Sentences with phrase «context of classroom practice»

Not exact matches

In this context, the responsibility of schools is to ensure high quality assessment of classroom practice as part of accreditation and registration as well as developing a growing understanding of the use of classroom observation and feedback as key tools for improving the quality of teaching and learning practice for individual teachers, teams and schools.

In the typical mathematics classroom, especially in the middle years of schooling, we tend to use one model to connect maths with the real world; we start by teaching the maths content and skills, we then get students to practice and do some maths, and then we next might apply some of those skills into a real world context by using learning activities such as word problems.

Another impact of the blended training program is that the two - day workshop still retains the valued benefits of a traditional classroom experience (i.e. getting to know other managers, practicing skills in a realistic context, etc.).

Just as professionals in medicine, architecture, and law have opportunities to learn through examining case studies, learning best practices, and participating in internships, exemplary teacher - preparation programs allow teacher candidates the time to apply their learning of theory in the context of teaching in a real classroom.»

According to more than 40 studies of elementary, middle, and high school English classrooms, discussion - based practices improve comprehension of the text and critical - thinking skills for students across ethnic backgrounds and socioeconomic contexts (Murphy, Wilkinson, Soter, Hennessey, & Alexander, 2009; Applebee, Langer, Nystrand, Gamoran, 2003).

They work face - to - face with your classroom teachers, walking through unpacking of the curriculum components and exploring math practices in the contexts of the models and strategies.

The framework for our overall project also points to the mostly indirect influence of principals «actions on students and on student learning.223 Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.

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.

Within this context of specific and detailed curricula, our study examines classroom practice with 1:1 laptops.

The opportunity to work on their practice in content area - specific groups with content experts gave teachers a specific set of practices for their classroom contexts.

Teachers have a tremendous role to play in actually (1) speaking and using the language of math with students in everyday classroom experiences; (2) providing multiple experiences for students to learn, practice, and apply the terminology; (3) helping students understand appropriate word meanings in the context of mathematics, and (4) focusing on the important terms associated with tested concepts and the vocabulary students need for further learning.

If done in the context of research - based leadership practices and instructional development, classroom walkthroughs are a valuable way for principals and school leaders to see instruction happening in their schools, provide personalized professional development and feedback to teachers, and to involve staff in their own professional learning.

Two common features of desirable mathematical practices in the context of school classrooms have emerged from all of the descriptions and explanations (Li, 2013):

A practice is a general category of strategies or procedures that can be used in a variety of contexts (home, classroom, out of school) guided by specific principles but often flexible in how it is carried out.

The central task of teacher induction as outlined by Feiman - Nemser (2001) involves gaining local knowledge of students, curriculum, and context; designing responsive curriculum and instruction; enacting a beginning repertoire in purposeful ways; creating a classroom learning community; developing a professional identity; and learning in and from practice (pp. 1028 - 1030).

Chapter 9 details a case study of a district involved in a serious and focused change effort for differentiated classrooms, allowing a look — in context — at many of the principles and practices discussed elsewhere in the book.

The OECD Global Video Library will contain excerpts of the full recordings of mathematics lessons to showcase how different classroom practices in different countries and contexts can produce better learning outcomes — not only improved test results, but more motivated and engaged students.

Our analysis of the data from participants across the four districts reveals that teachers experienced changes in their personal literacy practices and views of themselves as learners, and felt an increased ability to evince change in a variety of educational contexts, including their classroom, buildings, and districts.

These two related factors resulted in teachers who experienced MELAF in the context of directed, concentrated attention to the direct application of standards to their practice, and whose views of themselves as change - agents focused almost exclusively on the classroom.

While you can teach these skills in the context of the project, you can also start building them with students from day one so that they'll see critique and revision as normal parts of classroom practice, as well as essential parts of PBL.

Our analysis of the data from participants across the four districts reveals that teachers experienced changes in their personal literacy practices and views of themselves as learners, and felt an increased ability to evince change in a variety of educational contexts, including their classrooms, buildings, and districts.

This focus served to further direct the districts» teachers toward implementing change at the level of individual classroom practice, rather than in contexts beyond the classroom.

In their interviews, all of the participants in this district emphasized changes in their classroom practice, but only one teacher spoke of implementing change at the building level, and none refer to their involvement in working for change in professional contexts within or beyond the district.

But it also involves the larger policy context, which provides logics of action that become linked to classroom practice via the data use routines.

In - class discussions that examine the history and contemporary practice and politics of display in multiple urban contexts with some emphasis on social, public, interventionist, and community - based practices is equally balanced with activities outside the classroom such as exhibition visits, artist talks, and performances.

Or a school might «flip» the legal research classroom, pushing the lectures about gathering legal information out to podcasts or other out - of - class media, thus freeing in - class time for hands - on practice and discussions about legal authority in a variety of contexts.44

The Report's central conclusion is that, although traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.10

As a professor, TCTV.live lends itself well to a classroom context as it moves the learning and supervision of the practice into creative new terrains.

Each session includes 1) classroom instruction and discussion about specific social and problem - solving skills, 2) skills practice in small and large groups, 3) free play in the context of the GBG group cooperation game, and 4) review and presentation of daily rewards.