Sentences with phrase «contexts for teacher learning»

To this end, we researched two contexts for teacher learning: a master's course called «Culture, Literacy and Autobiography,» and a subsequent voluntary book club, the Literary Circle.

Not exact matches

What if teachers were held accountable for maximizing industry, enthusiasm for learning, increasing social competence and self - discovery in the context of a curriculum?

Adding context to a topic or learning through a creative challenge is a fantastic way to engage and enthuse children.I'm very lucky in my job to have seen so many wonderfully creative teachers and massively admire what they do for the children they teach.

«In a context of unmanageable and unsustainable levels of teacher workload, the Government will need to demonstrate that its proposals will bring downward pressure on the workload and bureaucratic burdens placed on primary teachers and headteachers and enable them to focus on their core responsibilities for teaching and leading teaching and learning.»

Brent Duckor, associate professor in the Department of Teacher Education at San José State University, frames such «non-cognitive» skills in a different way, putting the emphasis, not on whether a student inherently possesses tenacity, for instance, but on what seems to encourage perseverance and the contexts for learning that advance deeper student engagement.

iPads provide the vehicle for innovation, allowing the students to make deeper connections with the content and the teacher to extend the learning context.

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.

Residentials can provide a context for students and teachers to explore new ways of teaching and learning (e.g. experiential and context - based learning), which help develop students» understanding and facilitates their engagement with, and progress in, learning.

We read about just - in - time support as well as meaningful and practical learning for teachers within the context of their curriculum.

«Students who had been accompanied by a teacher - chaperone to camp transitioned back to their school context better than their peers who were unaccompanied by teachers,» says Nalani, noting that the teacher - chaperones served as advocates for the students and support for their ongoing learning once they returned to school.

«In a language learning context these can come in the form of online or mobile dictionaries, smart flashcard systems that help students keep track of what they are learning and any other platform that can provide the necessary scaffolding for learners to progress, even when their teacher isn't present.»

The recommendations covered raising schools» staff awareness about the opportunities offered by outdoor education, DfEs and other agencies developing teachers» confidence in an outdoor context, the need for enhanced participation in outdoor education and the need for connecting students» outdoor learning with the curriculum.

... Things like cooperative and democratic attitude for example, makes sense in the schooling or classroom context in the way that a teacher would demonstrate being cooperative, providing opportunities for students to be cooperative and democratic in the way that they engage with their learning.

Tier 1 sets out the context of the class / group the TA will be working with Tier 2 is a collaborative document the TA completes in consultation with the class teacher to pinpoint the support Tier 3 is an outcomes document recording both qualitative and quantitive impact over time These documents were used as part of QA for Learning Support and to inform performance management and enable TAs to build their own professional portfolios.

If it happens in your high school class it's likely to be in the context of teacher modelling or to highlight an important part of a text in relation to a learning goal, rather than for pure enjoyment.

However, for teachers to engage in deep, sustained professional learning experiences of this kind, they need mechanisms to de-privatise their practice and opportunities for sustained collaboration within the contexts of their everyday work.

«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.»

Teachers undergo training in LR's play - based curriculum promoting social and emotional learning — which includes activities, songs and stories — then adapt it for their local context and needs.

In secondary school I ask teachers these four questions: Are you giving the kids the context for their learning?

Harnessing Professional Dialogue, Collaboration and Content in Context: An exploration of a new model for teacher professional Learning.

We run a one - day course for primary school teachers that uses the context of PE and sport alongside practical learning approaches to support the teaching of English and Maths.

In this context, a highly effective organizational learning environment is one in which teachers engage in learning behaviors such as speaking up, asking for help, admitting errors, and trying out new ideas that incorporate new knowledge to change their instructional practice.

The Ohio Performance Assessment Pilot Project uses Learning and Assessment Tasks to: • Help students learn and apply skills in multiple contexts, • Prepare them for the state's next - generation assessment program, and • Train hundreds of teachers to evaluate student work, use the results to improve instruction, and create their own learninLearning and Assessment Tasks to: • Help students learn and apply skills in multiple contexts, • Prepare them for the state's next - generation assessment program, and • Train hundreds of teachers to evaluate student work, use the results to improve instruction, and create their own learninglearning tasks.

The teacher clearly defines the feedback context (small - group instruction and transitions), provides specific and targeted examples of the problem (calling out, causing distraction), expresses in personal terms what this means to her («As his teacher, I'm concerned...»), gives a basis for her claims by tracing the behavior's impact on others (degraded learning environment), and seeks advice from the receiver on how best to resolve the conflict («Can you offer any ideas?»).

Consequently, when they go in schools the predominant mode for building teachers» capacity is to put them in professional learning communities where the hope is that they will learn from each other — but oftentimes we don't provide the training even in those contexts.

School cultures as contexts for informal teacher learning.

When planning high quality professional learning for educators, administrators and teachers should begin by examining the context of the school.

From capturing students» attention as you kick off a lesson, to providing context for a new learning experience, teachers use videos in lots of different ways.

Before the advent of the internet... it was a labor - intensive process for a teacher to provide his students with custom resources aligned to their particular context, interests, and learning needs....

It was a labor - intensive process for a teacher to provide his students with custom resources aligned to their particular context, interests, and learning needs.

Identifying practical examples of how preservice teachers use TPACK in technology - enhanced special education environments can provide teacher educators with a basis for designing experiences that can promote effective technology integration in similar learning contexts.

It is therefore the position of the Association for Science Teacher Education that the qualified science teacher educator should possess a strong knowledge base in understanding how implementing technology in science curricular contexts may be used to promote the teaching and learning of sTeacher Education that the qualified science teacher educator should possess a strong knowledge base in understanding how implementing technology in science curricular contexts may be used to promote the teaching and learning of steacher educator should possess a strong knowledge base in understanding how implementing technology in science curricular contexts may be used to promote the teaching and learning of science.

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.

The purposes of the observations were to gain an understanding of the instructional activities in the schools, which should assist us to better place the student achievement outcomes within a context; provide some corroboration for the claims made by the various district and building interviewees about the teaching and learning conditions in the school; and provide a basis for discussion during the teacher interviews that would follow the observations.

In particular, they emphasize the context - specific nature of teaching and the need for teachers to integrate knowledge of subject matter, students, and contextual conditions as they make instructional decisions, engage students in learning, and reflect on practice (Wayne & Youngs, 2003).

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.

The challenge for teacher educators is to prepare beginning teachers to be able to shift away from «that which parades as inclusive schooling yet is clearly reluctant schooling» (p. 385) toward a differentiated model of instruction that continually seeks to leverage technologies, including digital technologies within various contexts and environments to enable students to learn to the best of their abilities.

But, like any other strategy for improving STEM teaching and learning, buy - in from teachers and administrators is pivotal in determining teacher participation and a supportive context for the PLCs at the building and district levels.

While Kahne and Westheimer (2004) broke down what these values look like in practice, teacher educators need to build up models to support students for learning within these ideological contexts.

But, like any other strategy for improving STEM teaching and learning, buy - in from teachers and administrators is pivotal in ensuring teacher participation and a supportive context for the PLCs at the building and district levels.

District and school leaders should take full advantage of the opportunities under ESSA to provide the appropriate organizational context and support teachers» use of assessment for learning.

Taiwan Journal of TESOL Teacher Development Teacher Education and Practice Teacher Education and Special Education Teacher Education Quarterly Teacher Educator Teacher Educators» Journal Teachers and Curriculum Teachers and Teaching: Theory and Practice Teachers College Record Teaching & Learning Inquiry Teaching Artist Journal Teaching Children Mathematics Teaching Education Teaching English in the Two - Year College Teaching English with Technology TEACHING Exceptional Children Teaching History Teaching in Higher Education Teaching Mathematics and Its Applications Teaching of Psychology Teaching Public Administration Teaching Science Teaching Sociology Teaching Statistics: An International Journal for Teachers Teaching Theology & Religion Technology and Engineering Teacher Technology, Knowledge and Learning Technology, Pedagogy and Education TechTrends: Linking Research and Practice to Improve Learning TEFLIN Journal: A publication on the teaching and learning of English Tertiary Education and Management TESL Canada Journal TESL - EJ TESOL in Context TESOL Journal TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect Texas Journal of Literacy Education Texas Music Education Research The EuroCALL Review The Mathematics Educator Themes in Science and Technology Education Theory and Research in Education Theory and Research in Social Education Theory Into Practice Thought & Action To Improve the Academy Topics in Early Childhood Special Education Topics in Language Disorders Tribal College Journal of American Indian Higher Education Turkish Online Journal of Distance Education Turkish Online Journal of Educational TechnologyLearning Inquiry Teaching Artist Journal Teaching Children Mathematics Teaching Education Teaching English in the Two - Year College Teaching English with Technology TEACHING Exceptional Children Teaching History Teaching in Higher Education Teaching Mathematics and Its Applications Teaching of Psychology Teaching Public Administration Teaching Science Teaching Sociology Teaching Statistics: An International Journal for Teachers Teaching Theology & Religion Technology and Engineering Teacher Technology, Knowledge and Learning Technology, Pedagogy and Education TechTrends: Linking Research and Practice to Improve Learning TEFLIN Journal: A publication on the teaching and learning of English Tertiary Education and Management TESL Canada Journal TESL - EJ TESOL in Context TESOL Journal TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect Texas Journal of Literacy Education Texas Music Education Research The EuroCALL Review The Mathematics Educator Themes in Science and Technology Education Theory and Research in Education Theory and Research in Social Education Theory Into Practice Thought & Action To Improve the Academy Topics in Early Childhood Special Education Topics in Language Disorders Tribal College Journal of American Indian Higher Education Turkish Online Journal of Distance Education Turkish Online Journal of Educational TechnologyLearning Technology, Pedagogy and Education TechTrends: Linking Research and Practice to Improve Learning TEFLIN Journal: A publication on the teaching and learning of English Tertiary Education and Management TESL Canada Journal TESL - EJ TESOL in Context TESOL Journal TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect Texas Journal of Literacy Education Texas Music Education Research The EuroCALL Review The Mathematics Educator Themes in Science and Technology Education Theory and Research in Education Theory and Research in Social Education Theory Into Practice Thought & Action To Improve the Academy Topics in Early Childhood Special Education Topics in Language Disorders Tribal College Journal of American Indian Higher Education Turkish Online Journal of Distance Education Turkish Online Journal of Educational TechnologyLearning TEFLIN Journal: A publication on the teaching and learning of English Tertiary Education and Management TESL Canada Journal TESL - EJ TESOL in Context TESOL Journal TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect Texas Journal of Literacy Education Texas Music Education Research The EuroCALL Review The Mathematics Educator Themes in Science and Technology Education Theory and Research in Education Theory and Research in Social Education Theory Into Practice Thought & Action To Improve the Academy Topics in Early Childhood Special Education Topics in Language Disorders Tribal College Journal of American Indian Higher Education Turkish Online Journal of Distance Education Turkish Online Journal of Educational Technologylearning of English Tertiary Education and Management TESL Canada Journal TESL - EJ TESOL in Context TESOL Journal TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect Texas Journal of Literacy Education Texas Music Education Research The EuroCALL Review The Mathematics Educator Themes in Science and Technology Education Theory and Research in Education Theory and Research in Social Education Theory Into Practice Thought & Action To Improve the Academy Topics in Early Childhood Special Education Topics in Language Disorders Tribal College Journal of American Indian Higher Education Turkish Online Journal of Distance Education Turkish Online Journal of Educational Technology - TOJET

A future study may examine what information is needed in an online lesson plan to help teachers replicate complicated groupings from lesson plans or the extent to which student groupings for learning are context - based and are, therefore, not replicated from curriculum materials that teachers download.

Moreover, when teachers and students have access to co-create their learning materials, modifying content to reflect their interests and cultural context, we nurture the school climate of agency and ownership essential for student - centered learning.

The teacher presents a problem that becomes the motivation and context for learning, and whose solution requires students to synthesize ideas and develop conceptual and technical skills.

However, the preservice teachers» perceptions of iPad use, as students and as future teachers, revealed its potential as a learning tool for science in an inquiry - based context.

The report has three sections: 1) Setting the Context, which discusses the need for effective systems of evaluation and support for school leaders; 2) Sharing Key Lessons Learned, which highlights how states and districts can work together to agree upon and communicate expectations for school leaders and implement standards - based systems of leadership support and evaluation, thereby increasing teacher effectiveness and improving student outcomes in all schools across the nation; and 3) Improving Standards Based Leadership Evaluation, which examines leader evaluation as a policy foundation for identifying, and supporting effective educators.

They stipulated that technology instruction should empower learners (preservice teachers for our purposes) to develop the skills, language, and critical dispositions toward technology that enable users to develop and implement technology - based learning experiences effectively in authentic contexts.

Throughout the year, instructors assigned mandatory and optional projects that encouraged the preservice teachers to apply what they learned within the context of their DLT class to their coursework for eventual application within their prospective classrooms.