Sentences with phrase «begin teaching to the test»

Teachers begin teaching to the test to raise scores, often at the expense of more meaningful learning activities.

Historically, tests have been designed to measure skills efficiently, but in the face of high - stakes accountability systems, many teachers have begun teaching to tests.

Not exact matches

If your child becomes anxious during tests, it is important to begin teaching strategies early on.

Schools have already begun teaching, and students testing, based on the tougher material, and the test scores are being used to evaluate teachers and principals.

By most accounts, a few charter schools began testing their youngsters more frequently, with the idea that teachers could use those interim results to inform their teaching.

Teaching points that are covered in the topic are listed below: Understand that it is important to be able to grow plants well because they provide food and other items for us To know that all food chains begin with a green plant To understand the function of the parts of a plant To understand that plants need leaves in order to grow well To plan an appropriate investigation To make careful observations and measurements of plants growing To use simple apparatus to measure the height of plants in standard measures To use results to draw conclusions and provide explanations To know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusito be able to grow plants well because they provide food and other items for us To know that all food chains begin with a green plant To understand the function of the parts of a plant To understand that plants need leaves in order to grow well To plan an appropriate investigation To make careful observations and measurements of plants growing To use simple apparatus to measure the height of plants in standard measures To use results to draw conclusions and provide explanations To know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusito grow plants well because they provide food and other items for us To know that all food chains begin with a green plant To understand the function of the parts of a plant To understand that plants need leaves in order to grow well To plan an appropriate investigation To make careful observations and measurements of plants growing To use simple apparatus to measure the height of plants in standard measures To use results to draw conclusions and provide explanations To know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusiTo know that all food chains begin with a green plant To understand the function of the parts of a plant To understand that plants need leaves in order to grow well To plan an appropriate investigation To make careful observations and measurements of plants growing To use simple apparatus to measure the height of plants in standard measures To use results to draw conclusions and provide explanations To know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusiTo understand the function of the parts of a plant To understand that plants need leaves in order to grow well To plan an appropriate investigation To make careful observations and measurements of plants growing To use simple apparatus to measure the height of plants in standard measures To use results to draw conclusions and provide explanations To know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusiTo understand that plants need leaves in order to grow well To plan an appropriate investigation To make careful observations and measurements of plants growing To use simple apparatus to measure the height of plants in standard measures To use results to draw conclusions and provide explanations To know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusito grow well To plan an appropriate investigation To make careful observations and measurements of plants growing To use simple apparatus to measure the height of plants in standard measures To use results to draw conclusions and provide explanations To know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusiTo plan an appropriate investigation To make careful observations and measurements of plants growing To use simple apparatus to measure the height of plants in standard measures To use results to draw conclusions and provide explanations To know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusiTo make careful observations and measurements of plants growing To use simple apparatus to measure the height of plants in standard measures To use results to draw conclusions and provide explanations To know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusiTo use simple apparatus to measure the height of plants in standard measures To use results to draw conclusions and provide explanations To know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusito measure the height of plants in standard measures To use results to draw conclusions and provide explanations To know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusiTo use results to draw conclusions and provide explanations To know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusito draw conclusions and provide explanations To know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusiTo know that water is transported through the stem to other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusito other parts of the plant To know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusiTo know that that plants need light for healthy growth To know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusiTo know that plants need water, but not unlimited water, for healthy growth To know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusiTo know that temperature can affect the growth of plants To ask questions about the growth of plants To plan a fair test To write a clear conclusiTo ask questions about the growth of plants To plan a fair test To write a clear conclusiTo plan a fair test To write a clear conclusiTo write a clear conclusion

What would American education look like if we had shunned IQ tests as a means of sorting children, used higher salaries to attract more able recruits to teaching, adapted the kind of engaging cooperative inquiry among both teachers and pupils that Dewey favored, and expected all children to do rigorous mathematics and science beginning in elementary school?

As government funding begins to follow these results, schools have found themselves periodically feeling like they have to «teach to the test» or at least «teach toward the test».

However, without the changes Massachusetts made to its entire system of teacher licensing (e.g., subject area licensing tests for all prospective teachers, criteria for achieving full licensure after beginning teaching, and criteria for license renewal for veteran teachers), it is unlikely there would have been enduring gains in achievement for students in all demographic groups and in all its regional vocational / technical high schools — gains confirmed by tests independent of control or manipulation by Massachusetts or federal policy makers.

It is true that all the tests we are doing in schools are derived from a demonstration and prior training, because we have visited schools to teach them how the tool is used and what are the advantages, but we should be doing so in a stronger way, because the teachers when you give these trainings, are enchanted and they begin to use it in a much more organized way that without such training».

Professional educators and their organizations were largely absent from the education summits, and complaints against policy shifts that encouraged «narrowing of the curriculum» and «teaching to the test» began to crop up.

Schools got the message and began preparing students for the material tested by the Stanford 9 - even though they were supposed to be teaching the state's curriculum in order to prepare for the California - developed assessments that were to come later.

But if we want to finally begin to remedy that, we can't just teach the skills the tests seem to call for.

Teachers in charter schools need not hold an active state license to begin teaching, though they must pass the Massachusetts Test for Educator Licensure within the first year of employment.

The book does end with 26 generalizations, beginning with «They teach their students» and «They don't teach to the test,» and ending with «To sum up: The adults in «It's Being Done» schools expect their students to learn and they work hard to master the skills and knowledge necessary to teach those students.&raquto the test,» and ending with «To sum up: The adults in «It's Being Done» schools expect their students to learn and they work hard to master the skills and knowledge necessary to teach those students.&raquTo sum up: The adults in «It's Being Done» schools expect their students to learn and they work hard to master the skills and knowledge necessary to teach those students.&raquto learn and they work hard to master the skills and knowledge necessary to teach those students.&raquto master the skills and knowledge necessary to teach those students.&raquto teach those students.»

Administrators and teachers were concerned, for example, because they did not know when the state «s high school proficiency test would begin testing for content taught in Algebra II, and what would happen to students who did n`t pass the test.

Arbogast, who taught elementary - school students, including special education, beginning in 1982 in SKSD before taking her current position, believes that using test - score data to evaluate teachers is flawed because each inherits a different set of circumstances.

In a May 30 letter to parents, state Education Commissioner Brenda Cassellius wrote that because Minnesota schools began using more rigorous standards to teach English arts last fall, schools also gave students more challenging tests to measure their progress towards meeting higher expectations.

Jessica Allen, who began teaching at Quitman last fall after moving from Virginia, has distinguished herself with long hours, fun activities and a determination to raise her fifth - grade students» test scores.

In recent months, as schools began teaching and testing students on the new standards — and telling families about their plans — what started as an effort by officials to remake American education has become a favored punching bag of pundits and parents alike.

[2] To begin with, the use of student test scores to measure teaching practice is both an advantage and a disadvantagTo begin with, the use of student test scores to measure teaching practice is both an advantage and a disadvantagto measure teaching practice is both an advantage and a disadvantage.

All participants exhibited positive feelings towards the potential of co - teaching and collaborative planning, and some began to test out new instructional moves in their classrooms.

And because she got to experience the classroom environment much sooner thanks to field experience requirements that are required of fellows beginning with the freshman year, she could put some of those teaching methods to the test right away.

And that problem is that teachers will begin to «teach to the test» in which case virtually no true «learning» takes place.

Thanks to this federal waiver and Connecticut's new «education reform» law, our children will now be facing an education system that is either teaching to the test or testing the students beginning in the third grade and running every year after that.

In my more cynical moments, I begin to wonder if the goal of this type of testing in reality is to place a straitjacket on the creativity of teaching.

The program also builds in the costs of fingerprinting, testing, and other necessary steps for certification, streamlining the education degree process for students who wish to begin teaching as soon as they have completed their teaching degree programs.

Choice B: Young college grads with degrees in their desired career area — who complete 5 weeks of education training which includes teaching a class 1 hour daily and a small group 1 hour daily, pass the state required tests, continue basic education classes after they begin teaching, are hired with the district paying a minimum of $ 5,000 per teacher to a private organization, are paid salary and benefits negotiated by the district's union, are sought by big corporations, banks, and Wall Street because of their service and skills gained from 2 years of teaching, after 2 years get discounts and benefits from grad schools and employers, after 2 years receive $ 11,000 toward further degrees in education or that initial career choice, and after 2 years are now «experts» in education seeking positions in government to influence education policy.

But the teaching of reading veered significantly off track when those personal connections (also well represented on some high - stakes state assessments) began to dominate the teaching and testing of comprehension, often leaving the text itself a distant memory.

If you are pursuing a teaching credential, you may have to travel to the U.S. to take the CBEST or CSET (or another state's tests) before you can begin Guided Practice.

I know it sounds crazy to continue testing on old standards, while districts are supposed to begin teaching the new Next Generation Science Standards, but federal law — NCLB — requires testing annually in grades 5, 8 and 10.

I was teaching 5th grade and began piloting a new program in our county that required more intermittent tests to check for understanding.

You can think of baseline data as a pre-test: we're simply testing the student to see what he already knows before we begin teaching.

She began her site, The Blackboard, in Nov 2007 to document «teaching herself R» (a statistical method) and using the European Climate Assessment database as her test set.

When I began my teaching career, at Georgetown, I taught a traditional legal writing course with writing assignments drawn from a variety of doctrinal areas, paying more attention to skills I wanted to teach — e.g. analyzing statutes, using elements tests, analogizing and distinguishing cases, synthesizing case and statutory law, etc. — than to integrating any particular area of doctrine.

I unfortunately wasn't able to get my last road test with her as they didn't have any available space to fit me in before January ended (needed to get that D.L before Feb. begun) so i had to use a different school for my test which i passed using the stuff she taught me.