The extent to which multiple intelligence ideas are applied is difficult to determine because few hard data exist to describe what teachers
actually do in the classroom.
Doing so helped us specify what we wanted to do, along with what we were
actually doing in the classroom.
The growing consensus: What teachers
actually do in classrooms matters most; old pay measurements need to be overhauled; and smart compensation systems will recognize and reward effectiveness, however it is measured.
«But they want it to be based on what
they actually do in the classroom and the value they bring to their kids.
Not exact matches
I have an honest question for you, what has the crucifix, picture of the west's idea of mary and the holy water
done to make you believe that it
actually affects your
classroom in anyway?
I
actually practice your non-vision, no - agenda approach
in my
classroom, as supplement to the surrounding get - R -
done rigor of my colleagues and their courses.
«These programs
actually make a difference
in the
classroom and they are important to our members, who can
do great things when they have the right tools.»
However, the paper points out that understanding the role of different structures of the brain
does not
actually help improve teaching or assessing how children progress
in a
classroom setting.
In my friends
classroom actually to be exact:)
do nt worry there are plenty of sweatpants going on right now during break!
But then it could be argued that the hoops action is almost incidental
in this fact - based story, for the title character, Richmond High School (though
actually filmed at my alma mater, Long Beach Polytechnic High School, which somehow became the go - to ghetto high school filming location after I graduated) basketball coach Ken Carter (Samuel L. Jackson), is less concerned with how his young charges fare on the court than they
do in the
classroom and, ultimately,
in the game of adult life.
But I
do love being back
in the
classroom, if only because now I can
actually focus on kids and their concerns.
«It's
actually really very simple, it's the type of thing that many schools of course already
do but we are wanting to make sure that
in every school
in every
classroom every child gets the chance to be proven as meeting the type of standards of learning you'd expect.
What students
do in arts - integrated education is
actually far closer to the practice of contemporary artists than what usually happens
in regular arts
classrooms.
So I guess one key aspect would be
actually doing behavioural observations of self - regulation and behaviour
in the
classroom rather than relying on teacher ratings, though we
do find that teachers are pretty accurate
in their ratings of behaviour.
But they're the students [the disengaged ones] who don't cause any problems
in the
classroom, they might
actually be
doing some work, but they're not really engaged with what they're
doing.
And so teachers have a very big socialising effect, particularly
in the
classroom, from that research that was
done and it's been shown that even if their views of children are not accurate at all, that
in fact the children, depending on what the behaviour is, but it could be
in a relatively short amount of time,
actually come to fit when they didn't initially.
This can be used a barometer for the health of a
classroom; when asked,
do students take the opportunity to dig into things they
actually care about, or
do they try to ask the simplest question
in order to «get
done» with the subject?
Then after three years obviously we'll test those four scenarios again and look to see whether they're still relevant, whether we can see indications of those stories coming true,
in which case then we continue on
in the same direction and look at step two - building on the foundations to shift and move the school, and what we
do in the
classroom and what teachers
actually do to prepare ourselves for that future.
Do you think it is mandatory for our students to
actually sit
in classrooms and take lectures at their colleges to obtain the certificate for a course?
I guess some of that early work
done by Marzano shows that we can
actually have academic achievement scores increase by 20 percentile points and engagement scores go up by 23 percentile points, higher
in classrooms where effective management techniques are being employed.
Our concern is that reviewing something that had not been fully implemented has not
actually allowed people to have the capacity to participate
in a review
in a reflective way because really you've got to see how the curriculum is implemented, what sort of issues might arise at a
classroom level, and if it's not implemented then I would question how you can
do that.
It's when you start seeing how science
in the
classroom is used, within the community and within industry, that they
actually begin to see what's possible and I think there really
does need to be continued governmental support and funding to support teachers
in being able to access and utilise some of those resources
in order to redevelop their curriculum.
Brett McKay: [The biggest thing is] science is all around us, science is
actually a part of life, and quite often the students see science as being what's
done in the
classroom and they don't see where it's related to what's happening around them.
First of all there were a lot of individual effects on the children from introducing this type of playground: children were seen to be a lot more excited going out to play; they would enter their
classrooms after lunchtime and would still be talking about what they
did during that play; they were a lot more engaged, they were using the space a lot more readily, so, taking these materials out - and that could be one influence on how physical activity
actually increased; they were solving problems and using their creativity skills - which I can also talk about how the children use all these objects to be creative
in the school playground.
What
does that
actually look like
in a
classroom setting?
Actually, teachers are more necessary than ever and, with AI, they will be able to deliver engaging, interactive lessons adapted to their
classroom in a way they couldn't
do before.
Sometimes some of your school improvement agenda is quite big and you need then to bring it back into really streamlined ways to
do it that will
actually improve the practice
in the
classroom.
What teachers
actually do when they close their
classroom door is
in no way controlled by those words.
Second, qualitative studies suggest that teachers
actually have a difficult time adjusting what they
do in the
classroom based on student test scores.
In urban schools students come and go all day.No 45 minutes is like the time that preceded it or the time that will follow.Urban schools report 125 classroom interruptions per week.Announcements, students going, students coming, messengers, safety aides, and intrusions by other school staff account for just some of these interruptions.It is not unusual for students to stay on task only 5 or 10 minutes in every hour.Textbook companies and curriculum reformers are constantly thwarted by this reality.They sell their materials to schools with the assurance that all the students will learn X amount in Y time.They are continually dismayed to observe that an hour of school time is not an hour of learning time.Many insightful observers of life in urban schools have pointed out that it is incredibly naive to believe that learning of subject matter is the main activity occurring in these schools.If one observes the activities and events which actually transpire — minute by minute, hour by hour, day in and day out — it is not possible to reasonably conclude that learning is the primary activity of youth attending urban schools.What does the process of changing what one does every 45 minutes and even the place where one does it portend for fulfilling a job in the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared fo
In urban schools students come and go all day.No 45 minutes is like the time that preceded it or the time that will follow.Urban schools report 125
classroom interruptions per week.Announcements, students going, students coming, messengers, safety aides, and intrusions by other school staff account for just some of these interruptions.It is not unusual for students to stay on task only 5 or 10 minutes
in every hour.Textbook companies and curriculum reformers are constantly thwarted by this reality.They sell their materials to schools with the assurance that all the students will learn X amount in Y time.They are continually dismayed to observe that an hour of school time is not an hour of learning time.Many insightful observers of life in urban schools have pointed out that it is incredibly naive to believe that learning of subject matter is the main activity occurring in these schools.If one observes the activities and events which actually transpire — minute by minute, hour by hour, day in and day out — it is not possible to reasonably conclude that learning is the primary activity of youth attending urban schools.What does the process of changing what one does every 45 minutes and even the place where one does it portend for fulfilling a job in the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared fo
in every hour.Textbook companies and curriculum reformers are constantly thwarted by this reality.They sell their materials to schools with the assurance that all the students will learn X amount
in Y time.They are continually dismayed to observe that an hour of school time is not an hour of learning time.Many insightful observers of life in urban schools have pointed out that it is incredibly naive to believe that learning of subject matter is the main activity occurring in these schools.If one observes the activities and events which actually transpire — minute by minute, hour by hour, day in and day out — it is not possible to reasonably conclude that learning is the primary activity of youth attending urban schools.What does the process of changing what one does every 45 minutes and even the place where one does it portend for fulfilling a job in the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared fo
in Y time.They are continually dismayed to observe that an hour of school time is not an hour of learning time.Many insightful observers of life
in urban schools have pointed out that it is incredibly naive to believe that learning of subject matter is the main activity occurring in these schools.If one observes the activities and events which actually transpire — minute by minute, hour by hour, day in and day out — it is not possible to reasonably conclude that learning is the primary activity of youth attending urban schools.What does the process of changing what one does every 45 minutes and even the place where one does it portend for fulfilling a job in the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared fo
in urban schools have pointed out that it is incredibly naive to believe that learning of subject matter is the main activity occurring
in these schools.If one observes the activities and events which actually transpire — minute by minute, hour by hour, day in and day out — it is not possible to reasonably conclude that learning is the primary activity of youth attending urban schools.What does the process of changing what one does every 45 minutes and even the place where one does it portend for fulfilling a job in the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared fo
in these schools.If one observes the activities and events which
actually transpire — minute by minute, hour by hour, day
in and day out — it is not possible to reasonably conclude that learning is the primary activity of youth attending urban schools.What does the process of changing what one does every 45 minutes and even the place where one does it portend for fulfilling a job in the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared fo
in and day out — it is not possible to reasonably conclude that learning is the primary activity of youth attending urban schools.What
does the process of changing what one
does every 45 minutes and even the place where one
does it portend for fulfilling a job
in the world of work?If one is constantly being reinforced in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared fo
in the world of work?If one is constantly being reinforced
in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared fo
in the behaviors of coming, going, and being interrupted, what kind of work is one being prepared for?
Well,
actually, there are two parts to that assumption: the first is that we at CityBridge believe that teachers can play a pivotal role
in redesigning schools through the work they
do in their
classrooms, and the second is that teachers
in our programs believe the same.
He said that the Common Core test known as PARCC — given to D.C. students
in different grades for annual accountability purposes — doesn't
actually assess what students learn
in their
classrooms.
But how
do you
actually accomplish that
in the
classroom?
Most of the work
in classrooms is governed by collective bargaining agreements (which are negotiated
in secret) and by state laws (which, while technically democratic, doesn't
actually work because of the greater influence of teachers unions and school boards over that of parents and community members).
The main reason is because even then, you're still taking the same gamble, because you don't know how good they will be when they
actually get
in one of your
classrooms.
«How you
actually do that
in a cost - effective way and make sure the technology is used well
in classrooms is a huge challenge.»
Sure, Supt. John Deasy has managed to at least talk the talk on systemically reforming the district (even as he makes rather weak moves as striking a deal with the AFT's City of Angels local on a teacher evaluation plan that
does little to
actually measure the performance of teachers based on their success with the students they instruct
in classrooms) and has even allowed for families at 24th Street Elementary to exercise the district's own Parent Trigger policy and take over the school.
Research suggests that teachers who
do well
in classroom observations tend to have students who perform well on tests, but there is no definitive evidence yet suggesting that more intensive evaluations
actually improve student achievement.
«Teachers are honest
in saying these evaluations
do not always reflect what is
actually happening
in their
classrooms,» said Rosemary Knab, an associate director of research with the NJEA.
Jo Barbie: We're fearful that they will not have time to
do what they need to be
doing in the
classroom because they're trying to meet the needs of this assessment — to the point where we
actually hired a full - time person to work
in all of our kindergarten
classrooms this year to pilot this [TS Gold] assessment.
Even more troubling is the fact that girls who perform well
in school may
actually be less equipped to lead, imbued with the very values that enable success
in traditional
classrooms: don't speak out of turn.
Don't we want teachers who are more passionate about teaching, more knowledgeable and excited about what they teach and more open minded about what
actually works best
in the
classroom?
I've been
doing those segments for about two years now, and greatly enjoy the opportunity to talk with educators and education leaders about what is
actually working
in our
classrooms.
I don't know if that's
actually true, but it wouldn't be surprising if it were — people are likely to be passionate about working and making an impact
in education because of experiences they had
in the
classroom.
According to Dylan Wiliam, the traditional
classroom practice
in which a teacher asks a question, students raise their hands, and the teacher calls on a volunteer
does not
actually provide much useful information — and it may even impede learning.
In education and even more so as teachers, we hear the term progress all the time; all students need to make progress, progress checks, planning for progress, data informing progress, progress through effective feedback and so on... but what does progress actually look like in day to day classroom practice and how can we measure... Continue reading
In education and even more so as teachers, we hear the term progress all the time; all students need to make progress, progress checks, planning for progress, data informing progress, progress through effective feedback and so on... but what
does progress
actually look like
in day to day classroom practice and how can we measure... Continue reading
in day to day
classroom practice and how can we measure... Continue reading →
In the end (which is actually near the beginning of the manuscript), Goldhaber notes that VAMs are «distinct» as compared to classroom observations, because they offer «an objective measure that does not rely on human interpretation of teacher practices, and by design, [they offer] a system in which teachers are evaluated relative to one another rather than relative to an absolute standard (i.e., it creates a distribution in which teachers can be ranked
In the end (which is
actually near the beginning of the manuscript), Goldhaber notes that VAMs are «distinct» as compared to
classroom observations, because they offer «an objective measure that
does not rely on human interpretation of teacher practices, and by design, [they offer] a system
in which teachers are evaluated relative to one another rather than relative to an absolute standard (i.e., it creates a distribution in which teachers can be ranked
in which teachers are evaluated relative to one another rather than relative to an absolute standard (i.e., it creates a distribution
in which teachers can be ranked
in which teachers can be ranked).
They are a worthless measure of how students are
doing with what is
actually taught
in Connecticut
classrooms.
So while Malloy and Jumoke congratulate themselves about their education reform achievements, parents
in every other Hartford school would
do well to remember, smaller class sizes, having a teacher and an instructional assistant
in every
classroom and providing more support services is not a result of Malloy's education reform efforts but a result of Malloy, the State of Connecticut and the City of Hartford
actually stepping forward and providing the resources necessary to make appropriate changes --- changes that should be being made at every Hartford School if only elected officials would address the broader issue inadequate funding for Connecticut's schools.
In education and even more so as teachers, we hear the term progress all the time; all students need to make progress, progress checks, planning for progress, data informing progress, progress through effective feedback and so on... but what does progress actually look like in day to day classroom practice and how can we measure i
In education and even more so as teachers, we hear the term progress all the time; all students need to make progress, progress checks, planning for progress, data informing progress, progress through effective feedback and so on... but what
does progress
actually look like
in day to day classroom practice and how can we measure i
in day to day
classroom practice and how can we measure it?