Sentences with phrase «context of learning in the classroom»

I spend a good deal of time in the book trying to articulate the critical importance of the social context of learning in the classroom and the school.

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And, when research uses standardized tests to measure homework's impact, she continued, it is difficult to gauge how much of the overall improvement or decline in test scores is due to student learning in the classroom context as opposed to student learning from homework.

The digital tools many students have access to both inside and outside the classroom require us all to take a hard look at the way we use these tools in the context of learning experiences.

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.

Among the findings: (1) art activities can be integrated into classroom content and used to encourage rehearsal - type activities (such as songs) that incorporate relevant subject matter, (2) incorporating information into story, poem, song, or art form may place the knowledge in context, which can help students remember it, especially if the students are creating art that relates subject matter to themselves, (3) through artistic activities like writing a story or creating a drawing, students generate information they might otherwise have simply read, which will very likely lead to better long - term retention of that information, (4) physically acting out material, such as in a play, helps learners recall information, (5) speaking words aloud results in better retention than reading words in silence, (6) increasing the amount of effort involved in learning new information (such as being asked to discern meaning from an ambiguous sentence or to interpret a work of art) is positively associated with its retention, (7) emotionally charged content is easier to remember than content linked to events that are emotionally neutral, and (8) information presented as pictures is retained better than the same information presented as words.

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 problemIn 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 problemin 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.

Teams can be comprised of classroom teachers, instructional leaders, school leaders, administrators, and other educators in a variety of settings (e.g. museums, after - school programs, and other informal learning contexts, 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.»

As citizens of the world, students in today's classrooms seek global contexts for learning.

«I have an opportunity to look at a teacher in a classroom and help answer questions to address challenges they are facing and in the same day think through data visualization implementations for complex learning data in the context of a research project.»

GenYES encourages teachers to learn about technology in the context of their own classroom, side - by - side with their students.

We tend to think of K — 12 schools as collections of classrooms and administrative areas, but I would define learning environments as both physical and virtual, and encompassing the different contexts and cultures in which students learn.

75 % of Nobel Prize winners in sciences report that their passion for science was sparked in a non-school setting.By taking learning beyond the classroom, there are endless opportunities to make learning concepts, real and relevant by putting them into a more realistic context.

Each such employee shall be required to complete at least one training course in school violence prevention and intervention, which shall consist of at least two clock hours of training that includes but is not limited to, study in the warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; the statutes, regulations, and policies relating to a safe nonviolent school climate; effective classroom management techniques and other academic supports that promote a nonviolent school climate and enhance learning; the integration of social and problem solving skill development for students within the regular curriculum; intervention techniques designed to address a school violence situation; and how to participate in an effective school / community referral process for students exhibiting violent behavior.

We trained ourselves as observers to reliably document instruction in the lessons we observed based on our modification of Newmann «s assessment of authentic instruction.313 We recorded what we saw and heard on an observation form that included two main sections: 1) basic information about the context, details of the lesson, how class time was used, how students were organized for instruction and learning, the kinds of technology used during the lesson, and a description of any positive or negative features in the classroom; and 2) assessments of instruction using four of Newmann's five standards of authentic instruction: higher order thinking, deep knowledge, substantive conversation, and connection to the world beyond the classroom.

For Classroom Teachers: We are offering a Certificate in Direct Instruction of Social - Emotional Learning and Character Development Interventions, with a focus on classroom, small - group, and after - school contexts.

Research shows that in order for professional development to be effective, it should be a deliberate process that occurs within the context of teachers» daily activities in the classroom environment and connects back to student learning.

This course provides participants with the opportunities to translate theory into classroom application in order to gain an understanding of the teaching - learning process in the special education context.

This teacher knowledge is dependent on the unique context of a particular classroom (Munby, Russell, & Martin, 2001), and thus, the way teachers acquire knowledge and the situation in which they learn become a fundamental part of the learning process (Putnam & Borko, 2000).

As the consumption - based model of technology integration transitions to a participatory approach and technology transitions from a tool for accessing information to a tool to (a) support student authoring and creativity, (b) facilitate collaboration, communication, and social learning, (c) allow for more efficient organization and accumulation of resources, (d) provide venues for student voices through publication and sharing, and (e) support student immersion in learning environments, educators also transition from «extending learning beyond what could be done without technology» (Mason et al., 2000) to «use technologies to promote effective student learning» (Hicks et al., 2014) In the revisioning of the first principle, the authors did a commendable job of affording increased value to range of tools, methods, content, abilities, and varied contexts of social studies classroomin learning environments, educators also transition from «extending learning beyond what could be done without technology» (Mason et al., 2000) to «use technologies to promote effective student learning» (Hicks et al., 2014) In the revisioning of the first principle, the authors did a commendable job of affording increased value to range of tools, methods, content, abilities, and varied contexts of social studies classroomIn the revisioning of the first principle, the authors did a commendable job of affording increased value to range of tools, methods, content, abilities, and varied contexts of social studies classrooms.

«I'm hoping they would see somebody who is very intentional about what I do when we are together in a classroom space so we can have a classroom context that is really generative of learning and development.»

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.

Teacher learning and student outcomes in the context of classroom discourse.

We moved well beyond skills acquisition or a focus on software applications, and instead created a context of use within which preservice teachers learned by designing learning opportunities for real students in real classrooms (Figure 1).

Similarly, fundamental advances in teacher education are emerging as researchers have begun to study directly the processes and contexts of teacher learning, including both the college classroom and the classrooms in our schools.

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.

We believe learning should take place in a meaningful context that emphasizes the practical application of skills in order to encourage transfer to the classroom and campus.

She is an internationally recognized leader in the field of social and emotional learning with a specific emphasis on teacher stress and how it impacts the social and emotional context of the classroom and student learning.

They are viewed here as students with high - context learning experiences and expectations (Hall in Beyond Culture, Anchor, New York, (1976), and a collectivistic orientation, with a pragmatic, rather than academic way of looking at the world, who are marginalized and disoriented in US classrooms.

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).

In the context of education, the trend of using game elements in non-game contexts, termed otherwise gamification, aims at increasing the engagement and motivation of students, capturing their interest to continue learning and influencing their classroom behavioIn the context of education, the trend of using game elements in non-game contexts, termed otherwise gamification, aims at increasing the engagement and motivation of students, capturing their interest to continue learning and influencing their classroom behavioin non-game contexts, termed otherwise gamification, aims at increasing the engagement and motivation of students, capturing their interest to continue learning and influencing their classroom behavior.

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.

Beginning with examining context data from the students» in their field experience classrooms, in order to more fully understand their learners, WOU students develop an assessment plan beginning with formative data that is the start of a road map connecting the curriculum and learning goals to student learning.

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.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.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.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.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.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.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.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.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.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.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

In subsequent «classroom» demos at Lane Tech, Apple reps showed off how the iPad can be used in the context of a variety of subjects, ranging from learning how to code to creating short video clipIn subsequent «classroom» demos at Lane Tech, Apple reps showed off how the iPad can be used in the context of a variety of subjects, ranging from learning how to code to creating short video clipin the context of a variety of subjects, ranging from learning how to code to creating short video clips.

For Classroom Teachers: We are offering a Certificate in Direct Instruction of Social - Emotional Learning and Character Development Interventions, with a focus on classroom, small - group, and after - school contexts.