implement an ecological approach to STEM learning in CTeacher Learning - Connected Science Learning - March 14, 2018 Learn about how a university - based teacher preparation program, public schools, and local science - focused museums implement an ecological approach to STEM learning in Cteacher preparation program, public schools, and local science - focused museums implement an ecological approach to STEM learning in Chicago.

Please make sure you work with your parents and teachers in your community to talk about those things and to address the issue of opt - outs from a perspective of what we are losing out on if we don't have assessments in place for students.»

Next Wave interviewed Bissett to get her perspectives on teacher - training programs available to Canadians and her advice about becoming a schoolteacher in Canada.

We traveled far and wide to bring you guest experts — like Penny Lane, CNM, DNP (pictured in the video and in the photo below with TCS teacher Haniya & Haniya's baby boy)-- to answer your questions about Women's Health from a God - glorifying, healthy perspective.

About Blog A young middle school teacher in Little Rock shares her thoughts on classroom management, technology, literature and science, with the occasional dash of Christian perspective.

Research paper on how teachers in both Primary and Secondary can share perspectives about teaching and assessing ICT capability to ensure progression and continuity of student learning.

From the teacher perspective, every teacher has a little bit of sway, in their hours of the day and so on... everyone has a little bit of headroom, about say 20 per cent of the time could be diverted away from just teaching [traditional content] to pay more attention to its deepening through skills acquisition.

So we wanted to see if playfulness in Kindergarten had any predictive ability to talk about how the children would be in First, Second and Third Grades, both in terms of teacher's perspectives and in terms of their classmates» perspectives.

«It's about supporting the child but also supporting teachers and schools to be confident delivering Aboriginal perspectives within the classroom and also asking educators to look at Aboriginal pedagogies and how they can use that within the classroom.»

These two organizations play an outsize role in our conversation about teachers because most of their placements are in large cities with large media markets, but they're relatively small from a national perspective.

Instantly, the class was 1) excited that this «assignment» was a song they loved, 2) blown away that their teacher, Mr. Macomber, knew who No Doubt was, and 3) poised to read the novel from an emotional perspective — about a girl whose environment keeps her from being all that she really wants to be.

But perhaps when teachers say they «know how children learn,» they are not talking about learning from a scientific perspective but about craft knowledge.

And we talk about this question: Do I have any advice for teachers, especially practical advice, from my researcher perspective?

A teacher who wants to learn more about the Common Core can watch a video featuring Professors Dan Koretz, Heather Hill, and Paul Reville that delves into the issue of assessments from the perspectives of an expert in educational measurement, an expert in teacher quality, and the former Massachusetts Secretary of Education, respectively.

It's All About Context «There are times when what makes us most effective as teachers and as mentors is putting things in context and offering a sense of perspective for our students — as well as putting things in context and offering perspective about our students.&rAbout Context «There are times when what makes us most effective as teachers and as mentors is putting things in context and offering a sense of perspective for our students — as well as putting things in context and offering perspective about our students.&rabout our students.»

«From the teacher perspective, it lightens our load quite a bit and it allows a lot more interesting ideas to come about, more brainstorming of different people coming in with different ideas... It also gives the children something that is really lasting... The memory is really cemented for them.»

We also learnt about the perspectives of Indigenous students and their parents, as well as teachers and school principals.

Depending on the age, conversations have to occur with the students, parents, and teachers about what is developmentally appropriate for the learner at that time, and to assure them as they get older they will be able to explore those areas with more knowledge, experience, and perspective.

Researchers from RAND studying the first year of Vermont's implementation of portfolio assessments for fourth and eighth graders found that the development of portfolios (work was selected by students with input from classroom teachers) had several positive educational outcomes: Students and teachers were more enthusiastic and had a more positive attitude about learning, teachers devoted «substantially more attention» to problem solving and communication (two areas represented by portfolios), students spent more time working in small groups or in pairs, and teachers felt the portfolios afforded them a new perspective on student work.

Their art teachers worked with them to do some brass pieces around it, and I think they got a completely different perspective than one might have if they had just read the paper and learned about what was happening through the news.

It's about providing a bird's - eye view of your classroom from a digital perspective, as well as an opportunity for other teachers to use your resources and to follow your daily practice for inspiration.

Dreaming about a short list of guiding principles that can help teachers keep their jobs — and the overwhelming avalanche of state and national standards — in perspective.

From the teacher perspective — what about the teaching style?

When students think about content from the perspective of the teacher, they comprehend it much better than when they simply take notes.

Research shows that when teachers provide students with choices and options, listen to students thoughtfully, respect students» perspectives, ask questions about what the students want to do, and resist stating answers too quickly, it supports students» autonomy, competence, and relatedness (Reeve, Bolt, & Cai, 1999).

Next, teachers ask students to consider who might be interested in learning about their perspective.

Teachers can be intentional about calling on a diverse set of voices, ensuring multiple perspectives

Teachers could consider asking students to translate interesting news stories, not only improving their vocabulary and enabling them to become more independent learners, but allowing them to see things from a different perspective and read about events that are not necessarily reported in the news they are used to watching and reading.

During one of their grade - level meetings, the language arts teachers brainstormed a way to connect the journey of the balloon to both creative and scientific writing by having their students write about that single experience from different perspectives.

we've invited science teacher, content expert and coach Kathy Renfrew to become The Science Lady and write about general science topics from her perspective as a veteran middle grades teacher and early advocate for the Next Generation Science Standards.

We use these artifacts to create the teacher's perspective and to facilitate conversations about student thinking and learning.

On World Teachers Day, Three Educators Share Their Unique Perspectives UNICEF, October 4, 2011 UNICEF's podcast moderator Femi Oke spoke with Jamila Marofi, a high school teacher from Afghanista; Gorma Minnie, a school administrator from Liberia; and Professor Fernando Reimers from the Harvard Graduate School of Education in America about World Teacherteacher from Afghanista; Gorma Minnie, a school administrator from Liberia; and Professor Fernando Reimers from the Harvard Graduate School of Education in America about World TeacherTeacher's Day.

(Walter Enloe, coauthor of Project Circles and Learning Circles and former lead teacher and principal of the Paideia School and Hiroshima International School) This book offers a rare combination?a fresh perspective on student learning, a serious effort to measure success, and a practical way to inform discussions about schools as a learning environments.

The working group is soliciting perspectives from deans of education regarding thoughts about how their institutions might best adapt to build capacity for preparing teachers and school leaders for this future.

Visit Blog Hop: Testing and learn about testing from every perspective: parents, teachers, gifted kids, gifted coordinators and more!

As a pre-teaching activity prior to a whole group discussion about the British Stamp Act and a comparison of the loyalist and patriot perspective, the teacher provides students with potential sentence frames and models using them.

In addition, these researchers analyzed their findings in terms of teachers» different theoretical perspectives and beliefs about writing instruction.

To put those gains in perspective, they're about 50 percent and 41 percent, respectively, of the growth the average D.C. teacher makes in his or her first three years on the job.

Against this backdrop of educational reform in the United States and China, and along with intensified global economic and educational competition, this is an opportune time to conduct an international comparative examination that sheds new light on and shares new perspectives about the complex issue of teacher effectiveness (Crossley & Waston, 2003).

In «Part Five: Three Perspectives On Launching A Residency from California State University, Fresno» Drs. Paul Beare, Cathy Yun and Lisa Bennett write about the university's important partnerships with both rural and urban school districts, their focus on teacher professional development and the rewards and challenges of building three different residencies — each with a unique focus.

Importantly, we follow up with those who work with and employ our students and graduates, including for example teachers, principals and human resource personnel, to gain an external perspective about quality.

The multiple perspectives gained from looking across the six classroom cases in RCE helped students learn about the variety of teaching methods and the adaptability and flexibility teachers need to support student learning.

From these teachers» perspectives, the test data might have had value if they had enabled teachers to disaggregate student performance across skills and make inferences about specific areas needing improvement.

From a systemic perspective the Student Learning Wall is important for consistent conversations with teachers about best practices for PBL and in traditional units.

Corbett and Wilson's ongoing studies about the perspectives and roles of students in school improvement were perhaps best elaborated on in the findings from their comprehensive study of Philadelphia schools, published in Listening to Urban Kids: School Reform and the Teachers They Want (2001).

Children integrated music into their daily expression (i.e. singing, writing about music activities) and life perspectives (i.e. thinking about being a music teacher).

During the two - and - a-half hour session, «Teacher Evaluation In the Classroom,» attended by about 200 people, stakeholders affected by the ongoing reform effort shared their perspectives with the audience while answering questions from both moderator John Mooney, education writer and co-founder of New Jersey Spotlight magazine, and audience members comprised largely of concerned parents and educators.

She argues instead for «assessment as conversation» in judging writing, a model of assessment based on an illuminating exchange of the teacher's and student's perspectives and background knowledge about a piece of writing.

To put this figure in perspective, public education's price tag has surpassed $ 500 billion annually, including some $ 14 billion2 (about $ 240 per student) for teachers to take professional development courses and workshops that teachers themselves say don't always improve their teaching (Killeen, Monk, & Plecki, 2002).