Sentences with phrase «focus on student learning rather»

Rather, find one or two apps or resources that work best for you, become an expert with them, and focus on student learning rather than app harvesting.

Not exact matches

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.

Rather than flowing from one pose to the next on autopilot, Porat says learning a new variation forces her students to really pay attention to her instruction and focus on their bodies — which also means they're tuning out the outside world along with their own mental chatter.

The camera and microphone have the potential of empowering students to focus on the task of learning rather than the job of capturing information on paper.

Instead the system requires students to rote learn and move on while teaching staff focus on data collection and admin rather than people.

«Helping students to have freedom to feel mistakes are part of the learning process will allow for students to focus more on developing effective strategies connected to the academic task at hand, rather than worrying about getting a perfect score on a test.»

Rather than painting boards and their members with a broad brush, Shober and Hartney spend time defining different types of capacity — possessing accurate knowledge about a district, focusing on student learning, and adopting effective work practices.

Implicit in the prior discussion and Figure 1 are strong reasons for schools to focus on skills rather than dispositions: Skills can be taught, are typically publicly observable and specific, lend themselves readily to selection based on what the school or teacher intends students to learn, and aren't heavily constrained by genetics.

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

Under «Preventive and Reactive Classroom Environment,» teachers receive the top score if they «provide effective management procedures with a comprehensive focus on student learning,» but receive the lowest score if they «react to disciplinary incidents after the fact rather than trying to prevent them.»

By introducing educational apps into lessons, teachers are moving from «teaching» to «facilitating learning» — helping students find ways to learn by focusing on enhancing the process of critical thinking rather than solely looking at whether an answer is right or wrong.

Yes, I know, there are other factors that contribute to their better score on the Program for International Student Assessment (PISA)-- longer school days, advanced science and math starting earlier in elementary school rather than high school, extra tutoring in Korean hagwons, less to learn with a more focused curriculum, no non-essential learning activities such as sports, home ec or computer applications courses.

A traditional secondary schooling model normally focuses on content, compliance and control rather than engaging students in the learning process and encouraging them to become lifelong learners

Normally, research studies focus on scores for No Child Left Behind assessments, rather than on how much or little academically gifted students are learning.

The accountability systems encouraged all manner of dubious practices, such as focusing teacher effort on a small subset of students at risk of failing the exams rather than advancing every child's learning.

The only possible link to OBE is the focus on WHAT students learn and HOW WELL they learn, rather than on WHEN they learn.

Stigler and Hiebert note that, rather than reform, the aim of lesson study is to produce «small, incremental improvements over long periods of time» and however long the process there remains «an unrelenting focus on student learning».

Rather, we need to focus on personalizing student instruction and driving student ownership of learning in an integrated way to best prepare our students for college and a career.

Rather than focusing on where students are in their long - term progress, this approach often treats each new topic (or school year) as a fresh start — a self - contained body of content to be taught, learnt and assessed.

Most frustrating conversations tend to focus on the «content we have to get through» rather than empowering our students to learn through engagement.

Teachers want time to learn about their students — not be so focused on getting through the curriculum that they spend their days teaching subjects rather than teaching students.

And students, rather than simply receiving instruction, help direct their own education through a myriad of personalized learning opportunities with a focus on technology.

Students who can regulate their learning are proposed to gain the most out of education, because their motivations and strategies are focused on learning rather than on receiving external rewards (Boekaerts & Corno, 2005; Pintrich, 2004; Zimmerman, 2002; Zimmerman & Schunk, 1989).

In 2007 they approved funding for the first public Waldorf methods high school, in the Sacramento Unified School District; and (3) Three key findings on urban public schools with Waldorf methods: (a) In their final year, the students in the study's four California case study public Waldorf - methods elementary schools match the top ten of peer sites on the 2006 California test scores and well outperform the average of their peers statewide; (b) According to teacher, administrator and mentor reports, they achieve these high test scores by focusing on those new three R's — rather than on rote learning and test prep — in a distinct fashion laid out by the Waldorf model and (c) A key focus is on artistic learning, not just for students but, more importantly perhaps, for the adults.

To harness the power of digital learning, we should focus more on the planning how technology will improve how students learn and teachers deliver instruction rather than a technology plan focused on hardware and software.

Formative assessments help students develop a growth mindset because they focus attention on the learning process, rather than on just the final product.

A good personalized learning program can help address this issue by making a point of focusing on the journey students are making rather than the end result.

Rather than focusing on rote procedures, lectures, decontextualized information, or passive reception of content, lessons based on the Framework actively involve students in their learning.

Students learn best when they are able to focus on their education rather than worry about bullying or disruptive classrooms where an instructor is attempting to manage the behavior of 35 or more sStudents learn best when they are able to focus on their education rather than worry about bullying or disruptive classrooms where an instructor is attempting to manage the behavior of 35 or more studentsstudents.

It just makes sense that a school committed to helping all students learn at high levels would focus on learning rather than teaching, would have educators work collaboratively, would ensure students had access to the same curriculum, would assess each student's learning on a timely basis using consistent standards for proficiency, and would create systematic interventions and extensions that provide students with additional time and support for learning.

The multiple linkages model asserts a prominent role for «situational variables» — the size of the work group, organizational policies and procedures, the prior training and experience of members — which mediate what the leader is able to do.131 For example, the size of the school will have a significant effect on how well teachers know other teachers; it also will affect the way in which teachers form workgroups or departments to talk about their work.132 The fragmented nature of professional communities, rather than size per se, becomes a constraint on how principals try to organize professional communities to focus on instruction and student learning.

«When the classroom culture focuses on rewards, gold stars, grades or class ranking, then (students) look for ways to obtain the best marks rather than to improve their learning.

Focus on the learning outcomes intended for the lesson, rather than just the activities the students will be doing.

As a strategy employed by teacher leaders, lesson planning, review, or analysis may be used for various purposes: to focus attention on the content and learning outcomes in a lesson, rather than on an «activity for activity's sake»; to deepen understanding of «big ideas» and the content knowledge in a lesson; or for articulating the conceptual flow across lessons that guides student learning over time.

Good feedback focuses on both the work and the student's process; relates feedback to a learning goal; describes work products rather than passes judgment; and is positive and specific.

Worst of all, these changes are often made in the middle of students» courses of study, making it impossible to plan properly or to focus on learning rather than constant administrative change.

Ideally, feedback to students should: (a) be tailored as much as possible to individual students, (b) identify progress as well as next steps, (c) be simple and clear, and (d) be focused on the learning target and related tasks rather than the student.

Drawing from Carol Dweck's «mindset» approach, Crocker suggests that teachers focus on praising effort and affirming students» capacity to learn, rather than viewing them as «smart» or not.

Rather than just punishing kids, RJ focuses on holding students accountable for their actions so they can learn from their mistakes and change their behavior.

Frequently, parents and students perceive tutors as quick fixes to academic challenges rather than focusing on the improving learning habits and kindling an academic curiosity for lasting academic gains.

However, schools that focus primarily on raising test scores, implement RTI as a series of discrete actions rather than an on - going process, implement RTI mostly to comply with the law, or see student failure as a failure in learning will struggle to reap the benefits of RTI.

Rather than focusing on «fixing» ELL students, coach them to oral reading proficiency with this model that accounts for both academic and social - emotional learning.

Rather than focus on skill - and - drill learning alone, however, the school pushes students to tackle real problems and projects, work in teams, and perform for real audiences.

While I question their focus on personal characteristics rather than variables more likely to influence student learning and achievement, I do hope that their report reinvigorates interest in, and closer attention to, district - level responsibilities and practices that do, indeed, positively influence student achievement.

Chaudhary, a former high school teacher and McKinsey & Company analyst, says that ClassDojo focuses specifically on monitoring social and emotional learning, rather than on grades, because these are the skills that students will carry with them as they get older.

The PLP and flexible pathway concept focuses on the knowledge and skills that the student finds valuable, which in turn allows them to focus more on learning rather than what course they need to take next.

As one participant in the summer leadership session told me, «The focus on learning rather than teaching forces us to think about how to engage with students in real time — on how to make students creators rather than consumers of learning.»

Rather, as we consider the affordances and constraints of each digital tool, it is important to focus on how the tool develops students» reading and writing learning and engagement.

Rather than focusing on firing teachers, it has one of the strongest initial teacher education systems in the world, and leaders credit that system with having produced nationwide improvements in student learning.4 There is relatively little emphasis in Finland on formal on - the - job evaluation, and much more emphasis on collaboration among professionals to promote student learning.

(Of course, as with computer - based instruction, to be truly effective tutoring needs to be connected to the content students are learning rather than just focused on free - floating comprehension skills.)