Sentences with phrase «classroom model moves»

Since the flipped classroom model moves teachers away from the «front of the room,» they have more time to interact with students and implement a wide variety of instructional strategies — including formative assessment.

Not exact matches

It moves us from the inappropriate classroom model to a master - apprentice one.

Our passion for the breakfast - in - the - classroom model for school breakfast is rooted in many things, including one point Ellen made in «Kids Need Breakfast to Succeed», excerpted above — when breakfast is moved out of the cafeteria and into the classroom, participation goes up without fail (emphasis ours).

«From doing consultancy work with other schools, it seems that the trend is moving towards a one - device - per - child model, especially in newer schools, taking away the need for a screen at the front of the classroom, as the work can be transferred directly from the teacher's computer to their tablets.

It's simply a matter of applying these skills and knowledge and... this doesn't work for kids who don't fit in or have disabilities or whatever, whose behaviour we decide is unmanageable, they are moved out of the classroom so there's exclusion built into the manage - and - discipline model of behaviour.

Le and Dewar: If we truly believe that creativity is an essential ingredient in a child's development, then we need to shift completely away from the cells and bells model of school design — with classrooms as cells and the school bell indicating the time to move from one to another.

The creation of the computer and educational software moved learning away from the classroom to the learning - on - demand model.

Before that happens ~ I have them watch me so they can model some techniques ~ such as moving about the classroom ~ how to recognize students ~ how to keep them engaged ~ etc..

Digital distraction is on the rise in classrooms, which is another reason to move your learning over to the modern mobile learning model for modern learners.

As we move away from the college model of simple lecture which was the trademark of 1970's style of teaching, we build credible classroom discussions.

Each classroom (at least among the three I visited) represented a unique approach to teaching and learning — one English classroom looked like a Flex model, where some students were working alone and others had sorted themselves into small groups to move through online assignments, and still others were in small group instruction with the teacher.

As we move toward Common Core implementation and proficiency in working with Design Question 4 (Helping Students Generate and Test Hypotheses) in the Marzano Teacher Evaluation Model, it's important to remember that the main reason we work toward creating a DQ 4 classroom is the benefit for students.

This makes sense: With a classroom full of more - advantaged students, teachers can move faster and cover more material, something the statistical models used for value - added ratings fail to capture.

With the rise of the C3 Framework and ongoing standards revisions that advocate the move to more student inquiry in the classroom, the concept of teacher as instructional designer is key, and teachers educators need to prepare beginning teachers to facilitate student inquiry and analysis as they learn to develop and implement disciplinary specific models of inquiry and assessment in the classroom.

In Chapter 2, Moving to a Partnering Pedagogy, Prensky highlights Teaching Matters» Voices and Choices curriculum as an exemplary model designed to meet the needs of the 21st century classroom:

When many traditional instructional models emphasize the teacher as the focal point of the classroom, moving towards a reality of student ownership can be challenging.

The rotation model of blended learning allows students to move between the use of technology — which allows them to learn new material at their own pace — and face - to - face instruction with teachers in a classroom environment.

Policymakers can support and incentivize these types of evidence - based professional development models by providing more personalized models of professional development that move beyond teachers» «seat time» to models that promote active learning and that take place within teachers» classrooms, considering the context of one's students, classroom, and school.

Local decision makers can support and incentivize these types of evidence - based professional development models by providing more practice - based models of professional development that move beyond teachers» «seat time» to models that promote active learning and take place within teachers» schools, considering the context of their respective students, classrooms, and school site goals.

This was one of the questions that prompted me, in 1997, to move my English language arts methods classes into a computer classroom, specifically as a response to the NCATE technology task force's mandate for teacher educators to make themselves role models of lifelong learning by integrating technology into practice.

Although the gradual release model began in reading comprehension research, the method is now recognized as an instructional method that can help all content area teachers move from lecture and whole group instruction to a more student - centered classroom that uses collaboration and independent practice.

In order to move to a competency - based system, we should take advantage of the opportunity to model that approach for those at the head of the classroom: teachers.

«Over the past month, we have heard a groundswell of support from districts across the state for this type of model curriculum to ensure that the Common Core State Standards move from a concept in Trenton to a tool for every classroom in the state,» said Chris Cerf, New Jersey's acting education commissioner, in a statement.

Teachers and administrators within and outside the school district interested in moving toward a reading and writing workshop model visited her model classroom.

After, teaching in a middle school inclusionary special education model, Colleen pursued National Board Certification in English Language Arts and moved into a new stage of her career as a middle school and high school English teacher where she has served as a classroom teacher, department chairperson and professional developer.

However, one thing is consistent with a flipped classroom model: moving the introduction to new content to outside core classroom time.

A group of kindergarten teachers opted into the project and are using and adapting the Pyramid Model practices in their classrooms, creating a seamless transition for children moving from pre-K into kindergarten.

Roffey summarizes both approaches separately at the end of every chapter, highlighting the ongoing need to move beyond the deficit model and embrace the health model in the classroom.