Sentences with phrase «address teacher content»

Because we believe the online format is limited in its capacity to address teacher content knowledge, we will exclude teachers with very low mathematical knowledge for teaching, then randomly assign teachers to treatment and control conditions, stratifying on grade level.

Not exact matches

All workshops are designed to help teachers deepen their science content knowledge, teach using inquiry and real world phenomena, and address STEM learning, NGSS, and Common Core Standards.

All workshops are designed to help teachers deepen their science content knowledge and address STEM learning, NGSS, and Common Core Standards.

Of the more than 1,300 studies identified as potentially addressing the effect of teacher professional development on student achievement in three key content areas, nine meet What Works Clearinghouse evidence standards, attesting to the paucity of rigorous studies that directly examine this link.

Engaging students across the content areas while addressing the Common Core State Standards can be a daunting task for middle school teachers.

When using a probing discussion, a teacher meets with an individual student and asks him or her questions about the SEL skill, making sure to address the score 2 content, the score 3 content, and the score 4 content.

The snapshot also reveals only two thirds (62.2 per cent) say their teacher training program addressed subject content knowledge, and 64 per cent say it addressed pedagogical content knowledge - below the TALIS averages of 72.5 per cent and 69.6 per cent respectively.

Content, process, and product are what teachers address all the time during lesson planning and instruction.

They suggest the topic and findings of their study could be addressed by teachers of all year levels, but lend themselves particularly well to the content descriptions for the Year 9 English Language strand.»

A final example: Standards 1 and 6 address whether teacher prep programs select «teacher candidates of strong academic caliber» and whether «teacher candidates have the broad content preparation necessary to successfully teach to the Common Core State Standards.»

The entire teacher workforce can now collaborate nationally on innovations in practice that address the problems they encounter in implementing the new Curriculum using Scootle Community, an online network that uses analytics to detect patterns in teacher practice and recommends content and connections to support teachers» organization and co-creation.

«The really important thing is the content standards are addressed in each lesson so it doesn't become a bit of an «airy - fairy project» — the standards are really important and the teachers will work together on those projects.»

Equally true is that teachers come to work every day with a lesson plan that is intended to foster learning by addressing Content, Process, and Product.

Discovery Education released the new set texts to address the demand by English teachers and students for 2015 GCSE content and to expand our offering across a range of specs for English,» explains Anna Vaughan, Curriculum Strategy and Development Manager at Discovery Education.

In contrast, the growing body of OER content available online today provides teachers with a broad selection of resources that address a wide variety of topics, learning needs, pedagogical approaches, and student circumstances.

Therefore, after selecting teachers with the appropriate background content and pedagogical content knowledge and skills (addressing weaknesses as necessary), experienced practitioners noted that a preparation program for teacher leaders should develop and strengthen their abilities to serve as leaders.

Much current research about instructional leadership is focused on distributed leadership125 or on the leader «s content knowledge.126 Meanwhile, questions about how and when the principal might best engage with a teacher to address specific practices used by effective teachers have been under - researched.

The preservice teachers identified several reasons that app selection proved challenging: (a) there were many apps to choose from and app reviews were not always helpful; (b) many apps did not match the needs or levels of the students; and (c) apps did not always adequately address content matter.

Teacher leader preparation programs described in these studies addressed a selection of topics regarding disciplinary content knowledge, pedagogy, and / or leadership.

Disciplinary content knowledge was the most common type of topic addressed in these preparation programs and was described as present in majority of the programs in mathematics and science and targeting teacher leadership in grades K - 12.

This suggests that initiatives that expect teacher leaders to provide professional development should address in their preparation the content and design of the professional development that they will be leading.

A significant need exists to enhance teachers» knowledge of mathematics content and instruction to address the learning needs of all students and to begin to ameliorate the performance differences between U.S. students and their international comparison groups, as well as between various subpopulations within the United States (Mullis et al., 2012; NCES, 2013).

Scaffolding this process with resources to address content and big ideas, articulation of how those ideas develop over time and researching commonly held student preconceptions all better prepare a teacher to anticipate student response and facilitate learning.

Each workgroup is committed to addressing these topics by focusing on content and practices that support implementing CCR standards, support teachers to improve practice, and elevate and support school leaders.

To address the surge in demand for online courses delivered through VHS@PWCS, respond to overcrowding challenges, and ensure students comply with new state regulations for a compulsory online course credit, PWCS has initiated a blended learning expansion to share VHS@PWCS content with teachers in traditional classrooms across the division.

Following initial teaching of the content by classroom teachers, subsequent attempts to address students» difficulties, the third phase when the classroom teacher receives collaborative support within the classroom from a specialist teacher, and then the fourth phase with intensive focused student instruction.

Programs that address this weakness can be effective when they strengthen teachers» grasp of the content while equipping them to convey it to young students in a way that promotes understanding and prevents misconceptions.

Jack Dieckmann, Ph.D., a former senior math education specialist at IDRA and current doctoral student at Stanford, discusses how teacher training needs to validate teacher experience and address multiple dimensions like content and language development.

With this knowledge, graduate programs in education need to become more focused on offering specialty graduate programs that address these needs, promote these teaching areas and recruit teachers in other content areas to these areas.

At the structural level, content teachers and English language specialists should work together in professional learning communities to better understand their English learners» strengths and needs and to select or create instructional supports to address them.

In addition, we have worked with teachers and administrations across the country to develop various levels of content that address specific state and district standards:

Teachers consistently reported they appreciated the content to address the nascent post-pubescent social and emotional changes that occur during the middle school years (such as negative peer acceptance, confidence issues, and stress).

Importantly, addressing geospatial technology in teacher education also engages teacher candidates» development of technological pedagogical content knowledge, also known as technology, pedagogy, and content knowledge (TPACK).

However, when Teacher Clarity is present throughout a grade - level, content area, and school, teachers have a greater opportunity to collaborate with peers and address problems of practice.

In this way, experimenting with geospatial technologies during teacher education addresses the development of teacher candidates» pedagogical content knowledge (Shulman, 1987) by contributing to their «understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction» (p. 8).

Addressing the content needs without preparing teachers for the instructional shifts will do little when students are faced with assessments tasks that require critical thinking and analytical skills.

Nonetheless, teacher feedback continued to be varied and at times appeared to be contradictory, highlighting the importance of contextualization, and focused on more individualized, targeted PD sessions to address both content area interests as well as pedagogical practices.

- States will share models of teacher licensing related to content instruction for ELs, English language development, certification for bilingual instruction, and use of different funding streams to support states and districts addressing the shortage in high quality teachers who can work with ELs.

This method of learning allows teachers to address students» needs in a variety of ways whether it is through face to face instruction or digital content and allows students the flexibility to learn at their own pace.

Teachers also have online access to ancillary material, including digital versions of the content from the TWE, mid-chapter and end - of - chapter tests and a bank of editable questions that address content from each section within the chapter.

IDRA brought in a professional expert in the content areas who provided professional development and coached the teachers to address the skills students needed.

The first of these courses is a science / mathematics - specific educational technology course, in which preservice teachers are taught to use educational technologies through model lessons that address standards - based science content (see Ritt & Bell, 2009, for a detailed description of the course).

The interview includes questions about teachers» assignment purposes, their feedback practices (and the rationales behind them), and the kinds of language - and content - level issues they planned to address in subsequent lessons based on observed patterns in students» writing.

In summary, the nature of its content and the design of the SWAP interface address the need for teacher candidates to explore, in a variety of ways, actual student writing and professional teacher interviews from different grade levels and linguistic backgrounds.

These three inquiry paths invite teacher candidates to explore issues associated with writing instruction that are often addressed in teacher preparation: in English teaching methods courses, the question of how to teach standardized content without producing formulaic results from students; in writing pedagogies courses, the pros and cons of machine scoring; and in linguistics courses, the challenge of providing feedback that is sensitive to students» linguistic backgrounds and abilities.

Teachers across North America are under pressure to spend more time on a wide range of reading and writing activities, in addition to addressing other content area.

Neither course requirements nor teacher preparation standards address the incorporation of literacy skills into the core content areas.

Schulman (1986) introduced the idea that a teacher's content knowledge and pedagogical skills intersect and should be addressed simultaneously.

Strategies teachers may use for addressing the instructional needs of students whose cognitive abilities are significantly below average and who exhibit deficits in adaptive behavior include: (1) repetition of key content; (2) including a functional component to lessons, that is, emphasizing skills needed for success in day - to - day adult life; 17 and (3) making concepts concrete.

The type of information we collect will depend on how the teacher, school or district use the Service, but could include the student's first and last name, email address, user name and password, assessment data, assignment data, and other classroom content.