Sentences with phrase «focus on student learning as»

We need to focus on student learning as our goal as opposed to teaching.

This willingness to modify the program structure may be another expression of the school's focus on student learning as opposed to an ideological commitment to a particular instructional method.

«The most valuable aspect of the workshop was the simple message to focus on student learning as a team, and the DuFours gave us excellent tools and steps to do that.

Research concludes, however, that most assessments are not as focused on student learning as they should be, nor are they effective in gathering reliable facts about whether a leader's behaviors promote the learning agendas of schools and districts.

Not exact matches

Micro Focus On - demand Digital Learning is provided as a subscription to allow students to access training whenever it is needed.

Dr. Cheyney currently directs the International Reproductive Health Laboratory at Oregon State University where she has developed an academic learning community comprised of five undergraduate research assistants, 12 graduate students and one postdoctoral fellow whose research agendas are focused on identifying culturally appropriate ways to improve access to high quality midwifery care as a means of reducing health inequalities for mothers and babies in the U.S and abroad.

Successful applications will have an inquiry focus on the promotion of mental well - being as it relates to students» learning, health and development and will connect their work to two overarching questions:

These schools included «early college» high schools with a STEM focus (that offered both college and high school credits to students); tech - savvy schools that relied entirely on project - based learning (an instructional practice emphasizing student production of knowledge via projects and research); and career / technical education high schools that prepared students for careers such as agriculture or medicine through early experiences in those fields.

Mayer discussed the implications of this research for policymakers, claiming that there is a place for small games that focus on well - specified learning objectives, become more challenging as students learn, and fit within existing educational programs to supplement, complement, and / or extend traditional instruction rather than replace it.

Our Astanga - inspired, athletic, vinyasa classes are all building on a theme — every month, we have a specific focus that our teachers use to inspire their sequences — which gives students the chance to learn more about a posture or major tenet of the practice in a uniquely consistent way as each of our teachers approach that focus or theme in his or her own way.

Teacher Trainees in this course will: • clarify their ethics as a yoga teacher • create both a Kundalini class series and a Dream class series • teach in small group sessions with colleagues • learn to maintain a focus on Light and build an adjustable class framework to meet students» needs.

I'm going to focus on the development of students» academic discourse as a high - leverage instructional practice that contributes to deeper learning, one in which our urban students need particular explicit instruction.

The public release of these ratings — which attempt to isolate a teacher's contribution to his or her students» growth in math and English achievement, as measured by state tests — is one important piece of a much bigger attempt to focus school policy on what really matters: classroom learning.

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

Based on these statements, we can categorize the schools roughly into five groups: those that have a child - centered or progressive educational philosophy and typically seek to develop students» love of learning, respect for others, and creativity (29 percent of students); those with a general or traditional educational mission and a focus on students» core skills (28 percent of students); those with a rigorous academic emphasis, which have mission statements that focus almost exclusively on academic goals such as excelling in school and going to college (25 percent of students); those that target a particular population of students, such as low - income students, special needs students, likely dropouts, male students, and female students (11 percent of students); and those in which a certain aspect of the curriculum, such as science or the arts, is paramount (7 percent of students).

I'm going to use the student speak matrix as a «flight path» and to get them to focus on what they will learn at the start of each new project.

As part of her dissertation work, Honey is focusing specifically on how intrinsically motivated Native American middle school students are to learn cultural information related to the science taught in the classroom.

Successful blended learning educators and schools are focusing on engagement as they work towards student achievement.

This shows that standardised testing of schools and subsequent rankings are not needed, as schools and teachers are professionals focusing on the learning of all students.

Current discussions of grit in education focus on the need for students to pursue long - term goals — such as going to college or becoming a nurse — and to hang in there when trying to learn challenging material in school.

PBL often does focus on a public audience and product, but here you might consider how students will learn from that audience as well.

Everything that Mayes learned at HGSE will come in handy as she focuses her future on college access for first - generation, low - income students.

As a result of their mindset shifting, teachers like Mrs. Cox are able to focus on their true passion, which is helping students learn by planning the «how» instead of the what, when, or why.

«As a former Peace Corps volunteer in the Philippines, New York City teacher, licensed sea captain, and head educator of an ocean classroom prior to coming to HGSE, Timothy O'Brien is a «stealthy leader» who truly embodies the values, energy, and breadth of the Learning and Teaching (L&T) Program through his focus on student work and professional development of teachers,» says Lecturer Sally Schwager, Learning and Teaching program director.

Or school staff may decide that science would be a wonderful focus and work together as a school to develop hands - on activities, providing an opportunity for students to learn scientific concepts as they learn the language in an engaging and natural environment.

It depends on a strong professional culture characterised by shared norms and values, a focus on student learning, collaborative approaches to work and reflective inquiry into teaching practices, as well as leadership that fosters and supports that professional culture,» Ingvarson says.

The phrase «agents of change» took on whole new meaning for me as the Harvard research team focused on looking at students» learning specifically in these three areas:

My work has focused on developing engaging math and science curriculum, team teaching, supporting teachers as they grow in their expertise and area of interests and most importantly, cultivating a culture of curiosity where my students see themselves as authors of their own learning.»

When I think over the years, I focus on remembering my beautiful, brilliant students, and the moments when we were both learning — in Yosemite and the Grand Canyon, as well as in our dingy portables and classrooms.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

Such interventions focus not on improving academic skills or knowledge, but on changing students» mindsets about learning — combating negative feelings, or increasing a sense of belonging, or reframing failure as an opportunity for improvement.

While the rationale is perhaps a bit misguided (some evidence suggests that our students already experience as much instructional time as their peers ~ and other research confirms that teachers in the United States spend more time on instruction than teachers in other nations do) ~ there are certainly reasons to focus on the issue ~ not least of which is the summer learning loss that disproportionately impacts our nations most disadvantaged youth.

As educators across the country focus attention on designing new and better ways to gauge what students are learning, they risk distorting the meaning and practice of formative assessment and squandering its potential to enhance teaching and learning, an assessment expert is warning.

Teachers» time and resources would be better spent on focusing on providing timely and specific feedback to students as there is strong evidence which shows this has an impact of eight months» worth of learning progress (Evidence for Learning,learning progress (Evidence for Learning,Learning, 2017b).

The initiative will focus on contexts of student learning not only in and across the disciplines, but also in diverse spaces that may function effectively and productively as a civic commons, such as museums and events like ISV's Arts Learning Flearning not only in and across the disciplines, but also in diverse spaces that may function effectively and productively as a civic commons, such as museums and events like ISV's Arts Learning FLearning Festival.

That isn't to say that we do nothing, but as role models in academic discourse, it means we have to honor opinions and focus on learning and sharing diverse viewpoints, even if that means a student settles on a viewpoint we do not share.

As more classroom management functionality becomes automated, this frees up time for teachers to spend more of their skills and mental energy on more important things for students and their learning; such as tailoring learning to student needs and focusing more on individual and small group instruction than on managing large classeAs more classroom management functionality becomes automated, this frees up time for teachers to spend more of their skills and mental energy on more important things for students and their learning; such as tailoring learning to student needs and focusing more on individual and small group instruction than on managing large classeas tailoring learning to student needs and focusing more on individual and small group instruction than on managing large classes.

All of my students speak and are learning English as a second language, and for this reason, their class schedules ensure that they focus extra attention on learning English.

With that question as the driving force, students should focus on the learning rather than on the badges.

Schools will leverage online learning for academics, which means they will be able to act as community centers in essence and focus far more on providing well - kept facilities that students want to attend with great face - to - face supports, high - quality meals, and a range of athletic, musical, and artistic programs — things that receive short shrift all too often today.

Still others act as case workers or counselors (but actually spend the majority of their day in the learning environment with students) to focus on the non-academic problems — like food, health, or emotional issues — that too often trip up students (and sadly receive short shrift in many schools today).

The products that win in the marketplace aren't necessarily those that are the best for learning, as the policies in public K - 12 education in particular are focused heavily on input - based metrics that encourage compliance, but not student learning growth.

Despite the need to keep the focus on academic achievement, the Teacher Advancement Program acknowledges that research has identified pedagogical methods that help students learn, so it includes evaluation of classroom skills as part of its teacher compensation system.

My work as an administrator was much more focused on student learning results.

Mapp joined IRE in 1997 as Project Director for the Boston Community Partners for Students» Success initiative, which focused on the development of activities and programs to familiarize parents with the recently established Boston Citywide Learning Standards.

In this model, according to the trust administrators, «student work focuses on community needs and interests, and community members serve as resources and partners in every aspect of teaching and learning.»

And the impact on the learning process — while still a focus of research for K - 12 students — is increasingly being seen as positive.

As former middle school teachers, the trio found that despite the many challenges students face as they transition from «learning to read» to «reading to learn,» few programs focus on this age group, offer help to the seven different reading levels found in middle school classrooms, or assist skilled readerAs former middle school teachers, the trio found that despite the many challenges students face as they transition from «learning to read» to «reading to learn,» few programs focus on this age group, offer help to the seven different reading levels found in middle school classrooms, or assist skilled readeras they transition from «learning to read» to «reading to learn,» few programs focus on this age group, offer help to the seven different reading levels found in middle school classrooms, or assist skilled readers.

I've classed the resource as suitable for ages 7 - 14, but it really does depend on the age at which your students begin their FRENCH, and what areas of learning they might need to focus on at particular times during the school year.

By focusing on discussion and collaborative learning, College Prep encourages a culture where students learn the content material, as well as how to think critically and to work in teams.