Sentences with phrase «clear the learning expectations»

What if teachers not only made clear the learning expectations at the start of each unit, but also helped students see where they stand in relation to those expectations?

Not exact matches

It is not clear, however, whether Brown's constant stress on high academic expectations simply assumes the canons of critical, orderly, disciplined inquiry that the research university model had made commonplace in the 1930s in American graduate education outside of theological schools, or whether he is rather calling for theological school teachers who are very learned but are not necessarily themselves engaged in original research.

For example, they were asked to rate their agreement with statements such as, «In this country, there are very clear expectations for how people should act in most situations,» and «Most Americans / Germans are not interested in learning about other people's cultures.»

Working with non-Chinese colleagues, she learned to express clear expectations around authorship from the beginning of a project.

For instance, one of the principles outlined in the report makes clear that teachers» expectations about their students can affect students» motivation and learning outcomes.

You can read up on quality dating sites and apps, learn what to do when flirting online, and go in with clear expectations and a confident attitude.

Flexible seating can add a wrinkle to classroom management, but with careful planning and clear expectations, our students will rise to the occasion and use flexible seating to improve their own learning environment.

Whether they're learning from the stories of immigrants, investigating democracy, creating a video about their Education Vision, or developing ideas about literacy, my students need clear expectations, they need models, and they need feedback.

When school policy presents «clear expectations about the range of acceptable quality in the delivered curriculum, a broader range of students learn at higher levels.»

Combined with thoughtful planning, rigorous tasks, and clear expectations, your students can create powerful products that show you — and the world — what they've learned.

Zoch shows that progressive dogmas about natural learning are clearly in conflict with the Jamesian philosophy of effort and insists that parents and teachers teach «the will to succeed» by setting clear expectations and demanding effort, not accepting laziness.

In Boston, MCAS is an important part of a seamless standards - based reform effort that includes clear expectations for what students should learn, curriculum aligned with the standards, high - quality instruction and professional development to help teachers improve their practice, and assessments that provide students with a way to demonstrate what they have learned and how they can apply it.

By setting clear expectations and goals for students and then drawing the correlation between the work done and the results, students can begin to shift their motivation, resulting in a much healthier and more sustainable learning environment.

Teachers with ADHD children might help them if they keep their directions simple, break learning tasks down into small manageable components, seat the children away from distractions and near the teacher, have a structured environment with clear expectations, and liberally and frequently use praise.

TOPIC: FREE TIME: SPORT ACTIVITIES INCLUDES 7 printable activity worksheets to teach Key Stage 2 Key Stage 3 — and YEAR 7 students GERMAN about: • Describing your sport activities • Revision: Days of the week ACTIVITY • Cut - out characters» masks for improvisations and role - plays TEACHER»S MATERIAL includes: • Clear lesson plan for students level 3 • Learning objectives • Key language • Learning expectations • Answers to all practical exercises (worksheets) • Game suggestions All PDF Activity worksheets are: • Usable on whiteboards • Include audio content To access audio use Adobe Reader and: Double click on BLUE sound icon to listen to the answer Also available in Spanish, French and English (ESL / EFL).

/ MP3 SONG: La carte postale INCLUDES 10 printable activity worksheets to teach Key Stage 2 Key Stage 3 — and YEAR 7 students FRENCH about: • Understanding directions • MP3 Song: La carte postale ACTIVITY + MP3 SONG • Cut - out characters» masks for improvisations and role - plays TEACHER»S MATERIAL includes: • Clear lesson plan for students level 3 • Learning objectives • Key language • Learning expectations • Answers to all practical exercises (worksheets) • Game suggestions All PDF Activity worksheets are: • Usable on whiteboards • Include audio content To access audio use Adobe Reader and: Double click on RED sound icon to listen to the topic / on BLUE sound icon to listen to the answer Also available in German, Spanish and English (ESL / EFL).

TEACHER»S MATERIAL includes: • Clear lesson plan for students level 3 • Learning objectives • Key language • Learning expectations • Answers to all practical exercises (worksheets) • Game suggestions All PDF Activity worksheets are: • Usable on whiteboards • Include audio content To access audio use Adobe Reader and: Double click on RED sound icon to listen to the topic / on BLUE sound icon to listen to the answer Also available in German, Spanish and English (ESL / EFL).

The teacher's assertiveness and clear expectations for all students might be viewed as strength, however, criticisms of the model include that it does not promote a sense of democracy, allowing students to take ownership of their own behavior and learning (e.g., students creating class rules together).

TOPIC: BEING ON TIME / TRANSPORT INCLUDES 10 printable activity worksheets to teach Key Stage 2 Key Stage 3 — and YEAR 7 students FRENCH about: • Understanding time schedule / calculating time table • Calculating distances in kilometers ACTIVITY • Cut - out characters» masks for improvisations and role - plays TEACHER»S MATERIAL includes: • Clear lesson plan for students level 3 • Learning objectives • Key language • Learning expectations • Answers to all practical exercises (worksheets) • Game suggestions All PDF Activity worksheets are: • Usable on whiteboards • Include audio content To access audio use Adobe Reader and: Double click on RED sound icon to listen to the topic / on BLUE sound icon to listen to the answer Also available in German, Spanish and English (ESL / EFL).

INCLUDES 6 printable activity worksheets to teach Key Stage 2 Key Stage 3 — and YEAR 7 students FRENCH about: • Telling the time ACTIVITY + ROLE - PLAY • Cut - out characters» masks for improvisations and role - plays TEACHER»S MATERIAL includes: • Clear lesson plan for students level 3 • Learning objectives • Key language • Learning expectations • Answers to all practical exercises (worksheets) • Game suggestions All PDF Activity worksheets are: • Usable on whiteboards • Include audio content To access audio use Adobe Reader and: Double click on RED sound icon to listen to the topic Also available in German, Spanish and English (ESL / EFL).

This was a scaffolded learning activity split into distinct lessons, with explicit modelling and clear expectations for the final product.

As the article correctly points out, Achieve, Inc., has reviewed the Massachusetts standards and found them to be top - notch; they combine rigorous content with clear expectations that students develop problem - solving and reasoning skills as they learn the content.

TOPIC: MY FAMILY TREE / INTRODUCING YOURSELF INCLUDES 10 printable activity worksheets to teach Key Stage 2 Key Stage 3 — and YEAR 7 students GERMAN about: • Describing your family members • Nationalities and countries • Role - play: Ich stele mich vor ACTIVITY Cut - out characters» masks for improvisations and role - plays TEACHER»S MATERIAL includes: • Clear lesson plan for students level 3 • Learning objectives • Key language • Learning expectations • Answers to all practical exercises (worksheets) • Game suggestions All PDF Activity worksheets are: • Usable on whiteboards • Include audio content To access audio use Adobe Reader and: Double click on RED sound icon to listen to the topic / on BLUE sound icon to listen to the answer Also available in Spanish, French and English (ESL / EFL).

A large part of implementing Mastery Learning is to avoid ambiguity and to make your expectations very clear to your learners.

If the curriculum makes clear what all students are to be taught and should learn by particular times in their schooling, for example, by the end of Year 6, and if all teachers and students are held accountable for meeting these time - based expectations, then overall levels of achievement should improve.

Robinson, Lloyd and Rowe noted that: «Instructional leadership theory has its empirical origins in studies undertaken during the late 1970's and 80's of schools in poor urban communities where students succeeded despite the odds... these schools typically had strong instructional leadership, including a learning climate free of disruption, a system of clear teaching objectives, and high teacher expectations for students.»

Ensure appropriate systemic interventions are in place to improve teaching and learning schoolwide by developing a clear set of expectations and a common language around instructional practices.

You can build these expectations into your course with learning objectives that provide clear direction.

Last week, it became clear in House and Senate education committees» meetings that not all lawmakers were on board with the move to these grade - level learning expectations that would have brought Pennsylvania public school instruction more in unison with the standards that 44 other states and the District of Columbia were in the process of implementing.

This can take on many forms in the classroom such as, but not limited to: clear learning targets and shared rubrics and expectations prior to the learning.

School leaders should, among other things, be able to set clear direction, establish high expectations, and develop talent in their schools to fully support teaching and learning.

They set clear learning goals and expectations, establish a positive classroom climate, possess high degrees of efficacy, and involve all students in sharing ideas and in the learning process (Darling - Hammond & Bransford, 2005; Burns & Strategic Planning Development Team, 2012).

If teachers invest in creating a strong culture up front with clear norms and expectations, blended learning will amplify that culture.

Engage learners in understanding strong / weak samples of learning and consensus based scoring so everyone is clear on expectations.

Highly influential school effectiveness studies120 asserted that effective schools are characterized by an climate or culture oriented toward learning, as expressed in high achievement standards and expectations of students, an emphasis on basic skills, a high level of involvement in decision making and professionalism among teachers, cohesiveness, clear policies on matters such as homework and student behaviors, and so on.121 All this implied changes in the principal «s role.

But designing an accountability system, setting a standardized assessment — all of it requires Indiana to have clear expectations of what students should know and learn at each grade level.

In our experience, MOST teachers sought others to work / learn with when clear expectations / evidences were put in place.

Technology alone is not as engaging as technology in the service of clearly defined learning goals with clear support and expectations.

Talent Development Secondary's emphasis on personalization generates a positive learning environment characterized by clear expectations, cooperative behavior, and mutual respect.

A school with a traditional structure that provides clear standards and expectations may be a good choice for some children, while a school that allows extra freedom and places more responsibility for learning on the child may work well for other children.

They start with the end in mind, with clear expectations for progress and learning for each year and for the end of the semester / year.

Authentic Assessment Authentic assessment, a method of assessment in which students perform or create demonstrations of what has been learned, was supported in this class by clear expectations.

Contents: Chapter 1: Providing and Communicating Clear Learning Goals Chapter 2: Conducting Assessment Chapter 3: Conducting Direct Instruction Lessons Chapter 4: Practicing and Deepening Lessons Chapter 5: Implementing Knowledge Application Lessons Chapter 6: Using Strategies That Appear in All Types of Lessons Chapter 7: Using Engagement Strategies Chapter 8: Implementing Rules and Procedures Chapter 9: Building Relationships Chapter 10: Communicating High Expectations Chapter 11: Making System Changes

Teaching and learning expectations must be made clear.

The result will be a clearer picture of what students ages 3 through kindergarten are developmentally able to do, with resultant expectations in the area of language, literacy, mathematics, social - emotional development and approaches to learning.

While observing 133 high school classrooms, Deci and colleagues found that students were most engaged when teachers balanced structure with autonomy — communicating «clear expectations» for learning and «explicit directions,» while «highlighting meaningful learning goals» and providing opportunities for self - directed learning (Jang, Reeve, & Deci, 2010, p. 588).

Schools where ALL children successfully learn share certain key characteristics that have come to be known as the Correlates of Effective Schools: a Clear & Focused Mission, a Safe & Orderly Environment, High Expectations for Success, Opportunity to Learn / Time on Task, Positive Home - School Relations, Frequent Monitoring of Student Progress, and Strong Instructional Leaderlearn share certain key characteristics that have come to be known as the Correlates of Effective Schools: a Clear & Focused Mission, a Safe & Orderly Environment, High Expectations for Success, Opportunity to Learn / Time on Task, Positive Home - School Relations, Frequent Monitoring of Student Progress, and Strong Instructional LeaderLearn / Time on Task, Positive Home - School Relations, Frequent Monitoring of Student Progress, and Strong Instructional Leadership.

In this 2 - hour DVD, Larry Lezotte - one of the original effective schools researchers - thoroughly explains each of these critical attributes that enable schools to successfully educate all children: Strong Instructional Leadership, Safe & Orderly Environment, Climate of High Expectations, Clear & Focused Mission, Opportunity to Learn & Time on Task, Frequent Monitoring of Student Progress, and Positive Home - School Relations.

By having clear expectations, your students are better informed about the purpose of the lesson and invested in the learning process.

We have clear expectations in terms of e-safety and promote safe learning online along with discussing the potential consequences of using the Internet for inappropriate means.