Sentences with phrase «classroom instruction while»

She integrates a variety of subject matter in her classroom instruction while teaching students to become self - learners.

A variety of professional learning resources and exercises have been developed to increase educator proficiency in applying computational thinking practices to classroom instruction while also deepening understanding of computational thinking.

Not exact matches

It will be useful for classroom instruction, while also being a handy reference for researchers, persons who -LSB-...]

There is more emphasis on community service than on classroom instruction» an emphasis entirely consistent with the belief widely accepted in our society that values, while they may be created and clarified, can be neither true nor false.

The ACFEF apprenticeship program requires apprentices to complete 445 hours of classroom instruction and at least 4000 working hours in a professional kitchen while being mentored by leading chefs in the industry.

Rather than viewing this as some kind of trade - off where some kids win while others lose, I suspect it would be much more helpful if we built a system where all kids can have a positive classroom experience without pressure, intimidation, and anxiety inducing instruction.

Joe Williams, executive director of Democrats for Education Reform, said «It shocks the conscience that we continue to look the other way while we permit our schools to pair our most ineffective teachers with the children most in need of great classroom instruction.

Then half the platoons received 20 hours of M - fit classroom instruction over about two months, while the other half stuck to an ordinary training regimen.

While previous studies have shown that this student - centered method can be more effective than teacher - led instruction, Wieman says this study attempted to provide «a particularly clean comparison... to measure exactly what can be learned inside the classroom.»

She provided classroom instruction in the power of high expectations and the methods of high - expectations teachers, while also videotaping instructors while they interacted with students to show them their demeanor while they taught.

While this site is certainly no substitute for classroom instruction, it is a robust, complete companion to classroom instruction.

While the principal might take the lead with school - wide instruction and staff evaluation, and while teachers are responsible for day - to - day classroom planning, it's usually the school administrative professional who is the keeper of the pulse of the entire scWhile the principal might take the lead with school - wide instruction and staff evaluation, and while teachers are responsible for day - to - day classroom planning, it's usually the school administrative professional who is the keeper of the pulse of the entire scwhile teachers are responsible for day - to - day classroom planning, it's usually the school administrative professional who is the keeper of the pulse of the entire school.

Tools for Teaching: Instruction Meets Discipline While school discipline codes focus on large infractions, discipline management within the classroom is dominated by continuous small disruptions.

Review: While the entire site lends itself to classroom instruction, teachers will certainly want to gravitate to the teacher - specific area.

For example, «Do Now» s (a commonly used technique for keeping students on task while waiting for whole - group instruction to start) can become «Start Now» s, which allow each student to dive into their individualized content as soon as they enter the classroom.

What we were [recommended] to do was put the kids back in the classroom and have, in the case of where there's an Education Assistant, the Education Assistant supported the student with their learning while the teacher was running the classroom instruction.

While calling into question much of my past approaches to instruction, this framework is also one that can be carried into the classroom and used mentally to evaluate my daily decision - making as a teacher.

Suzy Brooks (@SimplySuzy), a third grade teacher in Falmouth, Massachusetts, wanted to use the flipped tenets in her classroom while being mindful of these assumptions, so she came up with the concept of spinning her instruction.

Governance is brought to the center of policy discussion, while the limitations of governance regimes for improving classroom instruction are acknowledged.

This is the case in classrooms across the country, but especially so in urban settings, where many students need literacy instruction that addresses their difficulties while still nurturing their love of reading.

In her role as a classroom teacher in general education and integrated co-teaching settings, she used iPads one to one with her students while aligning her instruction to the Common Core State Standards.

While we individualize lessons and provide one to one instruction as much as possible, we are also enabling the growth of our classroom community.

Oct. 15, 5 p.m. ET: Using Technology to Personalize Learning in Elementary Schools Two leaders in connected learning will explore strategies that principals and instructional leaders at the elementary level can use to provide more individualized - learning experiences for students, while ensuring that classroom technology is integrated with instruction in ways that are meaningful and augment essential knowledge and skills.

«All Together Now: Educating high and low achievers in the same classroom,» by Mike Petrilli This feature shows how one school is making differentiated instruction work — challenging every child while avoiding segregating classrooms.

Even with limited material and equipment, a teacher can create a classroom environment to meet the purpose of instruction while cultivating a community of engaged learners.

Uniforms are optional, while classroom instruction includes a lot of project - based learning with students taking an active role in how they learn.

In three instances, special teachers came into the regular classrooms to help provide this small - group instruction, while in a fourth, children left to receive small - group intervention in a workshop setting.

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).

T3 teacher - leaders serve as full - time classroom teachers while also leading teams of teachers, working to enhance instruction and improve student academic outcomes.

DreamBox Learning is an adaptive, online K - 8 math instructional program designed to complement classroom practice, while empowering educators with real - time data to differentiate instruction and personalize learning.

Some recently developed educational products can help teachers build STEM proficiency in the primary grades while providing the supports teachers need to fit hands - on and interactive science instruction into their busy classroom schedules.

After conducting several rounds of classroom observations at Costano it became apparent that while teachers delivered instruction that was of high quality and mostly engaging, they were not providing enough meaningfulread more

They do not require leaving the classroom full - time, but instead can be designed as hybrid roles that let professionals continue to teach while also leading and developing peers, or designing curriculum, instruction, or assessments.

This might be reasonable when value - added is used to measure instruction, while a less structured principal evaluation might capture contributions to the school community that are unrelated to classroom instruction.

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

Kathleen Cotton found that only 50 % of classroom time is spent on instruction while the other 50 % is consumed by behavior management.

While some students had excellent and consistent literacy instruction in their native country, others — for various reasons, including poverty and war — enter bilingual / ESL classrooms in the United States with limited or no literacy skills in the first language.

While teachers can have students present material, work in small groups for certain topics, and create multimedia projects dealing with math, the norm of a math classroom is direct instruction followed by a period of solving problems.

While Jenny reported confidence in skills such as saving files, moving files, and downloading images, it became apparent during classroom observations that even these skills required instruction and continued practice with the guidance of the researchers throughout the course of the project.

While charter school advocates say the practice often reflects no more than smart budgeting, some educators and others question whether the schools receive the proper oversight to ensure that religious groups are not benefiting from taxpayer dollars intended for public school students — or that faith - based instruction is not entering those classrooms.

Achieve3000's Pro solutions (KidBizPro ® for grades 2 - 5, TeenBizPro ® for grades 6 - 8, and EmpowerPro ™ for grades 9 - 12) bring literacy instruction into content - area classrooms to build key reading skills while developing disciplinary knowledge and vocabulary.

Inspiring the Best in Students includes step - by - step instructions for dozens of classroom activities for grades 3 — 12 that help build student - teacher relationships while teaching both content and skills.

While music, art and physical education teachers took on a few additional students and incorporated reading and math into their lessons, classroom teachers were able to divide up a smaller pool of students for more personalized instruction.

They carry out instructions provided in advance while the teachers attend grade - level meetings or try out classroom experiments.

As a presenter and facilitator, Dr. Doubek has been a keynote speaker and workshop provider while his work in counties, districts, and classrooms has ranged from senior cabinet leadership advisement to classroom instruction modeling.

Students in the D / HH classrooms have the opportunity to receive small group instruction and support from highly - trained teachers throughout the school day, while also participating in the general education setting for many of their academic subjects.

While this reteaching and reassessment by skill does create additional work for classroom teachers, however, advocates for standards - based grading note that this process may help teachers to refine their instruction.

After conducting several rounds of classroom observations at Costano it became apparent that while teachers delivered instruction that was of high quality and mostly engaging, they were not providing enough meaningful and strategic opportunities for students to engage in conversation around content.

Supplementary Instruction - Coordinating times with other teachers, staying on schedule, having something for drop - in students to do while waiting for instruction, getting returning students involved again, activities when supplementary instruction is not held, in - class aides, content mastery classroom, andInstruction - Coordinating times with other teachers, staying on schedule, having something for drop - in students to do while waiting for instruction, getting returning students involved again, activities when supplementary instruction is not held, in - class aides, content mastery classroom, andinstruction, getting returning students involved again, activities when supplementary instruction is not held, in - class aides, content mastery classroom, andinstruction is not held, in - class aides, content mastery classroom, and inclusion.

Because of their numerous positive features, they are more sensitive to instruction and more useful for teaching than standardized examinations, while providing richer evidence of student learning that can be used by those outside the classroom or school.