Sentences with phrase «at student learning data»

«When teachers work together with their colleagues to look at student learning data, use it to determine student learning needs, and then determine their own learning needs based on what students need, they design programs that really help improve instruction.

Not exact matches

Environmental students learned about the prairie ecosystem, collecting data for fieldwork by identifying plants, looking at invasive plants and studying wildlife.

Furthermore, it's a suitable transition job for many PhD students because many graduates are good at statistics, or maths, or programming, or data analysis, or machine learning or a combination of the previous.

«A single computer has a very difficult optimization problem to solve in order to learn a model from a single giant batch of data, and it can get stuck at bad solutions,» says Trevor Campbell, a graduate student in aeronautics and astronautics at MIT, who wrote the new paper with his advisor, Jonathan How, the Richard Cockburn Maclaurin Professor of Aeronautics and Astronautics.

The OSSP was designed at the Lab to help local land stewards manage their properties with students who, as «citizen scientists,» learn about the scientific process while going out to the field to collect useful data.

The creation of a «data science for all» ecosystem is the goal of a new initiative at Purdue University that will make data science education part of every student's learning experience on campus while also boosting research and partnerships to help grow the data - driven economy.

In addition, students will be introduced to methods for online data collection and analysis as well as the problem - based learning approach used at Aalborg University.

The idea being that students can learn and retain a small number of words / meanings or data at any one time.

The report profiles several charter schools that utilize sophisticated computer technology to individualize instruction, reinforce students» basic skills, and provide immediate data on student progress, all of which helps teachers to fine - tune instruction and students to learn at their own pace.

An early intervention program for Kindergarten students, a program involving professional learning teams working together to increase teacher knowledge, and an action research project looking at how to use data to support student learning and feedback.

His comment was based on a pioneering study by Chetty, Friedman, and Rockoff, published in this issue (see «Great Teaching,» Research), which for the first time combines tax data that reveal earnings at age 28 with information on student learning when that person was in elementary school.

The steps guide teams through three phases — prepare, inquire, and act — and outline the key tasks involved in building the skills necessary for looking at data, identifying a problem of practice, developing an action plan, and assessing to what extent it succeeds in improving student learning.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

Teachers at the school collect data on student progress every five weeks and use it to inform their fortnightly collaborative professional learning sessions and planning.

* Empower teachers, parents and leaders with secure, protected real - time data and analytics to adjust instruction, match the right interventions to the right students at the right time, and glean new insight into student learning.

Driven by changes already happening at the higher education levels and the need to prepare students for the 21st century workplace, blended learning provides the school with a variety of ways to address student needs, differentiate instruction, and provide teachers with data for instructional decision - making.

At HEAF, we've had students expand their critical thinking skills by rewriting the endings to well - known stories; publishing their writing on a student blog; conducting research as they learned to collect, analyze and report on data; engaging in civics and current events by running their own political campaigns during election time; and planning and producing their own films on class topics.

Moving forward, many school teams say they will use what they learned from the course and continue to meet on a regular basis to look at data through a different lens — how teachers can change teaching practice to improve student outcomes.

Their research starts by asking humans to watch students at work; their insights are fed into their computer models, which learn to replicate the human coding with enough time and data.

Although there is plenty of data to understand the growth of charter schools or the numbers of students in districts, because blended learning is a phenomenon that doesn't occur at the school level — it instead occurs at the level of individual classrooms and teachers — capturing what's happening is difficult.

«Teachers learn to draw connections between their instructional practice and student learning through the deliberate analysis of data,» says Richard Elmore, «and this sense of efficacy in teaching is central to internal accountability at the school level.»

We need to value this data in three different ways: a) data to get at quality / integrity of the learning; b) data to inform the student's record and future learning; and c) data that helps us improve the learning process, not unlike the research value of large medical data sets.

While the technology provides motivation, information, and experience, Dede said teachers belong «at the center» of AR learning, because «students will always need guidance from someone who is skilled at interpreting data and disentangling complicated situations.»

The Coleman data did not permit following the learning trajectories of individual students or looking at what happened within schools.

Meanwhile, through another program, at the Appalachian Highlands Science Learning Center, local high school students help collect data about salamanders.

In this, the second of two articles on one - to - one computing (See The 411 on One - to - One Computing), we look at reasons to consider one - to - one computing in the classroom, research data on the impact of technology on student achievement, concerns about technology's overuse in the classroom, and tips to ensure that classroom computing helps, rather than hinders, the learning process.

I look at student data pretty much daily, and it informs my next steps as the facilitator of learning and the teacher / coach on how to do self - directed learning.

Courtney Couvreur at Oakland International High School does this by asking her Statistics and Probability students to create a cookbook and, in the process, learn foundational numeracy skills about fractions, which will help them eventually interpret quantitative data they see in their everyday life.

Total Talent Portfolios, or TTPs, are based on the work of Dr. Joseph Renzulli at the University of Connecticut and involve students creating a place where they can collect information about their learning preferences, strengths, talents, favorite subjects, goals and other important data about themselves.

«Today, curiosity, creativity, and ultimately genuine learning are at risk anywhere high - stakes testing, Big Data, and punitive accountability are the dominant drivers of what teachers and students do in schools.

«At the end of the day, we're here to improve student learning outcomes and data is one tool that we have access to and that we can use.

Rather than opting to employ a specialist, all staff at the school, which serves 350 students, receive professional learning around data literacy skills.

Curricula, teaching methods, and schedules can all be customized to meet the learning styles and life situations of individual students; education can be freed from the geographic constraints of districts and brick - and - mortar buildings; coursework from the most remedial to the most advanced can be made available to everyone; students can have more interaction with teachers and one another; parents can readily be included in the education process; sophisticated data systems can measure and guide performance; and schools can be operated at lower cost with technology (which is relatively cheap) substituted for labor (which is relatively expensive).

At the end of the lesson, students prepare a culminating report to apply the concepts they've learned to population - growth data of a country of their choice.

Staff at this New South Wales school are using data to monitor student growth and measure how students are progressing through their learning.

And the result was that when we looked at the data for the state science exam, all schools made progress, not at the same rate, but all of the sub-groups also made progress, and that kind of had light bulbs going off that this was really having an impact on student learning.»

At Envision Schools, we believe that our Deeper Learning Assessment System is preparing our students for success in college and the data is backing up our belief.

Student data and progress is something that parents and guardians should be able to access at any point throughout the year so that they are able to reinforce learning and behaviour at home as well.

In 2012, then schools superintendent Cary Matsuoka asked principals at all district schools to come up with redesign plans that would integrate technology; use data to inform instruction; allow flexibility in space, time, and student grouping; and center on student learning.

They are using assessment data gathered about their students» self - regulated learning skill use to design interventions at the level of regulation of the student.

Setting high expectations, putting faces on the data and making student growth visible to the whole community has helped accelerate literacy learning at this school.

Gabrielle Doyle, Director of Teaching and Learning at Catholic Education Western Australia, says that by using data walls, several schools are experiencing improved student outcomes.

The Learning and Teaching Program welcomed its first students to the newly launched Instructional Leadership Strand, the Center for Education Policy Research at Harvard University formed the Strategic Data Project, and then - Dean Kathleen McCartney announced the creation of the Ed.L.D.

By using data, the staff at Montrose have not only been able to track student strengths and weaknesses, but it has also become a powerful tool for teachers to better understand their impact on student learning.

Don Knezek: We think that ISTE has a role in leading the agenda that says, «Take student achievement as your primary focus and look at all the ways in which technology supports it — including school management, school leadership, data management, and the actual learning process.»

The data collection and analysis are the foundation of an important conversation at schools that are seeking to maximize the time they have and to make decisions about increasing, or expanding learning time for students and planning time for teachers.

By making the data their own, students at Bacchus Marsh College have been able to set specific learning goals and are seeing real results for their efforts.

Using data from 252 economics students at 11 high schools and controlling for individual characteristics, most notably verbal ability, they found modest evidence that, in the aggregate, PBL increased learning of macroeconomics at the high school level as compared with traditional classes.

Using current data as part of Multi-Tiered Support Services (MTSS) and Response to Intervention (RTI) helps identify students who are not making adequate progress in the core curriculum and are at risk for poor learning outcomes.

Stay tuned: We'll return to the PISA 2015 data in a future infographic, to take a look at the student - related behaviours principals said hindered learning in their school.