Sentences with phrase «during the classroom discussion of»

The words were spoken during a classroom discussion of gun control and the Brady bill.

In fact, clutch control is one of the important lessons that are taken into consideration during the classroom discussion of the course.

Not exact matches

In flipped learning, where the bulk of the material is delivered prior to the classroom session with discussion and collaborative learning occurring during the face - to - face event, course facilitators are provided the foundations for creating scenario and role play based assessments.

Most schools have their share of math and science students who ace standardized tests, thrive during classroom discussions, and excel on independent research projects — who, in short, conquer every academic task thrown their way.

Work closely with Harvard faculty and other experienced presidents from a range of institutions during classroom sessions, small group discussion, consultancies, and informal opportunities for networking and conversation among colleagues and subject matter experts.

Noticing how his understanding of what he read the night before evolves during a classroom discussion

During a discussion held at the Harvard Graduate School of Education (HGSE) on Wednesday, the panelists said that a broad cultural and religious literacy, a historical context, and a focus on empathy are all important elements when bringing the sensitive topic to the classroom.

At the end of each five - minute segment during the classroom observations, observers coded instances of interactions observed during that segment, using these categories: coaching / scaffolding, modeling, engaging students in recitation, engaging students in discussion, explaining how to do something, or telling students information.

It was a function of the perceived value of strategies and tools introduced during the PLC (e.g., 5E model, cooperative learning strategies, assessment probes, observing student learning in the classroom) and the small and large group discussion occurring every day we met.

Drawing on situated theories of learning and identity, the author argues that mathematics classroom interactions during both whole class and small group discussions take on both learning and positional functions, which become linked through relationships of authority.

When I establish norms with my students, we focus on what language is and isn't acceptable during classroom collaboration and discussion and the responsibility that each student has in contributing to their own learning and the learning of others.

Discussions with such veteran users indicate that they have established strategies for classroom management during broadcasts and for the type of substantive preparation and debriefing Dr. Stoddard suggests.

When considering English teachers» need for technological proficiency in today's classrooms, teacher educators are more likely to prefer experimentation with forms of technology during university preparation, seeking responses like the one offered by one preservice teacher: «Lately it seems that more and more teachers are using weblogs as formats for discussion.

This individualization often goes well beyond the creation of classroom rules and routines — it includes what texts and topics are studied in depth, how student grades are calculated, what type of contribution is welcomed during class discussions, the extent to which technology tools are integrated into the classroom, whether students are required to conduct research, and how much homework is necessary to further student development.

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.

TIP 4: ENCOURAGE LEARNING I always like to ensure that there is an academic purpose to all aspects of classroom activities, so, as a classroom leader, I ask students to use academic vocabulary and to utilize their prior learned knowledge during discussions.

During a visit to the school, I saw classroom discussions and activities that promoted students» awareness of their social conditions and prompted them to read and write about their lives and realities within their communities.

The state requires that each local school system design a program incorporating components established by the state, including: an orientation program for new teachers prior to the start of the school year, mentor support such as regularly scheduled meetings during non-instructional time, opportunities for new teachers to observe and co-teach with skilled teachers with follow - up discussion of the experiences, ongoing professional learning activities, and ongoing formative review of new teacher performance such as classroom observation.

NSU Teacher Education Program Candidate Regularly assumed role of lead teacher; Supervised an average of 23 students in classrooms, halls, cafeterias, schoolyards and on field trips; Enforced the school's student discipline code to deal with problem situations; Preserved the confidentiality of student records and information at all times; Determined student strengths and weaknesses through STAR testing and weekly assessments; Nurtured students» desire to meet and / or surpass their Accelerated Reader goal; Set up lesson materials, bulletin board displays and demonstrations; Fostered oral language development and critical thinking skills during literary discussions; Differentiated instruction for individual student needs; Encouraged personal responsibility while maintaining positive learning environment for all learners; Maintained communication between school and parents via student planners, and parent / teacher conferences.

Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.

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.