Sentences with phrase «classroom instruction time in»

He said Rochester city schools offer the least amount of classroom instruction time in the area.

He said Rochester city schools offer the least amount of classroom instruction time in the area.

Not exact matches

• I understand that due to the intense nature of the class and out of respect for the other students, no babies / children are allowed in the classroom during instruction time.

For the most part, feedback from teachers cited concerns about rodents and bugs, too much going on [in the classroom], spills, and taking away from instruction time.

Many schools face nasty budget cuts that threaten to eliminate their art programs, so the prospect of carving off a chunk of time for classroom instruction in drawing, painting, or sculpting seems rather bleak.

I believe teachers can use technology to differentiate instruction, connect students outside of the physical classroom, and create more time inside of the classroom to engage students in student - centered activities.»

Lucie Boyadjian, principal of Glen Oaks School, in Hickory Hills, Illinois, summed up the principals» feelings about providing more hands - on experiences for future teachers: «More time in the classroom with direct instruction allows the undergraduate the opportunity to experience an entire year's worth of classroom activities.»

With so much time now spent reviewing for tests, here are five ways to improve the quality of both instruction and assessment in your classroom.

Studies have shown that schools offering intense physical activity programs have seen positive effects on academic performance such as improvements in math, reading, and classroom behavior — even when the added time takes away from academic instruction time.

However, within a classroom for a specific period of time to coincide with legitimate instruction involving the Ten Commandments place in history, such a posting is legal.

Of equal importance, these online applications can free up time for adults in the classroom or school building to play roles beyond those of traditional direct instruction — as a tutor, mentor, coach, etc. — to drive students» learning.

Tactics include involving all of Ohio's charter schools in the lawsuit and requiring them to deliver school records on a variety of issues, tying up time, energy, and resources in matters far removed from classroom instruction.

When students are able to get foundational knowledge and skills through technology - based instruction, teachers can evolve their purpose in the classroom and focus their time on providing expert feedback on higher - order skills and tackling complex, real - world problems with their students.

And yet, its proponents say the practice has a solid place in the 21st - century classroom because looping has been known to strengthen student - teacher bonds, improve test scores, expand time for instruction, increase parent participation, and reduce behavioral problems and placements in special education programs.

95, Ed.D.» 99, who has spent time researching instruction methods in the classroom, helped educators navigate shifts in educational practice in response to Common Core State Standards (CCSS).

But in secondary schools... we are finding ourselves rethinking how much of the time traditionally spent teaching core content can be shifted over to the direct instruction of functional reading in all of our classrooms.

She discovered that Malawian teacher voices and the official literacy instruction of the country required conditions not being met in the classrooms, especially considering large class size, limited time, as well as insufficient and inadequate reading materials.

Behavior improves when more classroom time is spent in on - task instruction.

These approaches suggest innovations that aren't being batted about by opinion - makers yet, such as redesigning jobs to concentrate top teachers» time on instruction, putting star teachers fully in charge of multiple classrooms, and using technology in combination with in - person reach extension (for one example, learn about Rocketship Education here).

Students can't improve or become managers of their own learning without constant, real - time assessment and feedback, referred to in PBL instruction as assessment for learning, as opposed to assessment for school, district, or classroom accountability.

District performance - based assessments in reading, writing, spelling, and math are given, on average, three times each year, and numerous staff development hours are spent reviewing results and discussing ways in which the findings can be used to inform and change classroom instruction to meet the needs of individual students.

But in general, instruction is both lively and practical, such as in one classroom where a biology teacher, donning a lab coat, leads a lab on extracting DNA from strawberries, or a ninth - grade math class in which a teacher integrates a Texas Instruments navigator system into every part of her lesson; she has her class turn assignments in via a graphing calculator and checks for comprehension with every student in real time.

In a culture organized around learning through projects, we have a whole different way of organizing time, instruction, even the language in the classrooIn a culture organized around learning through projects, we have a whole different way of organizing time, instruction, even the language in the classrooin the classroom.

The flipped classroom model — in which students watch video lessons for homework and receive more direct, individual instruction from teachers during class time — is rapidly gaining popularity in K - 12 schools, with websites such as Khan Academy offering thousands of free video lessons.

Hear how Discovery Education Social Studies Techbook made teaching and learning an unforgettable experience and: • Saved teachers time in planning lessons • Helped teachers differentiate instruction • Strengthened students» literacy and critical thinking skills The Rock Hill School District will share its vision, plan, and lessons learned as it successfully increased student engagement and achievement in the digital Social Studies classroom.

Teachers, for example, are observed in their classrooms five times throughout the year and rated on nine explicit criteria that the district uses to define effective instruction, including how well they explain concepts and if they check for student understanding.

Still in other classrooms, virtually no time is devoted to writing instruction or writing activities (e.g., Christenson, Thurlow, Ysseldyke, & McVicar, 1989).

According to research, students with LD spend more time on task in the classroom when technology is thoughtfully integrated into instruction.

«Schools were articulating competencies and awarding diplomas based on mastery, but in many classrooms, instruction still looked similar to the old, time - based system.»

Giving preservice teachers time to work with digital tools and try out technology integration in their instruction would support them as they move into their own classrooms and understand what is possible with technology.

WTTW in Chicago takes a look at Intrinsic Schools, a Chicago charter school that uses blended learning and puts lots of students in one big pod, a large classroom with flexible furniture that a teacher can reorganize to create spaces for independent work, collaboration, instruction, and 1 - on - 1 time with teachers.

Due to the complexity of the study, the fact that many of the classroom variables focus on grades 1 - 3 (e.g., student level of engagement, time spent in small - or whole - group instruction, preferred interaction style), and the use of different outcome measures, the kindergarten classrooms were dropped from the analysis.

Other school characteristics associated with better student achievement included: more time spent on English instruction; teacher pay plans that were based on teachers» effectiveness at improving student achievement, principals» evaluations, or whether teachers took on additional duties, rather than traditional pay scales; an emphasis on academics in schools» mission statements; and a classroom policy of punishing or rewarding the smallest of student infractions.

For our final analysis, we conducted a stepwise regression in which the most powerful school level (systematic internal assessment and parent links) and classroom level (time in small - group instruction and time in independent reading) variables were simultaneously regressed on our most robust outcome measure, fluency as indexed by words correct per minute on a grade level passage.

The researchers identified several barriers to implementation even in the schools that were identified as successful implementors: lack of alignment between classroom instruction and assessment and the MSPAP assessment; insufficient resources such as time and money for professional development; testing logistics; and communication between the state and schools about the rationale and nature of the assessment program.

Findings from across these studies indicated that part - or no - time release teacher leaders reduced the opportunities teacher leaders had to work directly with teachers in their classrooms and that additional release time was needed to support teacher leaders» influence on teachers» classroom instruction.

We trained ourselves as observers to reliably document instruction in the lessons we observed based on our modification of Newmann «s assessment of authentic instruction.313 We recorded what we saw and heard on an observation form that included two main sections: 1) basic information about the context, details of the lesson, how class time was used, how students were organized for instruction and learning, the kinds of technology used during the lesson, and a description of any positive or negative features in the classroom; and 2) assessments of instruction using four of Newmann's five standards of authentic instruction: higher order thinking, deep knowledge, substantive conversation, and connection to the world beyond the classroom.

This small group instruction, delivered to two or three children at a time, was highly compatible with the instruction the children received in their regular classroom.

Such research would, in a single effort, examine school level factors (e.g., building climate, home - school relations, schoolwide organization for reading, collaborative efforts) while examining classroom / teacher factors (e.g., time spent in reading instruction, time on task, student engagement, approaches to word recognition and comprehension instruction, teachers» interactive styles).

Many teachers tell me that they just don't have time for vocabulary instruction on top of everything else they need to do in the classroom.

In addition, Gigante and Firestone (2007), Moore (1992), Zepeda and Kruskamp (2007) and Doyle (2000) found that increased release time allowed for greater opportunities for teacher leaders to impact teachers» classroom instruction.

Specific results indicate a positive change in the facilitation of mathematical communication and inquiry - based instruction in the classroom teacher's practice as well as sustained use of GSP beyond the time span of the pilot study.

Release time among teacher leaders varies: teacher leaders may receive no release time, indicating that teacher leader responsibilities occur during the regular school schedule or on the teacher leader's own time; part - time release, in which a teacher leader's classroom may serve as an important aspect of his / her leadership role (such as by inviting other teachers in to observe a demonstration lesson); or full - time release, which allows a teacher leader to work with teachers as they engage in instruction in their own classrooms.

The ANOVA on time spent in small - group instruction revealed an effect for level of teacher accomplishment, F (2, 60) = 3.08, p =.05, with students in the classrooms of teachers rated as most accomplished spending more time in small - group instruction (M = 48.25 minutes per day) than students with teachers rated as moderately accomplished (M = 38.67 mpd), who, in turn, spent more time than students with teachers rated as least accomplished (M = 25.35 mpd).

Schools provide quality instruction time to every kid in every classroom.

But over time we've seen a huge shift in understanding at the middle school and high school level: that if they use literacy strategies they will be able to support instruction in the classroom.

FEATURES 19 detailed whole group lessons, small group lessons with activities 1 end - of - unit assessment Teacher guide activities that model concrete representations of abstract mathematical concepts Easy - to - use resources that offer classroom — tested lesson plans targeting the big ideas of math PRODUCT PERKS Teacher Guides 19 differentiated whole and small group lessons per unit; blackline masters; 1 unit assessment Warm - Up Posters 1 poster per unit; short, engaging activties for each day of the week; spiral review previously learned math concepts Card Sets14 card sets per unit to easily manage small group instruction; no printing, cutting, laminating, or sorting; conveniently stored in labeled lesson bags Durable ToteTeacher Guide, Warm - Up Poster, and Card Sets all stored in a durable, stackable tote SUGGESTED MANIPULATIVES TO USE WITH THIS KIT Student ClocksPractice time concepts.

Each time I learn a new formative assessment strategy, I wish that I can have a redo of one of my years in the classroom to apply the strategy and make my instruction that much more effective.

District level educators can analyze sweeping patterns and trends while instructional leaders can employ fast and flexible reports to shape curriculum and instruction in the classroom in real - time

And although digital curriculum and technology might temporarily engage students, most of the time the design of these tools fails to support teacher practice, enrich instruction, and accommodate time constraints in the classroom.