Over time, he created
a classroom culture based on the honor system that worked.
Not exact matches
A
classroom program that helps teachers adapt their interactions with students
based on individuals» temperaments may lead to more student engagement in kindergarten, more teacher emotional support to kindergarten and first grade students, and better
classroom organization and less off - task behavior in first - grade classes, according to research by NYU's Steinhardt School of
Culture, Education, and Human Development.
The schools and
classrooms where I've seen the strongest relationship -
based cultures are ones where students have input on establishing norms and processes, where team building happens throughout the year so that students and teachers know each other well, and, on the teacher level, where teachers have regular opportunities to collaborate to design meaningful PBL experiences for students and discuss student supports.
Flexible schedules within a
classroom startup
culture are agile, responsive, and
based on immediate needs of learning activities and work types — individual work, face - to - face group work, and virtual collaborations.
There is an expectation among the school staff that they practice a
culture of continuous improvement and risk - taking
based on a cycle of conversations,
classroom observations, constructive feedback, and planning and implementing strategies that aim to directly make a difference to
classroom practices in line with the priorities identified for school improvement.
The New Tech model emphasizes project -
based learning, a school
culture that empowers students and teachers, and the integration of technology into the
classroom.
Barron and Darling - Hammond describe evidence -
based approaches to support inquiry -
based teaching in the
classroom: (1) clear goals and guiding activities; (2) a variety of resources (e.g., museums, libraries, Internet, videos, lectures) and time for students to share, reflect, and apply resources, while debating over information discrepancies; (3) participation structures and
classroom norms that increase the use of evidence and a
culture of collaboration (i.e., framing debates as productive conflicts, using public performances); (4) formative assessments that provide opportunities for revision; and (5) summative assessments that are multidimensional and representative of professional practice.
The award included a $ 500,000 grant, which he has dedicated to the Hrabowski Fund for Innovation to support and promote a
culture of innovation; entrepreneurship through course design and redesign; development of unique
classroom learning environments that support active learning, team -
based learning, and entrepreneurial skill development; lab - and project -
based capstone courses; faculty fellowships; and peer - learning initiatives.
FOR GOOGLE
CLASSROOM Included in this resource: • Title page • Native Americans of the Southwest reading passage with graphic organizer • Application / Closing / Higher Order thinking question • Answer Key for graphic organizer Students will research and analyze the lives and
culture of the Native Americans of the Southwest region of the United States: present - day areas, groups, geography / climate, adaptations,
cultures / spiritual rituals / roles of men and women Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary; lifting evidence from text Differentiation: graphic organizer; cooperative (students may work in groups / teams / partner to complete graphic organizer
based on teacher's discretion) ★ ★ Looking for the pen and paper, hard - copy version of this resource?
At Hood River Middle School, place -
based learning makes student learning relevant and engaging by turning their local geography,
culture, history, and economy into
classroom lessons.
Guilford County Opportunity
Culture schools offer innovative team -
based roles that allow teachers and paras to lead from the
classroom!
The creative tension between the autonomy that our expert teachers value so highly, and the common aspects of shared accountability that enables
BASIS Curriculum Schools to maintain academic quality control across the network, is the nexus at the heart of our
classroom learning
culture.
By examining research -
based techniques, exploring the role of race, class, and
culture in the
classroom, and growing effective practices that enable academic growth and close the achievement gap, attendees will leave with a singular blueprint for ways to improve their school.
Every school will deliver evidence -
based best practices in school
culture and
classroom instruction.
-LSB-...] strategies that would be used across all
classrooms with fidelity and are working to reinforce a
culture of coaching by implementing «3 - to - 1 in the moment feedback» on a regular
basis for all staff -LSB-...]
Popular workshop topics include personalized learning plans, student - directed, project -
based learning, teacher governance, democratic
classrooms, student / teacher advisories, developing student agency, equity, restorative practices, special education in inclusive environments, service and experiential learning and school
culture.
When advances in the neurosciences, social sciences and evidence -
based instructional strategies are coupled with an understanding of ACEs, educators are in a better position to create school and
classroom cultures, policies and procedures that foster a sense of belonging, trust, and support.
Based on new knowledge emerging from the psychological sciences, AYD transforms the way adolescents think about themselves as learners, and helps educators create and manage a powerful learning
culture in their
classrooms and schools.
These cultural forces, derived from research in
classrooms where a
culture of thinking was evident, form the
basis for much of my work.
In our work over the years, we've seen again and again what a huge difference a principal can make in the success of our
classroom -
based programs — and in fostering a positive school
culture.
In her various roles, including as an school principal, Janet has mentored other school leaders, supervised and supported faculty and staff, provided a climate and
culture for school improvement, developed rigorous performance goals, and trained staff to use student achievement data to increase student success and create standards -
based classrooms.
Place -
based learning happens in
classroom activities rooted in local things, including the unique history, environment,
culture, economy, literature, and art of a particular place.
At McREL International, Cheryl trains and coaches K - 12 teachers and school leaders on effective instructional strategies, problem -
based learning,
classroom technology, teacher coaching, English - language - learner supports, and creating engaging school
cultures and climates.
You'll leave with dozens of research -
based, easy to use strategies that will transform your
classroom into an organized
culture of learning.
The knowledge and skills that I gained have allowed me to empower teachers as they applied the research -
based strategies that are both effective and efficient to changing
classroom culture and climate.
Ignoring child / adolescent psychology,
classroom dynamics, familiarity fatigue, and the role of family
culture was a mistake born of silicon -
based tunnel vision.
In this informative webinar
based on their recent book, Disrupting Poverty: Five Powerful
Classroom Practices, the authors will discuss the five
classroom practices that permeate the
culture of successful high - poverty schools: (1) caring relationships and advocacy, (2) high expectations and support, (3) commitment to equity, (4) professional accountability for learning, and (5) the courage and will to act.
The learner then progresses to an explicit strategy for engaging students with gamification techniques, and concludes with strategies for creating a healthy blended
classroom culture, focusing on nurturing student voice and choice and applying project -
based learning techniques.
Severe mental illness and its early manifestations can not be handled and resolved through
classroom -
based intervention alone, but when adults are sensitive to students» needs and challenges — as they are in schools permeated by the
culture of SEL — successful referrals are more likely, particularly as troubled children continue through the grade levels.
Teachers will buy into this
culture of instructional excellence if they see that the focus is on student success and the techniques are
based on
classroom - tested research.
If we are to reclaim the
culture of schools in the service of democracy, we must do it through joyful, creative curricula
based on research, hands - on projects, collaborative community - building, engaged learning environments, and a shift in the
classroom power structure.
A competency -
based learning program from iLearn Collaborative to help educators implement strategies for using technology to create the time and space to get to know your students and create a
classroom culture that fosters choice, agency and authentic learning.
As Edutopia writer Andrew Miller states in his post Creating a
Culture of Inquiry, it's not enough for the teacher «to simply state that their
classroom is inquiry
based, and doing an occasional inquiry -
based activity is not enough.»
It is contingent on... seeing cultural differences as assets; creating caring learning communities where culturally different individuals and heritages are valued; using cultural knowledge of ethnically diverse
cultures, families, and communities to guide curriculum development,
classroom climates, instructional strategies, and relationships with students; challenging racial and cultural stereotypes, prejudices, racism, and other forms of intolerance, injustice, and oppression; being change agents for social justice and academic equity; mediating power imbalances in
classrooms based on race,
culture, ethnicity, and class; and accepting cultural responsiveness as endemic to educational effectiveness in all areas of learning for students from all ethnic groups.»
We support teachers, coaches, and leaders in our research -
based method of
classroom management, entitled No - Nonsense Nurturer, and with high - quality pedagogical strategies and the development and implementation of effective school - wide
culture plans.
Functions The teacher leader: a) Facilitates the collection, analysis, and use of
classroom - and school -
based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school
culture; b) Engages in reflective dialog with colleagues
based on observation of instruction, student work, and assessment data and helps make connections to research -
based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the
classroom and ensures that individual student learning needs remain the central focus of instruction.
Instructional strategies in our
classrooms must focus not on what works, but on what works best, (Hattie, 2009) for both student success and developing a
culture of learning
based on clear learning targets and informed by actionable formative assessment (Wiliam, 2011).
Strong procedures are in place to encourage a school - wide, shared responsibility for student learning and success, and to encourage the development of a
culture of continuous professional improvement that includes
classroom -
based learning, mentoring and coaching arrangements.
Classroom teachers interested in including mindfulness -
based practices and transitional tools in their
classrooms to support self - awareness, learning readiness, social emotional learning initiatives, and positive
classroom culture and climate