Everyone involved in these efforts has much to learn, but we are cautiously optimistic about the power of these models to accelerate results for students and prepare
them for more ownership of their learning now and in the future.
Not exact matches
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By including students in the design
of instruction and course expectations, they are
more likely to have greater
ownership and relevance
for the
learning.
The idea
of giving students
more ownership over what we discussed — from the questions themselves to possible answers — seemed like an exciting opportunity
for us to
learn together.
Some
of these included: having a whole school approach, giving children
ownership, having an action plan, integration within the curriculum, having
more time, staff passion, having experience
of learning in this area, inclusion
of all stakeholders, and opportunities
for children to interact at first hand with real - life examples.
Finally, Ben suggests my appeal
for more student
ownership of learning relies on circular logic.
We have to let go that image; knowledge exists irrespective
of the teacher, and the
more we empower, allow, permit, even «force» students to take
ownership and responsibility
for their
learning, the better prepared they will be
for the future that awaits them.
While the single - point rubric may require that we as educators give a little
more of our time to reflect on each student's unique work when grading, it also creates space
for our students to grow as scholars and individuals who take
ownership of their
learning.
It's a great way
for students to take
ownership of their
learning, as well as hold themselves
more accountable.
«It's a
more equitable system
for assessing student understanding, and it also puts the
ownership of the
learning in kids» hands.»
Meanwhile, the Summit Public Schools charter network is offering its own innovative self - paced, project - based
learning model
for free to districts looking to give students
more ownership of their education.
Just as there's a lot
of information and data out there that talks about students, particularly low - income students coming from low - performing schools or communities, going to college and struggling because they've been so used to being spoon - fed information and not taking responsibility
for their own
learning, we need to use blended
learning to support students being
more self - directed and have
more ownership of their
learning so they're able to
more successful in college and career.
Qualitative studies show that the schools» use
of the Success Highways paradigm provided a
more personalized
learning environment and providing a self efficacy framework
for academic
ownership.
To foster choice and encourage
ownership, many pilot teachers introduced classroom strategies to help students become responsible
for more aspects
of the
learning process, monitor their progress, and set
learning goals
Expectations and baby steps were helpful to get them ready
for being
more in control
of their path
of learning and accepting the student
ownership that comes with this change.
The
more students are empowered to take
ownership of their education, the
more likely they'll be to discover a method
of learning that works
for — and ultimately motivates — them.
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