Sentences with phrase «about strategies in the classroom»

Not exact matches

Summit attendees will learn more about the grant in greater detail; in addition to assessments and action plans, there will be information on stakeholder engagement strategies and staff training for breakfast - in - the - classroom.

You'll hear from the Partners — FRAC, NEAHIN, SNF — about best practices and strategies to expand breakfast participation with breakfast in the classroom.

Dr Johnson said: «Teachers and educational psychologists receive little formal training about the effects of preterm birth on children's long term development and learning and are often not aware of appropriate strategies to support preterm children in the classroom.»

It's fine to talk about more technology in our classrooms, smaller class sizes, new teaching and learning strategies, teacher training, and higher test scores, but few of these discussions get us to the heart of the matter — the roots of our current system.

I see the key issue not about whether teachers should use a variety of teaching strategies in the classroom, but that we shouldn't pigeonhole students, which can reinforce fixed mindsets.

On Twitter (@effortfuleduktr), he tweets mostly about the practical application of evidence - based learning strategies in the classroom.

Talking to students in the classroom about what they are learning and about what thinking strategy they are studying.

Patti Ralabate, senior policy analyst - special education from NEAs Education Policy and Practice Department, talked with Education World about strategies for identifying children with ASDs and meeting their needs in the classroom.

In most schools, sports is one of the only settings in which we talk about what makes a strong team and an effective team player, and coaches might have strategies that could translate to the work teachers do in the classrooIn most schools, sports is one of the only settings in which we talk about what makes a strong team and an effective team player, and coaches might have strategies that could translate to the work teachers do in the classrooin which we talk about what makes a strong team and an effective team player, and coaches might have strategies that could translate to the work teachers do in the classrooin the classroom.

«We have collegial observations and the observation form that we use has space [for] questions that the observing teachers ask students about what's happening in the classroom, the learning strategies that are being used and how much they understand of the learning intentions and so on,» Taylor explains.

Visit Edutopia's English - Language Learners topic page for more articles about and strategies for leveraging open resources and useful technology in your classroom.

Johnson, a school administrator and Edutopia blogger, writes about the importance of and strategies for interacting with students and teachers in the classroom.

Think about a particular issue that challenged you throughout the school year, or a concept / strategy you'd like to implement in your classroom.

So think about how you canincorporate the Teach to Learn strategy in your classroom.

Walk into a classroom in the middle of a math talk and you'll see the students gathered in a circle, taking turns showing each other math strategies and questioning each other about the accuracy and efficiency of their solutions.

It is a detailed and extensive resource which includes a wide range of classroom activities for pupils of all abilities: Making predictions about the story Animated film of The Owl and the Pussycat Retelling strategies and comprehension questions Cloze exercise and storyboarding activities Tackling unfamiliar words and using a dictionary Rhyming words lesson with interactive game Identify adjectives in The Owl and the Pussycat A lesson on using adjectives to improve writing Compound words lesson and activities Create a children's story book Full unit of work overview

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.

The need to remain knowledgeable about current trends in classroom strategy, management, and research is integral to remaining viable in a challenging, and often overwhelming, environment.

In addition, we introduced more variety in our storytelling: everything from short animations to the blogs you know and love to feature - length articles about the latest research and practical classroom strategieIn addition, we introduced more variety in our storytelling: everything from short animations to the blogs you know and love to feature - length articles about the latest research and practical classroom strategiein our storytelling: everything from short animations to the blogs you know and love to feature - length articles about the latest research and practical classroom strategies.

The classroom teacher contributes knowledge of the curriculum and of all the students in the class while the ESL teacher brings information about teaching strategies, second language acquisition and diverse cultures.

Among the books educator Lisa Signorelli has read about teaching children in high poverty schools, she finds Disrupting Poverty: Five Powerful Classroom Practices is the easiest to understand and contains very impactful strategies to use in the classroom.

In this series of Strategy Guides, you'll learn about different methods and activities to encourage inquiry - based learning in your classrooIn this series of Strategy Guides, you'll learn about different methods and activities to encourage inquiry - based learning in your classrooin your classroom.

In this course, you will learn about belonging, why it's important, and belonging strategies for your classroom.

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

Mentors meet with or talk with their PT each week about «just in time» needs, curriculum, classroom management, teaching strategies, and other aspects of the profession.

And by impact we mean, for example, stating specific changes in a teacher's classroom strategies or clarity about a changed approach by a middle leader to addressing variation in teaching quality in her team.

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

Rather than distill a student's growth into a single number or percentage, we've leveraged our rich data about each student to provide teachers with classroom - level strategy group support, a real - time activity feed that shares information about whether a student has demonstrated understanding in a lesson, the opportunity to experience the tasks and questions students were given in each lesson, and the ability to easily assign differentiated lessons that take into account each student's prior knowledge.

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.

When we do, classroom management becomes a conversation about strategies to support learners, rather than a way to make them «follow the rules» in a one - size - fits - all model.

Learn more about the ASCD Whole Child approach and how it works in relation to school's climate and culture, building and teacher leadership, curriculum and instruction, assessment, classroom strategies, and more with ASCD's PD Online ® course, An Introduction to the Whole Child, currently available free to all educators.

Whether this is a point in the school year where teachers feel positive about the relationships they've built with all their students» families or teachers are seeking ways to engage families they haven't quite connected with yet, there is never a right or wrong time to survey family engagement strategies so students continue to have the support they need at home to excel in the classroom.

However, in doing so, individual teachers must make initial assumptions about and then use the Science IDEAS prior knowledge strategy to insure science instruction is appropriate for the students in their classrooms.

In my classroom practice, the Developmental Designs approach provided me with principles and practical strategies that helped me see and hear African - American and Latino students» stories when I worked with them about breaking rules.

Better Together brought together educators at 33 locations statewide to simultaneously share strategies, classroom victories and mistakes about the new academic standards in math and English language arts...

Sometimes I step into a classroom and find three teachers observing because they are interested in the successful strategy they heard about in the staff room.

Mills (2014) similarly focused on an instructor's account, describing in this journal how a teacher educator's use of Twitter with his preservice teachers helped incline many of those novices to using Twitter to learn about new classroom strategies and technologies.

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

As you participate in professional development activities this summer, don't forget to dedicate time to learning about tools and strategies that will enhance your classroom vocabulary instruction!

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.

This collection of papers was written to address two purposes: (a) to provide teachers in preservice LD preparation programs with an overview of validated practices that have been proven effective for children with language learning disabilities, and (b) to provide regular education teachers preparing to enter the field or already in the classroom with knowledge about validated teaching strategies so that they can work more effectively in collaboration with an LD consultant.

The answer is that knowing about these techniques and strategies is one thing; figuring out how to make them work in your own classroom is something else.

Talk about different engagement strategies and select a few to use in your classroom over the next few weeks.

After viewing the video, observers then participate in discussions about the evidence they collected for that strategy or classroom behavior.

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.

The forum also provides participants a unique opportunity to learn about classroom - applied strategies showing promise in other priority schools.

Because teachers say it is difficult to stay current on research about effective instruction, this paper helps teachers become consumers of educational programs and materials, provides guidance on how to recognize scientifically based instructional strategies, how to use the concepts of research in the classroom.

If Oregon is serious about reversing the sliding performance in too many schools and creating vibrant classrooms that help all students achieve at high levels, then making Oregon a great place to teach needs to be a core strategy.

Processing information in a variety of ways, either verbally or in writing, is also a strategy I often use in my classroom to make sure students are thinking about the information presented in class.

This article reports on a study about the achievement of secondary school students who worked in classrooms where teachers were given the time to develop formative assessment strategies.