Sentences with phrase «discussions of classroom practice»

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They are built on the ISTE (iste.org) student standards which are in place to ensure the following... - Practice safe, legal, and responsible use of information and technology - Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity - Demonstrate personal responsibility for lifelong learning - Exhibit leadership for digital citizenship They are an essential resource for a computer lab or any classroom to prompt a discussion around technology, ethics and respect.

Developed by the Association for Supervision and Curriculum Development (ASCD) and the First Amendment Center, the First Amendment Schools Project is designed to move First Amendment's ideas out of textbook discussions and into practice in classrooms and school hallways, while deepening educators» understanding of the First Amendment.

Although practice tests and classroom drills have raised the pass rate for the reading section of the TAAS in high schools, few students are able to use those same skills to complete actual reading assignments outside of class, to make meaning of literature, or to connect reading assignments to other parts of the course such as discussion and writing.

Substantive classroom discussion is demanding on students and teachers alike, to say the least, and yet research indicates that this practice is as important in citizenship formation as civics classes and, for some students, can compensate for a home life bereft of such debates.

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).

• The third, Questions / Discussion vs. Standards / Content, measures the difference between a teacher's rating on a single standard that evaluates the use of questions and classroom discussion as an instructional strategy, and that same teacher's average rating on three standards that assess teaching practices that focus on classroom management routines, on conveying standards - based instructional objectives to students, and on demonstrating content - specific knowledge in teaching these oDiscussion vs. Standards / Content, measures the difference between a teacher's rating on a single standard that evaluates the use of questions and classroom discussion as an instructional strategy, and that same teacher's average rating on three standards that assess teaching practices that focus on classroom management routines, on conveying standards - based instructional objectives to students, and on demonstrating content - specific knowledge in teaching these odiscussion as an instructional strategy, and that same teacher's average rating on three standards that assess teaching practices that focus on classroom management routines, on conveying standards - based instructional objectives to students, and on demonstrating content - specific knowledge in teaching these objectives.

This way, staff are confidently identifying and meeting the needs of all learners, and evidence of this can be seen from observations of classroom practice, progress and attainment data, the scrutiny of work produced, discussion with teachers, the views of parents / carers as well as the views of the pupil, too.

Our lesson designs and assessments must support our primary goal: that these discussions lead students to increased autonomy in sustaining classroom conversations as part of everyday practice so that they can leverage these skills and dispositions to become actively engaged and productive participants in our national civic discourse.

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 model is designed to help teachers incorporate the highest - impact instructional practices: classroom discussion, debate, and repeated reading of text to ensure the greatest literacy achievement in a single school year.

FEATURES 18 Teacher guide activities that model concrete representations of abstract mathematical concepts Teacher support that provides in - depth discussions of mathematical content and critical thinking Easy - to - use resources that offer classroom — tested lesson plans targeting the big ideas of math 8 Math Cooperation Mats that allow students to work collaboratively on a task The mats provide a checklist of the problem - solving process Pattern Blocks classroom kit of manipulatives in a durable, easy - to - clean plastic tote PRODUCT PERKS Teacher Guide - Features 18 rich tasks that teach content and practice standards using the most common manipulatives.

The Newcomer Tool Kit provides (1) discussion of topics relevant to understanding, supporting, and engaging newcomer students and their families; (2) tools, strategies, and examples of classroom and schoolwide practices in action, along with chapter - specific professional learning activities for use in staff meetings or professional learning communities; and (3) selected resources for further information and assistance, most of which are available online.

The authors offer a rare discussion of actual classroom practices and the insights teachers have had in experimenting with new ways to help students develop conflict resolution skills and social responsibility.

FEATURES 18 Teacher guide activities that model concrete representations of abstract mathematical concepts Teacher support that provides in - depth discussions of mathematical content and critical thinking Easy - to - use resources that offer classroom — tested lesson plans targeting the big ideas of math 8 Math Cooperation Mats that allow students to work collaboratively on a task The mats provide a checklist of the problem - solving process Base Ten Blocks classroom kit of manipulatives in a durable, easy - to - clean plastic tote PRODUCT PERKS Teacher Guide - Features 18 rich tasks that teach content and practice standards using the most common manipulatives.

Formal SEL lessons take place through 40 minute meetings that bring students into a circle for a range of experiences including classroom instruction, group discussions, reflections, role - play, community building activities, problem solving, and a variety of mindfulness practices.

To facilitate this learning during the retreat, participants engaged in small group discussions, watched excerpts from videos of classroom instruction, and analyzed school data to help frame a problem of practice related to the achievement gap within their schools.

Formal SEL lessons take place through 30 minute meetings that bring students into a circle for a range of experiences including classroom instruction, group discussions, reflections, role - play, community building activities, problem solving, and a variety of mindfulness practices including guided imagery, relaxation and yoga.

Preservice teachers were given opportunities to learn about children's development of mathematical understandings and student - centered teaching practices, such as questioning, classroom discussions, and use of mathematical representations and manipulatives to foster children's conceptual understanding.

«No matter the topics of discussion, the diverse pool of participants within these communities afford K - 12 educators with the opportunity to supplement their knowledge, engage and collaborate with their peers and share best practices, providing an opportunity to take others» lessons learned and implement them in the classroom.»

In Close Reading of Complex Texts, we offer an opportunity for hands - on, close - reading practice and provide strategies and resources to help educators choose complex texts, develop text - dependent questions, and promote classroom discussions.

Our Close Reading of Complex Texts Maps, co-developed with literacy experts Doug Fisher and Nancy Frey, provide hands - on close reading practice as well as strategies and resources to choose appropriate complex texts, develop text - dependent questions, and promote classroom discussions.

The Newcomer Tool Kit provides (1) a discussion of topics relevant to understanding, supporting, and engaging newcomer students and their families; (2) tools, strategies, and examples of classroom and schoolwide practices in action, along with chapter - specific professional learning activities for use in staff meetings or professional learning communities; and (3) selected resources for further information and assistance, most of which are available online at no cost.

Those practices range from incorporating discussions of current events and controversial issues in the classroom to offering opportunities for young people to become involved in their schools and communities outside of the classroom.

Since their first discussion about common - core implementation, Mr. Grossman and the Libens have collaborated on a variety of projects, including creating video resources and a course for iTunes University intended to help teachers understand the common - core shifts in English / language arts and literacy and how this might change classroom practices.

They may examine student work, reflect on their own instructional practice, and read current research on best practices, but most of their discussions focus on sharing what they do in their own classrooms.

Our discussion of the «Respect Diversity» value was especially helpful, because many in the faculty had been fearful that new initiatives would prescribe instructional practices that they wouldn't be comfortable implementing in their own classrooms.

Contreras and those who work with him say he places a high value on using various types of data, whether that means creating a personalized schedule for English - language learners instead of relying on a computer, or holding monthly «portfolio meetings» of principals that feature videos of teachers in the classroom and robust discussions of their practices.

Leadership learning that is organized around a model of leadership and grounded in practice, including analyses of classroom practice, supervision, and professional development using on - the - job observations connected to readings and discussions; and

This session explores the use of a classroom - based standardized assessment of mathematics discussion - leading practice with novice teachers.

At the winter ATC Artist - Teachers presented their examples of the SHoM being practiced in their classrooms through small group discussions.

Join Theaster Gates and Kerry James Marshall for a two - hour discussion that connects the professional creative practices of artists and acts of education that happen outside of the classroom.

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

About Blog A discussion of best practices in the modern Physical Education classroom.

One of the impromptu discussions we had during the Society Board meeting was about how many people assume an overlap between group therapy and group psychology (e.g., organizations, sports teams, classrooms, work groups), but how little is written or discussed about these common areas of research, theory, and practice.

The teaching strategy for promoting skill mastery in Friendly Kids, Friendly Classrooms involves an initial discussion about the relevance and importance of learning a particular skill, followed by instruction on how to do the particular skill and an opportunity to practice it through role - plays.

The program consists of both traditional classroom practice, such as teacher - led class discussion and student worksheets, and complementary interactive computer - based activities (CD - ROM) for individuals or groups.

In this program, teachers are guided through basic mindfulness practices and participate in experiential exercises and reflective discussion to make explicit the links between core mindfulness skills and practical applications that are of benefit in the classroom and in daily life.

Central to this discussion is how policymakers and practitioners can promote the quality of teachers» professional practice in early childhood classrooms and support the workforce through ongoing professional development.

For SLS and OTS this included skills practice and feedback on the program activities, and discussion of implementation issues for individual classrooms.

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.

My sis and I are setting up a classroom in the library with 5 chairs and plenty of room for practice and discussion.