Sentences with phrase «facilitates teacher reflection»

A concluding activity facilitates teacher reflection on the article.

This paper offers a set of guiding principles that can be considered when evaluating, constructing, or redeveloping technology learning opportunities at the preservice and in - service levels that, if implemented strategically, may facilitate teacher reflection, observation, and experimentation and, ultimately, develop teachers into technology integrationists.

Not exact matches

From the creation of research questions to reflection on their learning, iPads facilitated the undertaking, allowing the teachers to implement an innovative new curriculum where students created, collaborated and connected in order to deepen their understanding of bats as well as the research process.

In previous articles, we focused on reflection - in - action and presented how Teaching Analytics and Learning Analytics can facilitate classroom teachers to reflect on their teaching designs or provide personalized support to students.

Teachers do this by setting expectations, facilitating student reflection, and going over the necessary elements of a successful conference.

Teachers can also facilitate discussions and reflections to support each student in effectively communicating and collaborating.

A teacher's ability to facilitate self - assessment and student reflection on (independent of you) is essential during the middle grades years.

3) How might reframing instructional coaching as instructional dialogue assist mentors in more effectively facilitating teacher critical reflection about practice?

McIntyre et al. (1996) stated that constructivist teacher education programs should create field experiences that facilitate the growth of teacher candidates through experiences, reflection, and self - examination rather than a positivist program that requires the teacher candidates to assume practices mandated by those in authority.

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).

In mathematics education research, video has been found to facilitate teacher analysis of student mathematical thinking and learning in the midst of instruction (Stockero, 2008; van Es & Sherin, 2002) and to promote deep reflection about student learning and next steps after instruction (Jacobs, Lamb, & Philipp, 2010; Jacobs, Lamb, Philipp, & Schappelle, 2011; Santagata & Guarino, 2011).

These opportunities facilitate teachers» adoption of student - centered practices in their classrooms (Santagata & Yeh, 2014; Kiemer, Gröschner, Pehmer, & Seidel, 2014; van Es & Sun, 2015) while also developing student - centered dispositions and habits of reflection that place student thinking at the forefront (Mohr & Santagata, 2015; Santagata, 2010; Santagata & Guarino, 2011; Sherin & van Es, 2009).

C. Design and implement teacher teams to facilitate reflection, intelligence on student efforts and behaviors, and mentoring within the group.

Sibme PLC Huddles enable teachers within a certain grade - level or content area to film a lesson, strategy, or skill to share with their team to facilitate reflection and conversation.

Since several preservice teachers are placed at each field placement school, this activity gives them an opportunity to explore how online collaboration tools can facilitate group data collection, analysis, and reflection.

In addition, preservice teachers are encouraged to develop their instructional activities collaboratively (and use collaborative online tools to facilitate the process) and are required to complete a blog (using a resource such as http://www.blogger.com or http://www.edublogs.org) to document the design process and to record their reflections on the implementation of their activities.

The SURN Principal Academy was designed to build principals» knowledge of high - yield instructional strategies (Hattie, 2009); to increase their expertise with tools in order to collect evidence of classroom teaching and learning and provide immediate feedback to teachers; and to facilitate collaborative observation conferences in order to engage teachers in reflection and professional learning and improve classroom instruction.

Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.

High - quality professional learning frequently provides built - in time for teachers to think about, receive input on, and make changes to their practice by facilitating reflection and soliciting feedback.