Sentences with phrase «content area teachers using»

These students also benefit from content area teachers using strategies and techniques that make subject matter understandable while at the same time developing students» English language proficiency.

Not exact matches

Teachers will learn to find common threads in their teachings, and use them across content areas to strengthen learning and resonate in students» minds throughout the day.

Below are a few ways that I can imagine any teacher, regardless of grade level or content area, using interactive rubrics:

Teachers of language arts and all content areas try to differentiate learning to reach a diverse group of learners by using video clips.

When Principals were asked about the preparedness of recent teacher graduates, the areas they were most positive about included «Making effective use of ICT» and «Subject content knowledge», while areas for concern included «Supporting students with disabilities» and «Teaching Aboriginal and Torres Strait Islander students».

Its 40 or so recommendations focused on five areas: stronger content; higher standards and expectations; more time for learning, more effectively used; better prepared, rewarded, and respected teachers; and responsible national, state, and local leadership.

It is a procedure that is used to declare the quality of a continuing education course officially and nationally, in areas such as program content, methodology, objectives and teachers.

The lesson content, which uses CSIRO's Double Helix magazine as a platform, offers teachers and students integrated STEM learning material that aims to enhance learning outcomes in the area.

In this webinar, literacy researchers Gina Cervetti and Tanya Wright will discuss their findings on vocabulary acquisition in the content areas, and special education teacher Jodie Westmont will explain how she uses «text sets» developed around a single topic to teach her students new words.

On an evaluation of the federal Race to the Top and School Improvement Grant initiatives, she was a content area expert advising on development of protocols, data collection instruments, and reports, examining how states and districts use grant funds to improve teacher quality.

Elementary teachers have always used content area work to supplement comprehension skill practice.

Providing models of various uses of technology in specific content areas can also broaden teachers» TPACK.

Some studies have investigated preservice teachers» emerging TPACK while making decisions about using technology in various content areas during field experiences in general education settings.

TPACK can be described as teachers» knowledge of when, where, and how to use technology, while guiding students to increase their knowledge and skills in particular content areas using appropriate pedagogical approaches (Brantley - Dias & Ertmer, 2013; Niess, 2011).

The content - area teacher can use those texts as exemplars to point out rhetorical strategies.

This school's Creative Leadership Team is focused on «Artists» Inquiry and Critique» professional development to help teachers embrace simple yet deep ways of integrating the arts into other content areas — and assessing their teaching using the critiquing processes that artists use.

The teacher is expected to use the district - approved curriculum to meet state objectives within that content area.

The principal introduces, • Instructional challenges (importance of knowing about challenges at different proficiency levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-leContent Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learnArea: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-lecontent area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learnarea to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-lecontent so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-lecontent instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-lecontent with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learning)

When teachers receive feedback tied to their own goals and content area professional development, they are much more likely to keep trying and using new, research - based teaching moves in their math and literacy classrooms.

Engaging content - area teachers by using a «content learning» approach to supporting literacy (no extra prep required)

The finding that content area expertise impacted teacher leaders designing and / or facilitating professional development was supported through the use of multiple data sources (Coggins et al. 2003; Manno & Firestone, 2006; Yost et al., 2009) and the inclusion of detailed descriptions in support of the reliability of data analysis strategies and instrumentation (Coggins et al. 2003; Manno & Firestone, 2006; Yost et al., 2009), providing additional confidence in the validity of this finding.

New special education teachers who teach multiple core subjects, and who are highly qualified in either mathematics, language arts, or science at the time they are hired, have two years to use HOUSSE (or to demonstrate content area competency through appropriate rigorous testing or coursework).

Student profiles, real - life classroom scenarios, and sample units and lessons provide compelling examples of how teachers in all grade levels and content areas use the UbD framework in their culturally and linguistically diverse classrooms.

Denver Public Schools has been using SGOs for many years; their 2008 - 2009 Teacher Handbook states that an SGO must be «focused on the expected growth of [a teacher's] students in areas identified in collaboration with their principal,» as well as that the objectives must be «Job - based; Measurable; Focused on student growth in learning; Based on learning content and teaching strategies; Discussed collaboratively at least three times during the school year; May be adjusted during the school year; Are not directly related to the teacher evaluation process; [and] Recorded online» (for more information clickTeacher Handbook states that an SGO must be «focused on the expected growth of [a teacher's] students in areas identified in collaboration with their principal,» as well as that the objectives must be «Job - based; Measurable; Focused on student growth in learning; Based on learning content and teaching strategies; Discussed collaboratively at least three times during the school year; May be adjusted during the school year; Are not directly related to the teacher evaluation process; [and] Recorded online» (for more information clickteacher's] students in areas identified in collaboration with their principal,» as well as that the objectives must be «Job - based; Measurable; Focused on student growth in learning; Based on learning content and teaching strategies; Discussed collaboratively at least three times during the school year; May be adjusted during the school year; Are not directly related to the teacher evaluation process; [and] Recorded online» (for more information clickteacher evaluation process; [and] Recorded online» (for more information click here).

The exemplar lessons provide teachers with the tools to model the effective use of comprehension strategies to increase understanding of content - area texts.

Courses expand teachers» knowledge, understanding, and instructional use of children's and YA literature (including both fiction and nonfiction) and increase the range of classroom texts that teachers can offer within and across content areas.

Ensure evaluators are using existent tools to evaluate teachers» specific content areas and specializations

However, when teachers modeled reading comprehension strategies commonly used in each subject area, ELLs and other low - level readers learned to delve more deeply into a variety of texts to analyze, understand, and master the content.

To reduce the vocabulary overload on English language learners, content - area teachers can implement two effective strategies: using cognates to help students understand challenging English academic vocabulary and activating prior knowledge.

With more than 10,000 lessons in our archives and an easy - to - use search tool, teachers will find rich content to match the topics they're teaching in science, social studies, and other content areas.

Content area teachers are also using the sites to show the students» work.

Generally, in teacher education programs, GIS technology has not been integrated into content - area methods classes nor would teachers expect to use GIS in the classroom.

«And since Achieve3000's solutions are customized to meet each state's academic standards and build literacy in the content areas, our teachers can use them in all fifty - two of our regions, across many grade and ability levels, as they work to meet the individual needs of each learner.»

Teacher candidates planned a lesson for a content area outside of geography that incorporated an active use of ArcGIS Online and / or Story Maps to learn more about specific academic standards in the respective discipline.

On this page are a variety of resources for content - area teachers, ELA teachers and literacy coaches to support student learning through instructional strategies using writing, reading and oral literacy skills.

Creative teachers find the most exciting, current content in their subject areas and use methods that encourage student discovery, exploration, and analysis.

Teachers use the process to monitor their students» mastery of content area foundational skills and provide interventions as appropriate.

On the instructional side of science, it has become evident that elementary teachers were not teaching science because they did not know the content nor feel secure with it as a subject area (Rutherford & Ahlgren, 1989); little instructional time in elementary schools was devoted to science (NAEP, 1988); and where science was taught, basal texts that emphasized reading and canned experiments were preferred and used over active learning (Lockwood, 1992a; 1992b).

She believes it is critical that teachers be trained «to introduce and model for students how to transfer the maps across content areas,» so that students can consciously use them, both independently and in cooperative groups.

Of equal concern, studies have found that teachers» ratings frequently change from year to year and can vary significantly depending on the statistical model used, or the test administered, even when the tests are within the same content area.

Meadow Park Middle School chose to use individualized language acquisition plans for all English learner students as a way to track their specific learning needs, as well as help content - area and ELL teachers stay on the same page.

This site offers a variety of resources for content - area teachers, ELA teachers, and literacy coaches to support your students» learning through instructional strategies using writing, reading, viewing and oral literacy skills.

As part of a content area and leadership professional development partnership, we engaged the teachers in Avoyelles in a process that leaders, teachers, and coaches anywhere can use to analyze complex texts and think through how to support students.

While teaching the reading comprehension strategies is primarily the responsibility of the English / Language Arts teacher, the strategies are used in all content areas, simply because students have to read and understand information within all content areas.

The Institutes used primary sources to provide participants with examples of how effective history and social science instruction may be enhanced for students in each course range and how teachers can improve student achievement in content areas of greatest challenge.

We hope this article will be a key to success for other teachers interested in developing and implementing relevant, challenging, integrative, and exploratory curriculum in the middle grades and, more specifically, for teachers interested in using chants and cadences to teach content area material across the curriculum.

Teachers will leave this workshop with a beautiful acrylic painting as well as the means to create their own augmented «escape the room» experience that can be used in all content areas as either a formative or summative assessment.

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.

ASCD's new three - tape video series, Reading in the Content Areas, features middle and high school teachers using reading strategies to help their students read for information and retrieve knowledge from textbooks and other materials.

Using findings from a study of 545 teachers in 33 schools in Maryland, they found that when students had more opportunities to read and teachers integrated literacy instruction in the content areas, the result was increased reading comprehension, conceptual knowledge, problem - solving skills in science, and motivation to read.