Sentences with phrase «builds teacher content»

Design and lead content - based professional development that builds teacher content knowledge and a repertoire of effective instructional practices

Not exact matches

With this Web site, teachers can build on - line games and quizzes with their own content.

Building learning from text strategies and other learning supports into the curricula that will also help teachers to teach those skills as part of what students need to know, rather than as extraneous items that compete with the enormous amount of content they need to cover.

I work with teachers to build great PBL projects that focus on deeper learning, and I always hear, «I have so much content to cover this year that I don't have time to do a PBL project.»

While experts such as Santos recommend that ELLs be integrated with native English speakers in regular classrooms, San Francisco International High School teachers say that for many older newcomers, a school devoted solely to ELLs provides students the support they need to build confidence as they continue to learn both English and academic content.

If we're relying on teachers to build and sequence the content, we're as lost as if we're relying on the teacher to figure out the pedagogy.

Teaching and Learning progressions to build content knowledge understanding for improving students» learning and teachers» teaching through effective assessment.

By helping build the textbooks too teachers can make sure that not just the core content, but all the various resources and exercises are useful and relevant.

This bundle combines resources for: Improving handwriting Assessing the gaps in a student's literacy skills so the teacher knows what needs to be improve upon Practical strategies for teachers to differentiate reading material to make it accessible for all pupils - regardless of their ability range A grid outlining explicitly the active literacy skills that are embedded in the content of all subjects in secondary schools A resource for engaging reluctant readers A resource for Parents» Evening to show concerned parents simple techniques that will help them to build their child's spelling skills at home This bundle supports all subjects across the curriculum - including SEN and EAL groups too

New Tech teachers build their instruction around eight Learning Outcomes — content standards, collaboration, critical thinking, oral communication, written communication, career preparation, citizenship and ethics, and technology literacy — which they embed in all projects, assessments, and grade reports.

Mark Engstrom, an eighth - grade geography teacher in São Paulo, Brazil, experimented with a different style of note taking to build content knowledge in his class.

Napa, California A PBL school since its launch in 1996, New Tech teachers build their instruction around eight Learning Outcomes — content standards, collaboration, critical thinking, oral communication, written communication, career preparation, citizenship and ethics, and technology literacy.

If you aren't ready to build a course yourself, check out the resources available in another teacher's iTunes U course and share that content with your students.

Content such as practical learning tools, exams, workbooks and lesson plans, are produced by the project's Master Teachers and distributed to academy teachers through tablet computers so they can concentrate on delivering the lessons, student progress and building relatiTeachers and distributed to academy teachers through tablet computers so they can concentrate on delivering the lessons, student progress and building relatiteachers through tablet computers so they can concentrate on delivering the lessons, student progress and building relationships.

But in the wake of the common core, K - 2 teachers are refining their approach, crafting questions that guide children back to the text to build vocabulary, content knowledge, and evidence - based understanding of the text.

A written survey component of this study will build on a similar study conducted in 2005 — 06 (Hill, 2007), allowing for the comparison of teachers» curriculum use and content knowledge — and more specifically, their mathematical knowledge for teaching (MKT)-- across time periods.

With the built in message service, teachers can set, discuss and feedback on tasks with students, and group students according to ability, where they are in the content, or for specific group tasks.

«Teachers benefit from building a lesson with primary sources because these photos are artifacts created during the time period under investigation,» says Elizabeth Lay, a retired English teacher from Oakland, California, and now content editor of Picture This, an online photographic archive created by the Oakland Museum of California History.

Additionally, some schools and teachers that adopt blended learning decide to build their own online - learning content, which adds an additional time demand to teachers» plates.

A teacher who plans to use the online environment to build on concepts or content introduced in class may choose to be an involved participant by regularly engaging in the discussion.

Building on the First Edition, our new K - 5 Language Arts curriculum is a comprehensive, standards - based core literacy program that engages teachers and students through compelling, real world content and builds equitable and inclusive learning opportunities for all students.

In face to face situation we teachers can lead students with good questions to understand the math content and they can build their own understanding of the knowledge.

Automation of routine tasks, built - in cross curricular content, real - time data analytics and auto - marking free up teacher time to enable targeted interventions.

Thanks to Giroux and others, the contemporary classroom - even if it falls short of the critical pedagogues» ideal - increasingly is a block - scheduled site presided over by a teacher who, at least concerning academics, is the guide on the side, eschews grades in favor of portfolios, minimizes ability - grouping, and, rather than being a content provider, is a manager of peer editing, team building, and other processes.

With the rigorous curricula demand, it is challenging when instructional delivery is dependent on technology integration, but the crux of the problem becomes who are determined most important in the building (i.e. math and ELA content) to receive the necessary technology to deliver the desired administrative expectations; although regardless of content, all teachers are held responsible for teaching literacy.

Building on theories of learning, motivation, and curriculum design, teachers next learn to apply newly developed technology skills to language arts, social studies, math, science, and technology curricular content.

Likewise, teachers who receive students from classrooms where instruction has not been strong have to work harder to build productive norms and prepare students to meaningful engage in the content expected at their grade level.

Offering schools and districts tailored workshop sessions and institutes that help build teacher - content knowledge and target student gaps.

Their knowledge needs to be deep enough to be able to listen and interact with teachers and to build on or challenge their ideas about content.

Our professional development services incorporates and promotes research - based best practices to help teachers stretch their pedagogy and build their content knowledge.

We develop and utilize products and professional development tools that help stretch teacher pedagogy, build content - knowledge, and foster critical thinking and reasoning skills in students.

He / She will provides professional development and guidance for teachers to improve their content knowledge and effective delivery of instructional strategies to build the capacity of the school and its teachers to enhance instructional practices.

Implicit in these studies were two considerations that affect the content of preparation programs: the expectation that preparation programs build from the knowledge and skills of participants when they enter, and whether or not the program was linked to an explicit set of anticipated teacher leader practices.

Insight in Action One MSP offered coursework to teacher leaders to build on the mathematical and scientific content knowledge they had developed through prior professional and classroom experiences.

INCLUDES Digital teacher resource book content Digital student pages Printable full - color illustrated lessons built to the National Standards

Discovery Education will build upon ISA's close school partnerships to provide engaging digital content for primary and secondary age pupils, along with professional development and networking opportunities to support teachers as they prepare today's students to meet tomorrow's challenges.

The teacher's demonstrated pedagogical skills, including at least a special determination concerning the teacher's knowledge of his or her subject area and the ability to impart that knowledge through planning, delivering rigorous content, checking for and building higher - level understanding, differentiating, and managing a classroom; and consistent preparation to maximize instructional time.

The content of professional development that builds teachers» capability to meet the needs of diverse learners.

INCLUDES Digital teacher resource book content Digital student pages Printable full - color illustrated lessons built to the Common Core State Standards (Use of these contents is subject to the Terms of Use.)

In providing professional development, teacher leaders focus on particular subject matter content or pedagogical approaches intended to build the instructional skills and abilities of classroom teachers.

Assists teachers in building and implementing interactive classroom environment focused on the content and learning strategies embedded in the program in order to maximize student engagement.

Focus on content: The program built on teachers» pre-existing mathematics and early childhood education expertise by focusing primarily on infusing arts - integrated strategies into mathematics instruction.

Building on the district's «Destination Excellence» vision of inspiring and preparing every student to love learning and achieve ambitious goals, Empower creates weekly opportunities for teams of teachers in a content area to lead collaborative learning and practice in rigorous standards and pedagogical best practices.

Teachers are being asked to teach more content to meet an increasing number of standards; but do students suffer from being force - fed more content with fewer opportunities to practice and build on what they have learned?

Our teachers develop the skills to help students build their knowledge by making meaningful connections between challenging, meaningful content and students» unique values and experiences.

Google Classroom allows for teachers to plan ahead and build content before sharing it with the students.

Proponents argue that providing teachers the freedom to customize lessons allows teachers to build off of their existing knowledge of students» content understanding and modify the content to meet the needs of different types of learners (Apkinar & Ball, 2006; Boschman, McKenny, & Voogt, 2014).

In my work I have continually stressed the need for a «Culture of Coaching» to be built in order for teachers to gain the maximum value from the work of instructional coaches, content coaches, and administrators» engagement in coaching teachers.

Echevarria, Vogt and Short's research into sheltered instruction emphasizes that teachers must make the academic content comprehensible while using systematic methods to build and practice English language proficiency within the academic language of science.

Additionally, the development and use of computer laboratory facilities similar to the Verizon Interactive Classroom at Texas A&M serve not only as an instructional tool for science and mathematics content courses, but also provide a means for demonstrating appropriate pedagogical methods and building technological literacy in preservice teachers.