Sentences with phrase «assess student learning using»

Emergent Tech: Work with school districts to expose recruits to live and digitally recorded «lesson studies,» in which teams of candidates learn to critique teaching and assess student learning using emerging technologies.

Not exact matches

I'm drawn to educational models like Expeditionary Learning, which emphasize long - term, project - based learning and use assessments in which students are much more involved - for example, student - led conferences where students themselves help to assess how they'Learning, which emphasize long - term, project - based learning and use assessments in which students are much more involved - for example, student - led conferences where students themselves help to assess how they'learning and use assessments in which students are much more involved - for example, student - led conferences where students themselves help to assess how they've done.

Using a simple, color - coded system, Monica and her project partners have helped students learn the information they need to identify foods and assess the proper number of servings, as well as learn about portion sizes for foods.

Plus: effectively using main lessons; fostering speaking and listening skills in children; understanding the scope of the language arts curriculum; writing and understanding the value of pedagogical stories and birthday verses as healing for children; exploring methods of assessing student learning

To find out if individuals with high levels of psychopathic traits were better at learning how to lie than others, the researchers recruited 52 students from The University of Hong Kong — 23 who showed low levels of psychopathic traits and 29 who showed high levels of psychopathic traits based on a questionnaire that can be used to assess psychopathy in a non-clinical setting.

Savic and team will use the grant to improve and assess a recently - developed active learning pre-calculus course taught to 1,000 OU students each year.

Vermunt: his Inventory of Learning Styles (ILS) can be safely used in higher education, both to assess approaches to learning reliably and validly, and to discuss with students changes in learning and teachingLearning Styles (ILS) can be safely used in higher education, both to assess approaches to learning reliably and validly, and to discuss with students changes in learning and teachinglearning reliably and validly, and to discuss with students changes in learning and teachinglearning and teaching (2004).

Forest Lake Elementary School (FLES) uses technology to differentiate student learning by initially assessing students with a program called MAP on English and math skills.

He also shares the Google Doc handout he used to assess student learning.

I have also included the assessment I use called 10 for 10 (10 qs in 10 mins) which is multiple choice and I use to assess the students» learning of topics 2.1.1 - 2.1.5.

Students need to use collaboration and independent learning to progress through the project tasks, but these skills are not assessed.

This Presentation Includes: Well Formulated, Measurable, SMART Learning Objectives and Outcomes Engaging and Creative Lesson Starter — Spelling Bingo Overview of Vocabulary for a Spellings Lesson Flipped Lesson Part - Video - How to Learn Basic Spelling Rules Space for Peer Teaching - 10 Basic Spelling Rules Scaffolded Notes to Support the Learners - Pronunciation Symbols Collaborative Group Tasks — Think - Write - Share, Pair - Share Mini-Plenary to Test Student Understanding — 3 Quizzes Assessment Criteria for Outcome Expectations - Rubrics Differentiated Activities for Level Learners - 4 Tasks Extensions to Challenge the High Achievers - Online Exercises Plenary to Assesses Learning Outcomes - Find the Word Success Criteria for Self Evaluation - My Spelling Sketch Home Learning for Reinforcement - Spelling Bee Site Map Common Core Standards - ELA-LITERACY.L.4.1.g/L.8.2/L.8.2.c Skills to be addressed during the Lesson - Social and Cognitive Teachers can use this presentation to give a complete knowledge and understanding of Spelling Rules to the learners, thereby helping them to enhance their spelling skills.

What is a Quick Write: The University of West Virginia describes a Quick Write as «a literacy strategy which can be used in any content area to develop writing fluency, to build the habit of reflection into a learning experience, and to informally assess student thinking.

They learn the expectations of a local district's science curriculum and not only show the ability to assess 6th grade science projects using the district's rubric, but also plan the next steps in designing instruction to meet the students» needs.

«I would love to see all teachers routinely assess student learning, help children and youth learn to self - assess, and then use that information to create learning opportunities that help all students learn knowledge and skills that will support them in their lives,» she said.

Understanding A-Level Photography / Fine Art Marking and Assessment for AFL: This presentation (and accompanying jpegs) contain resources for helping A-Level students understand Marking and Assessment at A-Level (AFL)- I use these resources in my teaching of AS and A-Level students and help students: - Learn about marking - Mark / Peer Assess their work - Try to understand how the numbers correspond to their grade / mark It has been really useful in my lessons for ensuring understanding of marking and AFL - and has made what can be a painful part of the lesson - really worthwhile and useful.

Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model, by Robert J. Marzano,...

What is unique about National Board Certification is that it assesses not only the knowledge teachers possess but also the actual use of their skills and professional judgment in the classroom as they work to improve student learning.

That is why professionals in these fields compile portfolios, and it is also why portfolios are now used in all of Pittsburgh's secondary schools to assess student learning in writing, music, and visual arts.

Using Artificial Intelligence (AI) and machine learning, the tool helps teachers to accurately assess students» progress to improve learning outcomes.

Students learn through a logical and step - by - step learning journey, including: - Understanding the context of the poem and the horrific events that took place in the battle; - Understanding key information about Owen Sheers» life; - Reading and interpreting the poem; - Interpreting the poem, with a particular emphasis upon the language and structural features; - Finding and analysing the language features used throughout the poem, and considering how these link to the poet's message; - Writing an extended analysis piece based upon how Sheers gets across his message about war; - Peer assessing each other's learning attempts.

Students learn through a logical and step - by - step learning journey, including: - Defining the key term «patriotism» and considering its pros and cons; - Understanding key information about E.E Cummings» life; - Reading and interpreting the poem; - Investigating the structural make - up of the poem, and considering how this links to the poet's message; - Identifying the language features used throughout the poem, and considering how these link to the poet's message; - Analysing how language and structure create meaning through the poem; - Peer assessing each others» learning attempts.

Students can use this in independent, paired and grouped worked activities to assess their learning (AfL).

Students learn to: - Define key terms related to the historical context of The Holocaust; - Remember and understand key information about Anne Frank's experiences, that they learn from an engaging PowerPoint presentation; - Read extracts from Anne Frank's diary; - Answer a range of questions to demonstrate their understanding of Anne's diary; - Analyse the language features used by Anne Frank to create dramatic images in the mind of the reader; - Peer - assess each others» learning attempts.

The lesson follows a clear and logical learning journey, with students learning to: - Understand the key terms «compare» and «contrast», and the importance of these skills in English; - Categorise the different features that they can compare, under the headings «Purpose», «Audience», «Language» and «Structure;» - Read (and identify the key features within) two morally and ethically intriguing texts, offering diverse views of young people in the media; - Compare the two texts, using a clear and concise template, and newly - acquired knowledge of different types of connectives; - Peer - assess each other's comparative essay attempts.

Having them take photos of these shapes using their iPads or phones is also a way to engage them in their learning, and it allows the teacher to quickly assess student understanding of geometric vocabulary.

In this lesson, students learn: - To define what emotions are; - To understand and use the vast range of emotional vocabulary and synonyms available in the English language; - To investigate different emotions, including how they can manifest themselves; - To understand how emotions can be communicated utilising a range of descriptive devices; - To create an imaginative and emotionally - driven piece of creative writing; - To self - assess their creative writing attempts; Included are all worksheets, and detailed and visual PowerPoint presentation, which explains each concept clearly, and a lesson plan for teacher guidance.

Students learn through the following tasks: - Gauging and collaborating previous knowledge of «propaganda» through a discussion - based starter task; - Using an interactive, out - of - seat, group activity to build understanding of the features of propaganda; - Reading chapters 7 and 8 with a particular focus on the character of Squealer, and demonstrating their understanding through a related activity sheet; - Developing their understanding of Squealer's actions, and finding textual evidence to back this up, through a scaffolded, retrieval activity; - Using their imaginative and creative skills, in addition to their knowledge of Squealer and propaganda posters, to construct their own propaganda poster for Animal Farm; - Peer assessing their partners» learning attempts.

Students learn through a logical and step - by - step learning journey, including: - Exploring the key concept of «love» and its many meanings; - Understanding key information about William Shakespeare and his sonnets; - Reading and interpreting the poem; - Understanding the poem, with a particular emphasis upon the content, language, and structural features; - Writing an extended analysis piece based upon how Shakespeare gets across his messages about love in the poem, through the use of language and structure; - Peer assessing each other's learning attempts.

From these learning targets, you and the students can create rubrics which can be used as reflective tools, and ultimately assess a final product in a PBL project.

The lesson follows an interesting and engaging step - by - step learning journey, which helps students to: - Define what inference is; - Understand the importance of inference; - Infer what they can see; - Infer what they hear; - Infer what they read, using key sentence starters and textual evidence; - Formulate P.E.E. inference responses, where necessary utilising the included scaffolds and help - sheets; - Peer / self assess their learning attempts.

Additionally, he researches the use of multi-modal data (e.g., gaze, body movement, speech, arousal) to visualize and assess students» learning trajectories.

Students learn through a logical and step - by - step learning journey, including: - Understanding the context of the poem and defining the key terminology «bayonet», «over the top», «trenches», and «no - man's land»; - Understanding key information about the poet Ted Hughes; - Reading and interpreting the poem; - Interpreting the poem, with a particular emphasis upon how Hughes creates visual and auditory imagery; - Finding and analysing the language features used throughout the poem, and considering how these link to the poet's message; - Writing an extended analysis piece based upon how Hughes creates imagery in order to capture the soldier's horrifying final moments; - Peer assessing each other's learning attempts.

Students learn through the following tasks: - Gauging and collaborating previous knowledge through an interactive starter task; - Identifying the descriptive devices in sentences written about 19th Century characters; - Building close reading skills through a study of a fiction extract from Frankenstein - Answering exam - style questions interpreting and inferring the key meanings in the text; - Using models and templates to write extended analysis responses about the descriptive language used in the fiction extract; - Peer assessing their partners» learning attempts.

A new study fills this gap by using data from five school districts in California that measure growth mindset for students in 3rd to 8th grade to assess the extent that students with stronger growth mindset learn more in a given year than those without.

2 - 3 — Portfolio assessment: «Using Portfolios To Assess Student Learning in Middle and High School Classrooms,» institute, sponsored by the Association for Supervision and Curriculum Development, to be held in Washington, D.C. Contact: A.S.C.D., 1250 North Pitt St., Alexandria, Va. 22314; [phone]; fax: [phone].

Students follow a clear and logical learning journey, in which they: - Define and identify the key structural features of limericks; - Read limericks, answering questions about the content and use of language and structure; - Hone their rhyming skills through a fun and interactive game; - Create a success criteria for effective limerick writing (a ready - made success criteria is included)- Write their own limericks, using the techniques that they have learnt; - Peer / self - assess their learning attempts.

As Stone Wiske's book explains, the Quilt Math curriculum represents Teaching for Understanding in action: providing multiple entry points into the topic, using visual, verbal, and symbolic methods; allowing the students to demonstrate their understanding; and enabling the teacher to assess learning.

Reality Check: At the Key Learning Community, in Indianapolis, teachers employ written rubrics to assess students» strengths and weaknesses using categories based on Howard Gardner's concept of multiple intelligences, including spatial, musical, and interpersonal skills.

Student blogs will be assessed for use as a learning journal and marks will be allocated for use of documentation of the learning process, media, grammar, punctuation and spelling.

However, Hogan found that many early active learning systems, such as clickers, which only used to accommodate multiple choice questions, did not present diverse ways to hold all students accountable and truly assess whether or not they understood the material and how big a part they played in completing group work.

The work is protected by local and international copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning.

Birtwistle and Crowhurst use the flexible time while students are working on their products to assess and deepen student learning.

Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.

Special education teachers assess students» progress and use that information to adapt lessons to help them learn.

The Council's eighteen members from academia, industry, and policy assessed current practices in early education and elementary school teaching and have designed a professional development «blueprint» to advance the use of effective digital media in teaching and learning, with a special emphasis on instruction for underserved students.

In our definition, we look at three important concepts that we know help students achieve at high levels through the use of these assessments: they are formative (and thus occur during the learning process), they are team - designed, and they assess essential learning targets.

There are alternatives that could have been discussed: Some education reformers insist that student portfolios are a better basis for assessing student learning than standardized tests, and researchers using ethnographic methods sometimes come up with insights that we do not find in standard statistically based research.

This a self - evaluation / self - assessment sheet which I use both in my lessons and in my tutoring where students are able to learn to assess themselves and it is an easy way to keep an eye on progress.

In a series of four studies involving 496 above - average students aged 14 to 16, Bochner assessed learning strategies using tests of cognitive processes.