Sentences with phrase «for differences in student learning»

The report cites the well - established principle that teaching quality is the most powerful school - based factor in student learning — one that outweighs students» social and economic background in accounting for differences in student learning.

Not exact matches

Brighton is a private school for students with challenges who learn best in small groups, are one or more years behind academically, have learning differences or require extra support.

«I think if we can just slow down a little bit on the high - stakes assessment and get teachers comfortable using something like Toward High School Biology or units from IQWST then teachers will begin to get a feel for what [the new standards] mean and will start seeing a difference in their students learning,» Roseman said.

«We further theorize that the essential difference between collaborative group work and direct instruction is that students learn about the «self as agent and others as (the) audience,»» a hypothesis explored in another paper by Zhang's co-authors, Richard C. Anderson, director of the Center for the Study of Reading, and graduate student Joshua A. Morris, both of the U. of I.

Molly has been an outstanding leader in South Carolina, and she also is recognized nationally for making a difference in student learning across the state,» said Melinda George, president of NCTAF.

Though deadlines for submitting assignments are the same as the in - person courses, one major difference is that all lecture - watching and other learning experiences are asynchronous, meaning that there is no fixed time during which a student must be online.

If there are multiple learning styles and differences in baseline knowledge, all activities will not be equally appropriate for all students.

This is a much more positive and optimistic view of learners» capacities for learning than past views that individuals differed markedly in their ability to learn and that part of the role of schools was to identify these differences and to sort students accordingly.

The resources available will use dyslexia friendly fonts so all students can access the learning - Students will summarise our learning from the previous six topics with some one mark questions and will write down the answers in your exercise books Students will then recall the differences between science and religion on the origins of the universe and life and will make a list of three differences between science and religion Students will study and research the different interpretations in Christianity of the Genesis creation story and will answer four tasks based on research about these different interpretations Students will study the role that science and religion play in people's lives and will make a list of things that attract people to science over religion Students will make a list of things that make people religious and will then plan for a potential 12 mark students can access the learning - Students will summarise our learning from the previous six topics with some one mark questions and will write down the answers in your exercise books Students will then recall the differences between science and religion on the origins of the universe and life and will make a list of three differences between science and religion Students will study and research the different interpretations in Christianity of the Genesis creation story and will answer four tasks based on research about these different interpretations Students will study the role that science and religion play in people's lives and will make a list of things that attract people to science over religion Students will make a list of things that make people religious and will then plan for a potential 12 mark Students will summarise our learning from the previous six topics with some one mark questions and will write down the answers in your exercise books Students will then recall the differences between science and religion on the origins of the universe and life and will make a list of three differences between science and religion Students will study and research the different interpretations in Christianity of the Genesis creation story and will answer four tasks based on research about these different interpretations Students will study the role that science and religion play in people's lives and will make a list of things that attract people to science over religion Students will make a list of things that make people religious and will then plan for a potential 12 mark Students will then recall the differences between science and religion on the origins of the universe and life and will make a list of three differences between science and religion Students will study and research the different interpretations in Christianity of the Genesis creation story and will answer four tasks based on research about these different interpretations Students will study the role that science and religion play in people's lives and will make a list of things that attract people to science over religion Students will make a list of things that make people religious and will then plan for a potential 12 mark Students will study and research the different interpretations in Christianity of the Genesis creation story and will answer four tasks based on research about these different interpretations Students will study the role that science and religion play in people's lives and will make a list of things that attract people to science over religion Students will make a list of things that make people religious and will then plan for a potential 12 mark Students will study the role that science and religion play in people's lives and will make a list of things that attract people to science over religion Students will make a list of things that make people religious and will then plan for a potential 12 mark Students will make a list of things that make people religious and will then plan for a potential 12 mark question

We know that students are unique individuals with different proclivities, passions, and interests, but educators need frameworks for responding to these differences in the classroom and other learning environments.

Hattie also also criticises performance pay models in the report, saying that it is «difficult to find a performance - pay model that has made much, if any, difference to student learning» and that they often cause higher stress levels for teachers, which can cause them to lose enthusiasm.

The gap grows as they progress through school primarily because of differences in the proportion of students classified as having a Specific Learning Disability (SLD), which he reports is for most students a relatively mild and subjectively diagnosed disability.

This is a summary of Gender and sex differences in student participation, achievement and engagement in mathematics by Dr Sarah Buckey, the first in a series of papers, Changing minds: Discussions in neuroscience, psychology and research, published by the Centre for Science of Learning @ ACER.

Resource specialists in the center work with students who are having trouble identifying their learning styles, for example, or who are at a loss for ways to manage their particular difference.

Evaluations of any educational technology program often confront a number of methodological problems, including the need for measures other than standardized achievement tests, differences among students in the opportunity to learn, and differences in starting points and program implementation.

The teacher makes appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication and response modes) for individual students who have particular learning differences or needs.

He has identified a «hinge point» of 0.40 to identify actions «that could be considered «working» in terms of making a visible difference in student learning,» as he explains in Visible Learning for Tlearning,» as he explains in Visible Learning for TLearning for Teachers.

In the professional learning communities I observe when I travel throughout the country I see dedicated professionals who chose to become educators because of their dedication to making a difference for all students.

The comments come from current Teachers, Teaching Assistants, SEND co-ordinators, heads of house, inclusion managers and Form Group Tutors...: We used this in small groups in our new class every morning for a week, what a great start, everyone is still buzzing... Builds a strong sense of belonging to something special... your class... Encourages differences and similarities to recognised and valued... Hugely improves our efforts at inclusion... The students quickly came out of their shells and are blossoming... Reveals much of the nature of the students... Gets us buzzing as a group... Encourages participants to take part in their own game and go and find things out from others... brilliant ice breaker game... Helped to resolve a huge problem we had in getting students to gel... Switches the students brains on from the moment go... Helps to break down various barriers... Gives a big boost to developing important life skills... This gives a great insight and a fantastic array of examples, clues and hints as to the characters of each individual in the group... Helps participants learn some things about themselves... Helps participants learn some things about others... Helps you learn about the participants (you can be a player as well on some occasions)... Makes it easy to develop class rules of fairness and cooperation... Builds a sense of purpose... Creates a sense of community and togetherness... Brilliant, just brilliant... our school is buzzing...

Although comparable measures of the rate of student learning are not available for Chile, researchers studying the Chilean school system typically consider a difference in student achievement of 10 percent of one standard deviation to be a small to moderate effect.

Many educators feel that this method, combined with teacher narrative, better reflects student progress because it makes allowances for individual differences in learning rate and style, emphasizes real learning over test scores, and minimizes subjective considerations.

Sophisticated statistical programs can help administrators draw vital inferences about the learning process, especially about the extent to which each teacher is providing «value - added» to students (after allowing for differences in student backgrounds and other influences on learning that teachers can't control).

Mariam Durrani, an expert on Islamophobia and Muslim youth and a lecturer at the Harvard Graduate School of Education (HGSE), says that even if there are no Muslim students in a class, «changing educational and society - wide demographics suggest that as young people come of age, we'll have even greater need for conversations about learning across difference and about addressing systemic inequalities,» whether about religion, race, gender, sexual orientation, or other identifiers.

While much more research is needed to understand the effectiveness of virtual schooling for students in K — 12, the small body of research available points to no significant differences in student performance in online courses versus face - to - face learning.

Meanwhile, in the United Kingdom, a recent study of the design principles of 153 primary classrooms concluded that «differences in the physical characteristics of classrooms explain 16 percent of the variation in learning progress over a year,» and that «ownership and flexibility» — the ability to adapt the surroundings to individual student preferences — accounted for a quarter of that difference.

He tripled the percentage of students of color in the cohort (currently 45 percent), and created a community where students had the skills and opportunities to learn with and disagree with each other, and care for each other across differences.

«We found that how schools implement blended learning — such as orientation sessions to prepare students and staff for what may be a new style of learning — makes a huge difference in student experiences and ultimately on student outcomes,» said Marianne Bakia, Ph.D., senior policy analyst at SRI International's Center for Technology in Learning and lead author of thelearning — such as orientation sessions to prepare students and staff for what may be a new style of learning — makes a huge difference in student experiences and ultimately on student outcomes,» said Marianne Bakia, Ph.D., senior policy analyst at SRI International's Center for Technology in Learning and lead author of thelearning — makes a huge difference in student experiences and ultimately on student outcomes,» said Marianne Bakia, Ph.D., senior policy analyst at SRI International's Center for Technology in Learning and lead author of theLearning and lead author of the report.

Yet such efforts may not adequately account for important differences within a classroom of students — differences in knowledge, in learning styles, or the rate at which students learn.

No student's roadmap for learning is identical to anyone else's and differentiating in Process, Product, & Content recognizes these differences.

«Social and emotional learning makes a difference for students in terms of their academic well - being in many respects,» said panelist Elizabeth Glennie, a research analyst at RTI International and NNSTOY report co-author along with Bassett and three others.

It is important for educators to understand the differences in their students» learning styles, so that they can implement best practice strategies into their daily activities, curriculum and assessments.

Great teachers make the biggest difference of any in - school factor between a student fostering a lifelong love for learning and dropping out of school.

One of NCSECS» primary objectives is to develop a dynamic coalition of special education and charter school advocates that support equal access and high quality, effective and appropriate supports for students with learning differences in charter schools and who are committed to working together to develop practical solutions to challenges that hinder access and quality.

Here we were motivated by questions about (1) district antecedents of school leaders «efficacy, and possible differences in the antecedents of individual as compared with collective leader efficacy, (2) consequences of school - leader efficacy for leader behavior, as well as school and classroom conditions, and (c) effects of leader efficacy on student learning.

The potential for these focused improvement plans to make a difference in the quality of student learning is highly dependent on the degree to which local educators are able to align local curriculum, teaching, and assessment practices with the external measures against which they are being held to account.

Moreover, the concept of learning how to learn provides a vision both for teachers — that what they do in the classroom makes a difference for their students — and for teachers themselves.

Because the number one source for building efficacy is mastery experiences, these teams are in the process of building efficacy, that is, the belief that they can and will make a difference in student learning.

What's an innovation that your community can tackle together for one years or two year or three years that you could look back on and say, «That really made a difference in the learning lives of our students.»

The Handbook of Metacognition in Education — covering Comprehension Strategies, Metacognitive Strategies, Metacomprehension, Writing, Science and Mathematics, Individual Differences, Self - Regulated Learning, Technology, Tutoring, and Measurement — is an essential resource for researchers, faculty, students, curriculum developers, teachers, and others interested in using research and theory on metacognition to guide and inform educational practice.

How can learning environments foster student agency, while accounting for variation in students» readiness for autonomy (including students with learning differences)?

Learning in depth would transform students» understanding of the nature of knowledge, teach them the difference between opinion and fact, transfer to students» learning in other areas of the curriculum, encourage learning for its own sake, and stimulate the imagLearning in depth would transform students» understanding of the nature of knowledge, teach them the difference between opinion and fact, transfer to students» learning in other areas of the curriculum, encourage learning for its own sake, and stimulate the imaglearning in other areas of the curriculum, encourage learning for its own sake, and stimulate the imaglearning for its own sake, and stimulate the imagination.

Including their insight into what works for students, themselves and their colleagues makes the difference in successfully transforming teaching and learning.»

Supplementing the five case studies, brief vignettes written by practitioners show how core practices — teamwork, the use of achievement data, and planning for measurable goals — made an immediate and profound difference in student learning at their respective schools.

How do you communicate the difference for teachers in knowing about a teaching strategy and successfully implementing it to impact student learning?

The coalition believes the Board took a positive step by approving an increased level of ambition in new long - term goals and interim benchmarks, especially for students who have traditionally had less opportunity to excel — children of color, those whose families have less income, English language learners and students who are challenged by learning differences.

Our ideal candidate will possess a knowledge base and passion for teaching students, preferably with language - based learning differences, and be able to organize and implement an instructional program that will capitalize on student strengths and be in accordance with Westmark School's mission.

In addition to having a solid grasp of content and setting high expectations, those who teach math to students with learning needs must also choose effective instructional strategies and make accommodations for learner differences.

I. Treats all students equitably, recognizing and planning for individual differences in cultures, languages, learning abilities, backgrounds, and experiences.

Therefore, the preservice teacher in this example must be taught (a) to identify individual students» learning styles, (b) content specific pedagogical practices that account for student differences, and (c) ways to use technology to scaffold and facilitate student learning.

Comparison of the fields of gifted education and middle school education indicates some major differences in such areas as organizing for instruction, how students learn, mainstreaming, delivery of instruction, affective needs, and the concept of giftedness.