Sentences with phrase «feedback from my students about»

Seeking feedback from students about how effectively they are learning is a powerful invitation to understand the impact of teaching.

Consider administering a brief survey eliciting feedback from your students about their current level of learning in your space.

As the quotes below illustrate, over the years, I have received a great deal of positive feedback from students about the use of HBS cases: «The course was especially helpful for me due to the HBS case studies [that] exposed students to business considerations that are at play in M&A»; «There were moments when the class felt more like a business school class (which I loved) and I believe these helped us to understand the underlying rationales behind the transactions... we were discussing.»

The SPTQ provides schools and teachers with an opportunity to gain valid and useful feedback from students about the quality of their teaching.

Not exact matches

The truck visits area schools and also gathers feedback from students on iPads about the new potential menu choices — Do they love it, can it be improved, should it be added to the regular cafeteria menu?

Their common feature is that, rather than listening passively, students spend class time engaged in answering questions, solving problems, discussing solutions with their peers and reasoning about the material they are studying, all while getting regular feedback from their teacher.

According to Sarkar, feedback she received from students let her know that the program was having an impact by increasing students» knowledge, helping them make informed decisions about future career paths and providing a better understanding of the power and reach of neural engineering.

When I asked Willow about the most common feedback she gets from naked yoga students, she said, «I'd say the most common feedback I get from people who have taken class is that they feel very liberated afterward.

Whether they're learning from the stories of immigrants, investigating democracy, creating a video about their Education Vision, or developing ideas about literacy, my students need clear expectations, they need models, and they need feedback.

After extensive research on teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiplfeedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiplFeedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiple years.

Again, through an inquiry learning process, students investigated «games» and used Scratch to design and construct their own games resulting in a gaming convention at the school where students were able to showcase, share and receive feedback about their games from other students, teachers, parents and the wider community.

«The feedback we kept getting [from practitioners] was, «Yes, these are the things we would need to do if we wanted to get serious about educating all students well.

Feedback from the students and their parents about the book selections has been very positive.

«We have heard consistently positive feedback about the breakfast book club from the students, parents, and staff,» reports Carol Loflin.

By evaluating their own work, giving feedback, and receiving feedback from others, students develop metacognitive skills and insights about their work.

The thing about it that's really beautiful is that it's run by the students and they've thoroughly enjoyed it, it's been a great experience for them, and we've had really great feedback from the primary students.

Here are some recent quotes from a variety of people who have used these resources: «using these resources sprung me back into life... Going to school is a pleasure now» «got me excited about being in school again... long time since that's happened» «shows you don't need to be a bruiser, basher or battle - axe to be a success» «the inspectors were surprised at how quickly we had improved» «the union reps suddenly came to life when I started using these resources» «these have saved us thousands at SLT and made our school a much better place» «best resources I have used in over twenty years of CPD» «we use these ideas when recruiting new staff... it works, it really does work» «really useful in framing staff and student feedback» «rich and valuable... helps develop the language and the decisions we make» «my students relate to these ideas and now it's a beautiful class to be in... at last» «gives you splendid ideas you can work in your own classes» «I was never any good at visualising what success might look like... now I can see the bright lights» «extremely helpful» «inspectors praised our use of these resources and commended our progress» «genuinely helped get my Mojo back... my colleagues and classes have also noticed the new me» «just had some of my best days at school because of these resources» «there is nothing better at this price»

She recommends collecting feedback regularly from students about their experiences.

As teachers, we are all a little apprehensive about feedback from our students.

Following from the emphasis on student agency and individual mastery, Summit decided that giving students rapid feedback and data about their performance would be a critical experience for them to accomplish their job of feeling successful.

First - and second - grade students in 1993 who had been kept out of kindergarten until they were older were less likely than other students to draw negative feedback from teachers about their academic performance or conduct in class.

I got the students to sit with someone from the group and give them really honest and straightforward feedback about an area they needed to develop and a strength.

Royal Wootton Bassett Academy used feedback from student voice, parent voice and Governor comments to help formulate the overall design and throughout the process the Academy leadership team were consulted about the look and feel of the burgeoning website.

Students participate in a weekly audience response, giving feedback about what their peers might keep, add to, or take away from their play.

And then thinking about the implications of that down the line for reporting, parent - teacher interviews and long - term learning for the students who may need the consistency of that feedback from one teacher.

«One of our biggest successes achieved through our Future First network was a dyslexic former student who is now a successful local architect speaking to our students with special educational needs about overcoming adversity, which generated lots of positive feedback from the students involved.

And, if continued assessment informs instruction, students and teachers benefit from student feedback about what a student does and does not understand.

But I'm optimistic about the potential of unbundling the role of the teacher and leveraging technology to create an online system for measuring and tracking student learning growth that has the rigor of human - graded assessment, the advantage of quick feedback cycle times, and the validity and reliability that come from standardization.

The at - capacity event allowed master's and doctoral students to sit down with financial experts, including analysts from the Harvard Management Company, to share their visions of new educational enterprises and receive constructive feedback about their work.

Fortunately, I did receive some valuable feedback from my supervising teacher that semester; I can not say the same about my English as a Second Language student - teaching placement the following semester.

From my work with teachers, I found that these are some of the critical teaching strategies that support students to become assessment - capable learners: Provide time for student reflection on their learning Involve the students in developing success criteria & rubrics for their own assessment Let students assess their own work & measure this against teacher judgements Provide feedback & encourage students to set goals from this assessment Be explicit about what learning progressions look like & encourage students to use these to set their own learning goals Provide opportunities for students to achieve goals through attending teacher - led or peer - led clinics And celebrate goals when they are achieFrom my work with teachers, I found that these are some of the critical teaching strategies that support students to become assessment - capable learners: Provide time for student reflection on their learning Involve the students in developing success criteria & rubrics for their own assessment Let students assess their own work & measure this against teacher judgements Provide feedback & encourage students to set goals from this assessment Be explicit about what learning progressions look like & encourage students to use these to set their own learning goals Provide opportunities for students to achieve goals through attending teacher - led or peer - led clinics And celebrate goals when they are achiefrom this assessment Be explicit about what learning progressions look like & encourage students to use these to set their own learning goals Provide opportunities for students to achieve goals through attending teacher - led or peer - led clinics And celebrate goals when they are achieved!

and how about 3.6 which says: Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning.

The study found that feedback from students as young as fourth graders, especially about a teacher's ability to manage a classroom and challenge students, was useful in evaluating teachers.

Formative assessment, rephrased for clarity as informative assessment, is classroom activity — from quiz to question, discussion to observation, learning task to student feedback — that informs teachers about their students» learning and their own teaching.

They did note in their feedback about the course that it would be good to «add a bit more knowledge [and] a variety of view points from the students and possibly the proctors behind the virtual school» (Feedback cfeedback about the course that it would be good to «add a bit more knowledge [and] a variety of view points from the students and possibly the proctors behind the virtual school» (Feedback cFeedback comment).

We also discuss the pedagogical possibilities of Twitter and point to hashtags like #comments4kids (where teachers can post student blogs and ask for feedback from their online networks) or teacher - created resources that support the use of technology in the classroom (like this tweet about how to comment on blogs, shared by one of our graduate students).

Using extended examples from different grade levels, Lalor advises teachers to use a three - part protocol to give feedback on student work: (1) emphasize the strengths in the work; (2) discuss questions or problems about the work in relation to the specific assignment; and (3) suggest «next steps» for improving the work.

Pollock describes three techniques she's helped teachers put in place to boost student engagement through seeking feedback (including from peers and from themselves): (1) Goal accounting templates that students fill out at the start of class; (2) an interactive notebook in which students process their questions and thoughts about material the teacher presents as they take notes; and (3) a teacher scoring roster that gives teachers a quick read of how well each student knows the content.

One way teachers can re-engage telltale students is by setting up classroom routines that help such students regularly seek feedback about their own learning progress — from a source other than the classroom teacher.

The Chicago Teacher Residency seeks individuals from all backgrounds, who are passionate about transforming the educational outcomes for students in the lowest - performing schools, and are open to coaching and feedback.

Schools That Lead continue to refine their Teacher and Principal Leadership Initiatives to incorporate the lessons they have learned from the past three years, including being clearer about the development of an aim statement and theory of action, acknowledging the need to make room to do the improvement work, explicitly examining culture, paying attention to student feedback, starting small and moving slow, collecting and analyzing evidence to build warrant, and actively sharing the work — specifically the processes, results, and what worked and what did not work.

Interestingly, they received much more of their feedback from busy principals (85 percent of U.S. teachers vs. a TALIS average of 52 percent) and much less from other teachers or assigned mentors (27 percent vs. a TALIS average of 42 percent), who can generally offer more targeted insights about how to teach specific curriculum concepts and students.

Additionally, the teacher feedback option allows comments to the students back from the teacher to correct any misconceptions about proper usage.

In a previous post entitled «Five Questions About Feedback,» I emphasized how the effectiveness of our feedback is measured by whether it elicits a productive response from the recipient, so while we may be efficient in identifying the discrepancies in learning for every student, we must be equally effective in responding to the results since the simple gathering of evidence falls short of fulfilling the promise of a balanced assessmentFeedback,» I emphasized how the effectiveness of our feedback is measured by whether it elicits a productive response from the recipient, so while we may be efficient in identifying the discrepancies in learning for every student, we must be equally effective in responding to the results since the simple gathering of evidence falls short of fulfilling the promise of a balanced assessmentfeedback is measured by whether it elicits a productive response from the recipient, so while we may be efficient in identifying the discrepancies in learning for every student, we must be equally effective in responding to the results since the simple gathering of evidence falls short of fulfilling the promise of a balanced assessment system.

Surveys of d.tech families, and feedback from new and current students, provide consistent feedback about how kind the everyone is generally and across grades.

To realize its power, feedback must result in a student thinking about how to improve — the ideal is to elicit a cognitive response from the learner, not an emotional one (Wiliam, 2011).

About 150 teachers were identified as irreplaceable by their organizations based on data and feedback from students and families, and GPSN believes that with the proper support those educators will continue to make a profound and immediate impact on their communities.

This groundbreaking book synthesized the findings from 800 meta - analysis of 50,000 research studies involving more than 150 million students and it built a story about the power of teachers and of feedback, and constructed a model of learning and understanding by pointing out what works best in improving student learning outcomes.

Each lab lasts from 30 to 60 minutes, and Whetstone expects about 15 to 20 labs to take place before the fall in video - equipped rooms on campus, with the goal of gathering student feedback on the usability of the interface.

Systems of inquiry will build true implementation of the standards by using data from assessments — from the Smarter Balanced Assessment Consortium or the Partnership for Assessment of Readiness for College and Careers and locally chosen or developed assessments aligned to the standards — to provide feedback to students about their learning of standards, to identify individual students» instructional needs, and to make adjustments to the curriculum and improve instruction.