Sentences with phrase «example of a particular teacher»

Therefore, a graduate assistant was instructed to excerpt 1 - to 2 - minute video segments that seemed to represent units of activity, but without regard to the video clip showing examples of particular teacher or student behaviors (in this case, classroom management and student questioning).

Not exact matches

Teachers might use interactions between a child and puppets or other toys during which the child is asked to describe what they see in a way that elicits a particular verb tense — for example having the child describe what a puppet is doing to stimulate use of the third person.

For example, a science teacher may choose to focus on one particular section of a lab report each time; an English language arts teacher may choose to focus on one particular stage of writing, shifting from one stage to another throughout the course of the year.

The first half of the PowerPoint contains: * Worked examples (useful for non-specialists) * An AFL example * Classwork options (Grade 3, 4 or 5) for the teacher to choose to complete (answers included) * In built revision through the inter-linking of previously taught topics The second half of the PowerPoint contains: * Worked examples embedding the newly taught topic in a different context * An AFL example * Classwork (answers included) * In built revision through the inter-linking of previously taught topics * Exit pass that will make your marking process quicker, easier and more meaningful This is part of a set of PowerPoints that have been developed for this particular unit.

«Now, for primary teachers in particular, trying to be an expert in every area of the curriculum is quite problematic and we know, for example, two areas that people struggle with are maths and science, in some cases.

For the classroom teacher, this might take the form, for example, of a roster of students who are flagged because they are consistently receiving low scores on a particular Report Card item or group of items, e.g., having friends.

She started as a math teacher and recalls that students were often confused when they learned theory first (finding the size of a particular area, for example) and then were asked to apply it to word problems about the real world.

A teacher can look at data from a criterion - referenced test and see, for example, that most of the class did not get a particular reading skill.

With the introduction of equipment such as interactive whiteboards, and more recently touch screens, tablets and interactive tables, teachers are able to display dynamic examples relating to particular topics.

If the curriculum makes clear what all students are to be taught and should learn by particular times in their schooling, for example, by the end of Year 6, and if all teachers and students are held accountable for meeting these time - based expectations, then overall levels of achievement should improve.

The first half of the PowerPoint contains: * Worked examples (useful for non-specialists) * An AFL example * Classwork options (Grade 3, 4 or 5) for the teacher to choose to complete (answers included) * In built revision through the inter-linking of previously taught topics The second half of the PowerPoint contains: * Worked examples embedding the newly taught topic in a different context * An AFL example * Classwork (answers included) * In built revision through the inter-linking of previously taught topics This is part of a set of PowerPoints that have been developed for this particular unit.

For example, teachers may wish to establish individuals» overall levels of achievement in an area of learning, but also to confirm that they have mastered particular prerequisite skills and / or understandings.

For example, teachers often see themselves as teachers of particular year levels; textbooks are written for each year of school and encourage timed, lock - step progression through curriculum content; and all students are assessed at the same time to establish how much of the delivered curriculum they have mastered.

For example, Tennessee is piloting a new approach for coaching novice teachers and awarding them micro-credentials for demonstrating competence in particular aspects of teaching.

If a teacher assumes that everyone in a class is familiar with an example from history that is only ancillary to the point of a particular lesson, for example, but uses that example to illustrate a particular point, then the students who are unfamiliar with the example or who have misconceptions about that example, may just miss the point of the lesson or develop misconceptions about the point of the lesson itself.

At both schools there were examples of teachers subsequently designing their own impromptu surveys that were administered to students to get more immediate feedback as to what is working or not working for them in that particular class.

For example, the Stanford Center on Opportunity Policy in Education reported in 2009 that while research shows that 40 - 100 hours of training in a given area of professional practice is needed to produce solid results, teachers in the United States typically have about eight hours of training on a particular topic.

And it is this model that is at the source of the majority of the teacher evaluation lawsuits in which I have been or still am currently engaged (see, for example, details about the Houston lawsuit here, the former Tennessee lawsuit here, and the new Texas lawsuit here, although the model is more peripheral in this particular case).

For example, if a group of teachers decides to implement a particular strategy for engaging students in problem solving, each teacher would implement the strategy within their class (es) and standard curriculum.

For example, when a teacher tweeted about having her students engage in a particular type of project, a participant asked, «What kind of timeline do you give your students?

I also argued (but this was unfortunately not highlighted in this particular article), that I could not find anything about the New Mexico model's output (e.g., indicators of reliability or consistency in terms of teachers» rankings over time, indicators of validity as per, for example, whether the state's value - added output correlated, or not, with the other «multiple measures» used in New Mexico's teacher evaluation system), pretty much anywhere given my efforts.

Many teachers, for example, focused on impact of a particular technology tool (e.g., concept mapping, simulations, and online discussions) on student learning.

Attributing a student's test gains to a particular teacher may not fully recognize the contributions of other teachers; for example, a student's science teacher might influence her mathematics test scores.

In a recent review of the PCK literature, Lee, Brown, Luft, and Roehrig (2007) identified a consensus among researchers on the following two components of PCK: (a) teachers» knowledge of student learning to translate and transform content to facilitate students» understanding and (b) teachers» knowledge of particular teaching strategies and representations (e.g., examples, explanations, analogies, and illustrations).

The network of teacher / student information and supporting materials creates opportunities for teacher candidates to develop cognitive flexibility by providing complex, contextualized examples of how particular teachers responded to particular students on particular assignments.

Each path begins with a common focus of each type of course, includes a guiding inquiry question, proposes a set of examples from the archive for teacher candidates to examine and respond to in a particular sequence, and ends with possible extensions for further reading on this topic (to access these paths, sign in to http://23.21.225.52/ as «citeuser» with password «Sw@p2013» and click «Possible paths» on the Home page, or follow the links in the following section).

-- Matt Trask, a secondary senior physics teacher is having students make musical instruments to learn about wavelength — Kelly Skehill using design and software for students to apply calculus models to create new pop bottle designs — teachers are using technology to capture assessment information during the learning process — one particular good example at PJ Elementary — Kindergarten teacher (Sonia Southam) using iPads to engage parents and transform communication by capturing daily learning and sharing immediately via email with parents — the creation of Gleneagles Learning Lab Open House to showcase the process of learning — a teacher created Social Dynamics course for students with high functioning autism — the creation of an outdoor learning program for grades 6/7 students at Bowen Island Community School (Scott Slater created) that has students blending in - class and outdoor learning experiences

In this particular example on prefixes, since two of the students had a basic to low level of understanding, the teacher may decide to provide additional small group support in recognizing root words and determining appropriate root words to convey meaning.

We did not, for example, randomly assign programs or even particular programmatic components to schools and teachers; to do so would have violated what we have learned from the last 20 years of research on school change — that school staffs must be involved in creating the programs for which they will be held accountable.

As teacher educators and researchers, we have had many opportunities to look closely at schools and districts that are implementing meaningful supports for ELL instruction, and we've found that effective teacher leadership in this area tends to involve two strategies in particular, which we illustrate with a pair of examples below.

Effective teachers assign writing and oral language tasks that require close reading of texts: for example, a letter or diary entry by a historical figure, a skit that takes place during a particular historical event, a travel brochure, or a matching game.

In each of this year's seminars, the presenter will present a perspective on what would be both appropriate and feasible in holding teacher preparation programs accountable, and will offer concrete examples of how to carry that out, and will also share challenges of the particular perspective.

For example, Madam Justice Deschamps wrote a concurring opinion in Alberta Teachers» Association on the view that judicial deference is based upon the principle of relative expertise or experience in a particular area, and thus a bare assertion of a presumption of deference simply because a statutory decision - maker is interpreting its home statute pays too little attention to whether the statutory decision - maker actually has sufficient expertise or experience to justify deference to its determination of a legal question (Alberta Teachers» Association at paras 82 — 89).

The point going beyond the particular facts was that raised by the workers» primary argument, namely whether there is any general principle that statutory holiday must be during «working time», a point potentially of significance elsewhere, for example in other cases of extended shift working or (an example featuring largely in the arguments) in the case of teachers or university lecturers who are required to take holidays out of term time, for obvious reasons.