Sentences with phrase «for traditional classroom teachers»

Rather than replacing teachers, the authors see digital learning as transforming teaching — both by offering tools for traditional classroom teachers and by enabling entirely new ways of teaching.

Not exact matches

As administrators and school boards around the country consider the Next Generation Science Standards (NGSS), Science Buddies is helping teachers begin ramping up, now, for some of the ways in which traditional classroom science projects and assignments may change.

The traditional sort of mainstream idea of Flipped Learning is that teachers will take what they used to do in the classroom - you know, lecturing and presenting information to students and classroom discussions for example, and do those things outside the classroom.

Our latest publication, «How to create higher performing, happier classrooms in 7 moves: A playbook for teachers,» offers to blended - learning classrooms an early iteration of what Doug Lemov's Teach Like A Champion gave to traditional classrooms: detailed descriptions of specific teacher moves that define high - quality, student - centered teaching.

And as Waldorf methods have become more accessible and better understood, more teachers have joined charter schools specifically inspired by Waldorf methods or have adopted some of its approaches for their own classrooms within traditional public schools.

Whether in a traditional or a virtual classroom, with online collaboration tools everyone can just form a community where teachers assign projects to their students in real - time and students may ask for clarifications, if any.

I spent last year on leave writing a book for K - 12 teachers about how to begin blending online work into their traditional classrooms.

While the traditional classroom teacher is bound to confront students with reading difficulties, most teachers have not received much (or any) preparation for the specific teaching challenges these students present.

They are designed to transform the traditional teaching environment and provide new career paths for teachers that allow them to advance their careers without leaving the classroom.

The New York City - based foundation said it hopes its new «students at the center» grant program will help train teachers to abandon traditional 40 - minute lectures for more - active approaches in the classroom, such as problem - solving, critical thinking, and hands - on learning.

These big - ticket items point out the need for better up - front planning and strategy around training teachers to successfully implement personalized learning, as well as the need to carefully think through the costs of creating spaces that are better suited to personalized learning, where students are often required to move in ways that don't fit the traditional classroom design.

For teachers in traditional classrooms, it is difficult to find the time to provide this kind of support to their students.

Teachers Trade Space, Traditional Fixtures for Fitness Teachers in North Carolina have made room for exercise bikes in their classrooms.

My hope is that these award winners will be a catalyst for both teachers and students to use the design thinking process as a way of viewing traditional classroom activities in a different light.

The real challenge lies in figuring out how to deliver relevant development opportunities for teachers in order to help them with continues professional development and training for making best use of the blended learning environment and smoothing the transition process from traditional to blended classrooms.

Traditional classroom teaching requires a board for the teachers to demonstrate.

Many classrooms are quickly moving away from a traditional «carousel» guided reading system, with many teachers finding that this is not fit for purpose, particularly in upper Key Stage 2.

The traditional course of teaching in a classroom requires a board for the teacher to demonstrate.

Design Ventura, the museum's annual Design and Enterprise programme funded by Deutsche Bank, provides a one stop shop for a real world, relevant design experience and supports teachers» aspirations for their subject and students, providing a route to design skills that they may not otherwise encounter in traditional classroom or workshop set ups.

Since teacher salaries are the primary instructional expenses for schools, it should come as no surprise that charters spend less on classroom instruction than traditional public schools, whose teachers are older and thus further along on the salary schedule.

Digital and traditional methods complement one another, for instance, students leaving a teacher - led classroom for an hour in the computer lab devoted to exercises that determine how well students assimilated the classroom content.

«I keep having to say to teachers, «It's OK if I come into your classroom and it looks very traditional,» because a project for everything is not appropriate, but engaging work is always appropriate.»

He shows the power of interactive exercises, and calls for teachers to consider flipping the traditional classroom script — give students video lectures to watch at home, and do «homework» in the classroom with the teacher available to help.

Before picking those core pieces, teachers need a vision for redesigning a classroom, and they should be willing to get rid of the traditional school furniture for more innovative pieces.

For veteran teacher Kelly Myers, moving from the traditional classroom to the world of virtual teaching and learning was like starting over.

In traditional classrooms, students typically work on simple assignments that emphasize short - term content memorization; they work alone, write for the teacher alone, and rarely make presentations.

Advocates on one side believe teachers should prepare for their classroom careers in the traditional way: attending schools of education where they learn a lot about teaching technique (but often spend too little time learning academic content).

In a new article for Education Next, James Spillane of Northwestern University and Matthew Shirrell of George Washington University report that even within the limitations of traditional school building design, thoughtful classroom assignments can promote beneficial teacher interactions.

Keeping a classroom neat can be an ongoing struggle for teachers, especially once traditional desks (and their storage) go away.

The rush to privatize education will also turn tens of thousands of students into guinea pigs in a national experiment in virtual learning — a relatively new idea that allows for - profit companies to administer public schools completely online, with no brick - and - mortar classrooms or traditional teachers.

2) Student - Learning Data Analysis and Decision Making Many groups make a big deal out of teachers using more data to drive better instruction for students, but it's tough to do in the traditional classroom.

Progressives and traditionalists battled over the curriculum in the first two decades of the twentieth century (practical vs. «book - based» learning), in the 1920s (project - based, experiential learning vs. traditional intellectual disciplines), in the 1940s (curriculum for personal adjustment vs. curriculum for knowledge and skills), in the 1960s and 1970s (student - centered, open classrooms and inquiry learning vs. teacher - led classrooms and basic skills), and in the 1990s (over standards, as described above).

Katie has also been a classroom teacher in both traditional public and public charter schools, and was a 2011 Teach For America corps member in Las Vegas, NV.

His vision for «how learning can be saved» boils down to using computers as supplemental tools in support of traditional, teacher - led classroom activities.

A: In unique circumstances this might be possible, but an SGO appropriate for a school librarian might be too narrow for a teacher in a traditional classroom setting.

Instead of considering how they can use particular OER content and OER curation platforms to transform instruction, schools too often look only at whether OER solutions cover the required content for given courses or are easy and appealing for teachers and students in traditional classrooms to pick up and use.

In a traditional school, teachers are dispersed in separate classrooms throughout the building, and are basically responsible for implementing the curriculum in their own way.

Regardless of whether they are Special Education IAs (providing vital services to one, two, three, four or more special education students) or Traditional IAs (helping teachers prepare and run classrooms so that all the students have the opportunity to learn), IAs are truly on the front line of enhancing educational opportunities for our children.

The traditional classroom, where the teacher is the center and the students do the assignment, has not worked for all.

For second graders who were not in classrooms with the literacy rotation (such as the traditional grade 2, the multiage grade 2 - 3, and the split - grade 2 - 3 class), reading instruction was left to individual teachers and their paraprofessionals with support from one of the school's Title I teachers and the special education teacher.

To address the surge in demand for online courses delivered through VHS@PWCS, respond to overcrowding challenges, and ensure students comply with new state regulations for a compulsory online course credit, PWCS has initiated a blended learning expansion to share VHS@PWCS content with teachers in traditional classrooms across the division.

Combine the struggles in improving literacy with low levels of classroom management skills among many teachers (another problem traceable to ed schools), the arbitrary nature of traditional school discipline practices, and the problems within American public education attributable to racialist practices such as ability grouping, and it is little wonder why the overuse of suspensions is such a problem for our kids.

Preservice teachers who may have had negative or poor experiences with online or distance learning in the past would certainly have preconceptions that need to be addressed through field experiences specifically for VS. Moreover, changes in roles in virtual classrooms, such as the complementary roles of the VS teacher and the VS site facilitators can not be observed in traditional field experiences.

In a traditional classroom where teachers are responsible for many students at once, it can be difficult to give each student one - on - one attention.

Also, without the teacher and students in one traditional classroom setting, assigning teacher candidates to a brick - and - mortar school for a field experience emphasizing VS would be pointless.

This model offers a clear avenue for traditional schools and teachers to integrate online learning into the classroom to support learners at all levels.

Cerf is among state leaders who have questioned the efficacy of traditional teacher college programs, saying that many schools fall short in preparing teachers for the realities of the classroom.

Advocates of teacher - training programs say one reason for the relatively high dropout rate is the traditional teacher education, which they say relies too heavily on classroom theory instead of arming newcomers with practical tactics to cope with a packed classroom of students with divergent abilities, language barriers or difficulty sitting still for 30 minutes.

Interestingly, the researchers found that their group of 11 student - centered teachers had a higher proportion of poor students in their classrooms than the 11 traditional teachers did (36 percent qualifying for free or reduced price lunch vs. 24 percent).

Teachers who embrace personalized learning can actually do more for each student than they ever could using a traditional classroom model!