Sentences with phrase «describes teacher strategies»

The article describes teacher strategies for shaping the dynamics of the classroom through the balance of these three types of behavior.

Not exact matches

In the current study, the authors describe how they designed THSB's student and teacher materials to increase teachers» knowledge of science ideas and practices and of strategies for teaching them.

In a 2008 paper published in Clinical Child and Family Psychology, Dennis Embry and Anthony Biglan describe kernels as «fundamental units of behavioral influence» — bite - size strategies that are validated by mountains of empirical evidence and teacher experience.

Craig Kemp (@mrkempnz) describes risk - taking as a «culture of learning» and shares strategies from classrooms around the globe that are helping to normalize struggle including, «support, encourage, model (let them teach the class)», «encourage teachers to make mistakes so students see it is OK» and «provide plenty of choices to watch their inner genius interpret what to do.»

The petition described how the teachers» union adopted a strategy of «stonewalling» when it came to putting the Stull Act into effect.

Part 1 of this series describes the Common Core Writing Standards and shares general strategies that ELL teachers can use to meet them.

The American Federation of Teachers (AFT) describes dozens of Formative Assessment Strategies.

Ron Berger provides a vision of educational reform that transcends standards, curriculum, and instructional strategies, describing what's possible when teachers, students, and parents commit to nothing less than the best.

Using these three teacher instruction strategies together and in the described sequence (i.e. 1.)

As described in further detail in the discussion of the proposed rule for § 1302.92, this proposed change will ensure teaching staff receive effective professional development, based on a growing body of research demonstrating the effectiveness of intensive professional development for improving teacher practices in early care and education settings [301302303] and research demonstrating that such strategies support are associated with improved teacher practice in the classroom and a positive increase in classroom quality.

This detailed and high quality unit includes: * 21 lesson plans (with 13 differentiation strategies) * 77 slide PowerPoint presentation (divided into lessons) * All resources and worksheets (7 sheets) * Homework project (7 tasks) that includes both reading and writing skills * End - of - unit reading / writing exam * End - of - unit exam mark scheme (suitable for KS3 Levels 4 - 7, with GCSE 1 - 9 conversion) Unit's lessons include: * Contexts match - up * Exploring working class vs. middle class stereotypes * Shared reading and discussion of the whole play * Creating theatre publicity posters * In - depth analysis of key scnes (Act 1 Scene 1; Act 2 Scene 1; Act 2 Scene 5) * Writing to describe - script to prose * Features of writing to inform and explain * AfL - improving a sample application letter * Role play - creating and performing an extra scene for the play * Spelling tests on key vocabulary (differentiated by writing level) * SPaG starter activities * Crosswords * Huge 60 - question revision quiz * End - of - unit reading exam (GCSE English Language / Literature style) * End - of - unit writing exam (GCSE English Language style) * Teacher / peer / self assessment opportunities

Murphy, himself a former teacher and principal at one of Milwaukee's independent Black private schools, describes the conservative strategy as a «two - fer» — an agenda to eliminate teachers» unions and build the myth of school privatization as a cheaper education alternative.

What to know: The New Mexico ESSA plan includes a Teacher Ecosystem, a map that describes a series of initiatives to attract, develop, and retain teachers in the areas of recruitment, preparation, compensation, training, and teacher leadership.41 Among many other initiatives, New Mexico will implement a Pay for Performance Pilot program as a recruitment and retention stTeacher Ecosystem, a map that describes a series of initiatives to attract, develop, and retain teachers in the areas of recruitment, preparation, compensation, training, and teacher leadership.41 Among many other initiatives, New Mexico will implement a Pay for Performance Pilot program as a recruitment and retention stteacher leadership.41 Among many other initiatives, New Mexico will implement a Pay for Performance Pilot program as a recruitment and retention strategy.

All three studies described school reform efforts that utilized teacher leaders in addition to other strategies, such as the use of a new curriculum (Balfanz et al., 2006), professional development workshops for teachers and changes in the structure of the school day (Ruby, 2006), or a training program for school administrators (Weaver & Dick, 2009).

The excerpt below, taken from my recent book, Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap (Teachers College Press, 2013), describes what I call Equity Literacy, a framework first used by my super-genius colleague, Katy Swalwell, to describe a kind of literacy youth should learn in school.

As described by one MSP leader, lesson planning «should be undertaken by teacher leaders and teachers for the purpose of improving instructional practice, meaning that there needs to be thoughtful and cumulative reflection on lesson goals and strategies (and not a «show and tell» mentality to showcase best lessons).»

When queried about strategies for garnering and maintaining support for STEM PLCs from principals and teachers, a panel of 12 experienced practitioners offered a number of insights, which are described below.

This might describe the lesson structure of the 22 % of teachers who reported using both whole group and small group strategies in their lesson plan directions.

In the qualitative comments, field - testing teachers described primarily using a small group strategy (43 %) or using a whole group and small group strategy (6 %).

However, the most popular grouping strategy teachers described actually using in the field tests (see Table 6) involved placing the students into small groups (43 %).

This article describes five strategies to guide teachers and schools in the fight against childhood obesity.

Mills (2014) similarly focused on an instructor's account, describing in this journal how a teacher educator's use of Twitter with his preservice teachers helped incline many of those novices to using Twitter to learn about new classroom strategies and technologies.

Each partnership strategy described in this article has had a positive impact on UF's teacher education program, and descriptions of each could easily be expanded to stand - alone articles.

During explanation, the teacher first describes the retell strategy.

Articles in this issue will describe strategies teachers use to support students who struggle with reading, to find relevant academic texts, and to incorporate writing activities to enhance learning.

As teachers developed increasingly sophisticated understandings of formative assessment, intensified their record keeping, focused on improving feedback, and strengthened their emphasis on communication, the language that they used to describe formative assessment shifted from «assessment language» to phrases that referred to formative assessment as an instructional strategy.

All teachers can — and should — use strategies like those described here, and school leaders should support them.

Seymour's testimony added one more voice to the defense's strategy in the case, calling on a witness from yet another California school district to describe innovative strategies that enable districts to overcome the laws plaintiffs charge protect ineffective teachers and deny children a quality education.

Describes how primary teachers can use decoding strategies within a literature - based, whole - language setting.

CEL describes this professional development process as to / with / by — a consultant teaches instructional strategies to a group of teachers and leaders, coaches the teachers in the moment with them as they practice these new techniques, and then provides guidance and assistance as the teachers implement techniques by themselves.

Brush and Saye describe strategies they have employed to promote TPACK with social studies preservice teachers.

Teachers can use the resources below to learn more about implementing the instructional practices and strategies described in the lesson plans shared here (available through the link on the left of this page).

Duffy (1991), in his presidential address to the National Reading Conference, described his intellectual growth from an implanting of effective skills and strategies view of teacher education to more teacher - centered, deliberative models.

The survey data were used in combination with observations and interviews to describe teacher dispositions and classroom strategies.

Arguing that schools will be changed by conflict or attempts to avoid it, she describes a strategy of using a team of students, teachers, and the principal to intervene in crises and exploit their potential for constructive change.

NCTR described several ways for states and districts to promote the expansion of teacher residencies as a strategy to improve teacher effectiveness in our July 2017 report, Recommendations for State Support of Effective Teacher Residteacher residencies as a strategy to improve teacher effectiveness in our July 2017 report, Recommendations for State Support of Effective Teacher Residteacher effectiveness in our July 2017 report, Recommendations for State Support of Effective Teacher ResidTeacher Residencies.

We know that training will be an important part of what we do in our teacher preparation programs, especially for those aspects of teaching that are more skill - like in their conception, but there are many other important aspects of teaching that can only be nurtured through the kinds of reflective, discursive, and dialogical strategies and experiences described in the previous section.

Administrators from the International School of Kuala Lumpur in Malaysia describe a structured observation and feedback strategy that they developed to help teachers become more confident and more aware of the theory behind their practices in teaching through differentiated instruction.

The 12 teams — representing 56 teachers, administrators, and learning leaders from 12 different states — proposed plans that described a comprehensive vision for effective professional learning for their states, identified needs that exist and strategies to address them, and outlined roles and responsibilities for states, districts, and individual educators to achieve their visions.

This paper describes several strategies we have employed to integrate effective technology integration strategies into teacher education experiences provided to preservice social studies teachers.

For the 10 % sample of observations described above, the second expert reviewer agreed with the first about the codes which made up the variables used in the data analyses: 100 % whole - group, 99 % small - group, 95 % vocabulary instruction, 91 % phonemic awareness instruction, 91 % phonics instruction, 94 % coaching in word - level strategies, 96 % asking lower - level questions, 82 % asking higher - level questions, 100 % comprehension skill instruction, 88 % comprehension strategies instruction, 94 % teacher - directed stance, 92 % student - support stance, 95 % active responding, and 97 % passive responding.

Strategies 1 through 3 pretty much describe what high - stakes testing is supposed to do: raise standards, ignite harder effort from teachers and students, and produce more learning.

At a panel discussion on teacher leadership, principal Joe Shoffner, EdD Urban Education Leadership» 16, describes strategies for crafting a school environment that cares for the whole student.

The author, a leading expert in reading comprehension strategies instruction, describes how teachers in schools across the United States are taking this instructional approach in «exciting new directions.»

• Hands - on experience in providing assistance with individualized instruction through well - placed instructional strategies • Skilled in effectively applying methods for enhancing students» working knowledge of core concepts • Excellent skills in recognizing, describing and reporting student behavior and academic progress • Unmatched ability to impart instruction at the student's level of comprehension • Proficient in using a variety of technological tools to communicate with students and provide them with information on complex topics • Adept at recognizing patterns of human development and benchmarks that are typically achieved at different ages • Demonstrated expertise in designing and using age - appropriate materials for instructional enforcement • Documented success in establishing positive relationships with students to promote student self - esteem • Proven ability to mediate student conflicts and handle behavior management duties • Qualified to use appropriate strategies and techniques to provide dedicated instructional support • Able to effectively conduct small group and individualized instruction as part of the class instruction program • Special talent for assisting teachers with planning and organizing instructional activities and developing classroom procedures • Track record of demonstrating awareness of and respect for diversity amongst students • Proven record of applying disciplinary directives in an impartial and consistent manner

(PDF - 564 KB) Center on the Social and Emotional Foundations for Early Learning (2011) Explains attachment and its importance, describes the characteristics of children with secure or insecure attachment relationships, notes cultural differences in attachment, and provides strategies teachers and caregivers can use to promote children's secure attachment.

It describes promising interventions for promoting teacher competencies and strategies educators can use to help their students master social and emotional skills, attitudes, and behaviors.

Ali Amente, Alene Yenew, Ivelina Borisova, Amy Jo Dowd, Lauren Pisani, Sara Dang, and Katy Anís describe the processes by which both teachers and family members have acquired simple, everyday strategies that are realistic to use in their own environments.

THE ROLE OF RELATIONSHIPS IN LEARNING: A teacher describes strategies she utilizes to communicate with students and parents in order to create powerful relationships.

«Connecting the Dots: Learning Communities for Village Teachers in Rural Indonesia» describes four complementary strategies and the lessons we are learning as these are piloted and evaluated.