Sentences with phrase «about instructional strategies»

«When you're talking about instructional strategies, all of that requires funding, money and resources.

How can different patterns of performance among students lead to conversations among teachers and administrators about instructional strategies and resources?

Using the scale, we were able to gather data about the instructional strategies that were employed, the percentage of students who were engaged, who was responsible for directing the activities (i.e., teacher - versus student - directed), and the levels of cognitive demand that were required.

Not exact matches

In the next article, I will talk about the guidelines, user - experience strategies, interaction and Instructional Design strategies, as well as digital transformation strategies for building a flexible and adaptable Learning Experience.

Teachers need time: If we want to see teachers using instructional strategies like academic discourse, then teachers need time to learn about, practice, and master this craft.

We often hear about the debate of how Subject Matter Experts meddle with Instructional Strategies and how Instructional Designers do not have the freedom to develop their own product.

According to Becky Smerdon and Kathryn Borman, who led the Gates - sponsored research team that evaluated the initiative, by the late 1990s some consensus had emerged among reformers about what made schools successful: «a shared vision focused on student learning, common strategies for engendering that learning, a culture of professional collaboration and collective responsibility, high - quality curriculum, systematic monitoring of student learning, strong instructional leadership (usually from the principal), and adequate resources.»

Schools that must serve students and families who don't buy into their pedagogical strategies can not run a focused instructional program or make reliable promises about how children will be taught.

If you know anyone in the education field, you may have heard lamentations about the cyclical nature with which the instructional strategies and programs from 20 years ago resurface under a new name.

Wrapping these ideologically charged reforms into an expert national «consensus,» though, forces those who have concerns about these strategies to look askance at the SEL agenda — when it might instead make clear that there's room in the SEL coalition for those with diverse views on school discipline and instructional practice.

For 12 years, eMINTS, which stands for Enhancing Missouri's Instructional Networked Teaching Strategies, has been educating teachers and other learning professionals about how to use technology to enhance inquiry - based learning in K - 12 classrooms.

For two years, Agency by Design has partnered with preK — 12 educators in Oakland, California, to develop instructional strategies and tools to help students think critically about the design of objects, ideas, and systems — and to test the notion that maker - based experiences can increase students» sense of self - efficacy.

Here's a plan to put a hopeful message in a bottle for the summer of 2015: America Achieves and the Center for Education Policy Research (CEPR) would work with the America Achieves to design a teacher survey asking about the Common Core implementation identified treatments and other strategies (e.g., instructional coaching using digital video captured by coached teachers, a specific textbook or curriculum, supplemental programs for students, etc.) their school is using, and a principal survey asking about similar topics.

Earlier this year, the Fordham Institute's Mike Petrilli — a former Bush - administration official and NCLB champion who has since expressed concerns about the law — observed: «The question of whether affluent and disadvantaged kids need a different kind of education — different instructional strategies, different curriculum, maybe even different kinds of teachers — is a serious one.

Kirk Walters, a managing researcher for American Institutes for Research, or AIR, talks about the Better Math Teaching Network in New England, which is testing new high school math instructional strategies to be shared with educators around the country.

In this article, two experts in the field offer insights and advice about using this instructional strategy in your classroom.

The coach models an activity using the strategy and the teachers talk about upcoming instructional opportunities to use this in their classrooms.

Domain I training provided by Learning Sciences International takes participants through a series of activities and training to help teachers self - reflect about their personal use of the 41 categories of instructional strategies and helps supervisors identify these strategies in use.

For comprehension instruction, eight different instructional practices were observed and coded: doing a picture walk; asking for a prediction; asking a text - based question; asking a higher level, aesthetic response question; asking children to write in response to reading (including writing answers to questions about what they had read); doing a story map; asking children to retell a story; and working on a comprehension skill or strategy.

When you plan your classroom seating arrangement, you make important decisions about your instructional priorities, the way you anticipate students will interact, and the kinds of instructional strategies you will use.

Produced by CUE, each Academy is an intensive, two - day event during which participants get hands - on experience with Google's free products and other technologies, learn about innovative instructional strategies, receive resources to share with colleagues, and immerse themselves in a supportive community of educators making impact...

In the article Teaching preschoolers learning strategies: «What» meets «how», authors Felicia R. Truong, Ed.D. (AppleTree Institute's Director of Curriculum and Content) and Abby G. Carlson, Ph.D. (AppleTree Institute's Director of Research and Evaluation) state that «children need to know how to learn not just what to learn» and write about how AppleTree's instructional model Every Child Ready helps educators do this.

With so much discussion about defining high quality professional development, we talk about strategies for engaging adult learners, giving educators usable take - away strategies, and coaching implementation in real - world instructional settings — all while maintaining a focus on improving student learning.

One recent example of research about the link between the principal and teachers «professional development is provided by the study of IFL (Institute for Learning) implementation strategies in three urban school districts.127 That study found that teachers reported varying amounts of instructional support provided by their principals.

These focused conversations about the data, instructional practice, and student engagement strategies promote professional growth and create a need to know more.

The intent of this article is to share information and provide guidance for preservice and in - service teachers about a mediated alternative instructional strategy that has the ability to reach reluctant and struggling readers.

One common feedback from the two sessions given that year were that attendees would like further information about the rubrics, instructional resources, and instructional strategies.

Instructional coaches boost the confidence of proficient teachers to help them stop worrying about failure, especially as they try new strategies.

It is not about offering the program or strategy that can take the place of instructional leadership.

This work involves (1) hearing about the strategies BMTN teachers are testing and refining, and having teachers the leaders are working with test out the strategies in their classrooms; (2) sharing resources and strategies that BMTN teachers might use in their improvement projects, (3) providing insights into policies that might affect the instructional work of the network; and (4) helping recruit additional teachers and instructional leaders to the network.

As an instructional coach, learning about new strategies to approach teaching Addition and Subtraction and Multiplication and Division is incredibly valuable.

They emphasize research - based strategies to improve teaching and learning and initiate discussions about instructional approaches, both in teams and with individual teachers.

This site offers free information about the details for screening, progress monitoring, and instructional strategies.

Teachers are constantly learning about their students and how they respond to each instructional strategy used in the classroom.

But when you think about this hard - hitting instructional approach and hard - hitting learning strategy that encompasses so much, all with this great context, it really is Project Based Learning.

Attendees will leave the academy with an understanding of how to incorporate the strategies and lesson design principles they learned about and how to implement an action plan for enhancing instructional know - how in their classrooms, schools, or districts.

Once principals, teachers and instructional coaches have learned to use these tools strategically for reflection and professional learning, they are ready to learn more about content - specific strategies.

Focusing on evidence prompted further discussions about lesson planning, learning progressions, tiered levels of support, and new instructional strategies to move individual students from where they are to where they need to be.

This empowers students to take charge of their own learning by understanding their progress, and provides you with the actionable data you need to make timely, informed decisions about your students» comprehension and your own instructional strategies.

From assessment and accountability to standards and research - based instructional strategies, reformers are debating long and hard about what our teachers should be doing differently to improve student achievement.

During the webinar, Silver and Dewing will talk about why and how to move beyond instructional strategies to the larger concept of instructional know - how.

Teachers» reasons for their decisions about classroom instruction closely related to their conceptions of science, effective science teaching and instructional strategies, purposes of science teaching, and student understanding.

Beth and her team use the plans to evaluate program effectiveness and they help inform teachers about which instructional strategies are working and if students are moving forward based on agreed upon targets.

Most of the questions contained in this study guide are ones you can think about on your own, but you might consider pairing with a colleague or forming a study group with others to use Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders to continually assess your current practices and develop strategies for putting formative assessment to work.

Case Study Snapshot eLearning Course: Multimodal Transportation Management Software Training Industry: Logistics & Distribution Industry Practice Area: Simulation - based software application training Instructional Design Strategy: Scenario - based learning with Watch - Try - Do approach Authoring Tool: Adobe Captivate 9 About Client Our client, a leading logistics company, helps its customers in transportation, warehousing and compliance.

Teachers can use the resources below to learn more about implementing the instructional practices and strategies described in the lesson plans shared here (available through the link on the left of this page).

Sherry and Roggenbuck (2014) observed that in their early attempts to respond to student writing English teacher candidates imitated their own former high - school teachers» instructional strategies, despite their having expressed negative feelings about those assessment practices.

Although several studies in other disciplines report that teachers planning with print - based ECMs tend to develop a better understanding of instructional strategies and their impact on student thinking (Collopy, 2003; Grossman & Thompson, 2004; Lloyd, 1999; Remillard, 2000, 2005; Schneider, Krajcik, & Marx, 2000), little is known about the effects of technology - enhanced ECMs or those designed for teaching in the social studies.

The role of the instructional coach goes beyond sharing good strategies; it's about supporting teachers to think differently about what's happening in their classroom so they can take new actions.

Our infographic explains all you need to know about instructional design strategies.