Sentences with phrase «developing students as learners»

It is not just in kindergarten that developing students as learners and thinkers should be the focus rather than the focus being on the mastery of arbitrary standards.

If we discard the Common Core and replace that misbegotten venture with developing students as learners and thinkers, principals of all schools — elementary, middle, and high school — can all have the same message at Open House.

Set the standard for working collaboratively: «When we're together, we will focus on how to develop students as learners.

Not exact matches

The teacher, as an enabler or equipper or coach, no matter how expert he is as a scholar, is in his teaching function asked to help the student to release and develop powers of observation and reasoning that will serve him as a continuing learner.

We've already started to set out some of this, pledging to raise corporation tax by less than 1.5 percent to give an Education Maintenance Allowance to college students and grants to university students so that every young learner can afford to support themselves as they develop skills and get qualifications.

The report says that employing different pedagogical practices for different attainment levels can unintentionally create a barrier to a low - attaining student's opportunity to develop as a learner.

By encouraging them to document their study strategies, their confidence with the material, and the connections they may be able to make between units of study or even across courses, educators can help students develop — and recognize — their skills as learners.

It's an apt metaphor for students developing autonomy and growing as learners.

The danger of teaching to this myth is that by labelling students as a certain type of learner and changing the teaching style to match this type of learning, we encourage students to develop a fixed mindset.

As students develop a sense of their performance and skill in relation to others around them, it is important to persuade these learners that anyone can be successful with sufficient effort, persistence, and effective strategies.

In order to develop lifelong learners, the overarching goal of feedback should be to support the ability of students to self - monitor and self - regulate as they progress.

The blended environment calls for teachers to proactively develop and deliver standard - aligned content while tracking students» learning paths and monitoring content engagement metrics as well as leveraging this actionable data and proven teaching practices to fulfill goals of personalized learning for every individual learner.

When students drop out of the college, it's a failure; they aren't able to achieve their goals and develop themselves as learners.

Using student inquiries and questions as guidance, teachers develop lessons that engage and excite, teaching their students to be active thinkers rather than passive learners.

They have developed a standards - based report card for the elementary schools to support the paradigm shift, and, as young learners move into the higher grades, administrators hope the students and parents will demand project - based, technology - integrated education from their teachers.

As an L&L student, you will learn what neuroscience can tell us about dyslexia; how to conduct an appropriate and accurate literacy assessment in diverse urban schools; and how to develop a literacy intervention plan that engages learners, K - 12 in their own success.

So for 2015, our collective goal as educators should be striving to innovate our projects, activities, and curriculum such that we empower our students to develop into creative, insightful, successful learners who are prepared to become leaders in their desired future.

Larry Ferlazzo and Katie Hull Sypnieski explain how English - language learners must develop academic language proficiency as well as communicative competence, and provide a lesson plan they have used successfully with their ELL students.

The role of the teacher has changed, reducing the demands on content production and increasing the emphasis on developing students» skills, particularly as independent learners.

This is a resource I have developed to help my students focus in on specific areas they wish to improve and actions they can take to do this as well as meeting the needs of my FE institution which requires SMART targets for all learners in their ILPs.

As a learning facilitator passionate about education reform and revolutionizing education, Oliver believes in providing every student with a real - life, relevant, engaging, and personalized education in which they learn how to learn, develop character and integrity, and get inspired to become lifelong learners and world changers.

There was one commonality in the schools where they did see a notable change in how students were acknowledging and embracing the traits good learners should possess and exemplify: a shared agreement of the adults as to what a good learner was and how to help develop those characteristics.

Developing courses so that they feel inclusive and simulate the same experience for the learner as being part of a class of students helps drive learning and knowledge retention.

Enabled by the philosophy of «Excellence in all we do», striving to achieve at the highest level in an environment of mutual trust and respect that allows personal development to flourish, students will develop as independent lifelong learners, creative risk - takers and innovators.

At the Center for Educational Leadership (CEL), we argue that just as teachers need to know their students as individual learners; and just as principals need to know their teachers as individual learners; central office leaders need to know their principals as individual learners and understand their role in developing the expertise of their principals.

«When common assessments are developed and employed properly, as a collaborative, formative system aimed at improving learning for teachers and learners alike,» writes Erkens in the introduction, «the gains in teacher efficacy and student achievement can be staggering.»

School library impact studies show that school libraries have a positive effect on student outcomes, as they teach 21st - century skills, promote active engagement and critical thinking, and develop independent learners.

Douglas Fisher and Nancy Frey say that helping students develop immediate and lifelong learning skills is best achieved through guided instruction, which they define as «saying or doing the just - right thing to get the learner to do cognitive work» — in other words, gradually and successfully transferring knowledge and the responsibility for learning to students through scaffolds for learning.

Through our Global Ambassadors program, we are developing our students as global learners, problem solvers, and innovators.

These portfolios encourage preservice teachers to develop robust tools for learning, communication, and reflection to capture the complexities of teaching (Wolf & Dietz, 1998) and to facilitate students» responsibility as active learners in the learning process (Courts & McInerney, 1993).

We suggest three strengths teachers should seek to develop in their students so that they can assume more responsibility as learners: self - regulation, persistence, and collaboration.

In collecting their work and insights in portfolios, students have the opportunity to reflect on their learning, develop an internal feedback loop, and understand themselves better as learners.

The intervention focused on both applying these two metacognitive strategies as well as teaching students how to use them to help them develop their capacity as independent learners.

He helps teachers develop better assessments and engage students with learner - centric assessment practices as Teacher Support Specialist at Naiku.

While developing speaking and listening skills are important for all students, they are particularly important for students labeled as English Language Learners (ELL, EL, ESL or EFL).

This basic view shows a color - coded view of what portion of students at each school are categorized as «beginning,» «developing,» «proficient» or «distinguished» learners, giving teachers a glimpse of how their school compares to others.

For example, students should develop positive concepts of themselves as learners, and they should become more interested in the subjects they study.

The state recently launched a Bilingual Common Core Initiative to analyze the language requirements of the Common Core and to develop bilingual performance indicators and achievement benchmarks for English language learner students at varying proficiency levels, as well as curriculum modules in the top five languages spoken in the state.

Overall, as a group, teachers received lower scores on the Attention to Individual or Subgroups of Learners rubric than on the Focus and Quality of Evidence rubric, possibly indicating that attending to individual students» thinking and understanding is a skill that needs time to develop and is not prevalent in novice teachers.

Deep knowledge is as important as surface knowledge, but neither will ensure that students develop the expertise that they need to become lifelong learners.

Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English Language Development + Developing / implementing integrated curriculum units, differentiating and scaffolding as needed + Regularly assessing student progress to refine instruction and meet student needs + Participating regularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotion.

The course develops an understanding of program evaluation measures, and requires students to be able to demonstrate this knowledge for purposes of making data based decisions to develop intervention plans for a variety of learners including students with disabilities and other special concerns such as youth from foster, immigrant and migrant families, students who are at risk and students from language diverse communities.

Students develop an understanding of the theory and methods of teaching linguistically diverse learners, including models for designated and integrated English language development as well as sheltering strategies to make content more accessible.

It codifies the systems, structures, and values that we believe lead to students developing not only as college - bound learners but also as well - rounded citizens.

Students develop positive attitudes and beliefs about themselves as learners that increase their academic perseverance and prompt them to engage in productive academic behaviors.

• A learning community thrives when teachers develop positive intellectual relationships with students and support their unique process as learners;

Utilizes the IB Learner Profile to develop the students as inquirers, knowledgeable, thinkers, communicators, principled, open - minded, caring, risk - takers, balanced, and reflective.

K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit of the school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.

As many schools are adapting to an ever - increasing range of learners, it becomes important to develop instruction to respond to these diverse students.

The state is also developing new science tests and English learner assessments as part of CAASPP, including an alternative science test for severely disabled students, which the board will weigh in on Wednesday.