Sentences with phrase «greater responsibility for student learning»

Every model we studied included incentives for teachers who took on greater responsibility for student learning and many had specific eligibility requirements and an application process, providing the transparency that seems to be lacking in Oakland.

Not exact matches

«We are seeing learners taking a greater responsibility for their work and if there is one little kernel that is right back to what we are on about it, it is that they own their own learning — teachers don't own it for them, they are not transmitting to students what they need to learn, it is learners having an environment; the constructivist idea of education where they grow themselves, self - directed.

The Center for Learning in Technology researchers, led by Bill Penuel, found increased student engagement, greater responsibility for learning, increased peer collaboration skills, and greater achievement gains by students who had been labeled low acLearning in Technology researchers, led by Bill Penuel, found increased student engagement, greater responsibility for learning, increased peer collaboration skills, and greater achievement gains by students who had been labeled low aclearning, increased peer collaboration skills, and greater achievement gains by students who had been labeled low achievers.

«In an in - home setting, students are active rather than passive, and assume greater responsibility for their own learning,» he said.

Major Responsibilities: Create a caring environment that promotes risk - taking and innovation for kids; support our mission of high - level technology integration in a expeditionary learning environment; build greater levels of scholarship, leadership, citizenship, and stewardship in our students.

This gives students greater responsibility for their education, ensures parents are involved, and provides teachers with a better understanding of each students» interests and learning needs.

NEA began to chart a course to greater student learning through strong professional practice with its 2011 report, Transforming Teaching: Connecting Professional Responsibility with Student Learning, and its 2015 Accountability Task Force Report, which outlined a vision for shared responsibility and student sstudent learning through strong professional practice with its 2011 report, Transforming Teaching: Connecting Professional Responsibility with Student Learning, and its 2015 Accountability Task Force Report, which outlined a vision for shared responsibility and student learning through strong professional practice with its 2011 report, Transforming Teaching: Connecting Professional Responsibility with Student Learning, and its 2015 Accountability Task Force Report, which outlined a vision for shared responsibility and stResponsibility with Student Learning, and its 2015 Accountability Task Force Report, which outlined a vision for shared responsibility and student sStudent Learning, and its 2015 Accountability Task Force Report, which outlined a vision for shared responsibility and student Learning, and its 2015 Accountability Task Force Report, which outlined a vision for shared responsibility and stresponsibility and student sstudent success.

By giving teachers and schools tools to enable and empower learning, and by giving students a voice in defining their path to success, together we can ultimately enable and empower students to take responsibility for their journey, reach their greatest potential, and discover their contributions to the world.

Students actually enjoy having greater responsibility over their learning and work harder for me.»

Young teachers today say that they are less motivated than previous generations by a career in which their work responsibilities do not change over the course of their employment.16 Moreover, young teachers want to receive frequent feedback on their teaching, and they want to be rewarded for proving their ability to help students learn.17 Career pathways can provide young teachers with the feedback and mentorship that they report are lacking.18 Additional pathways can provide opportunities for these teachers to grow and excel, which is critical in order to increase student achievement and retain great teachers.

MySuccess is a great way for students to keep tabs on their progress and take responsibility for their learning, while also engaging parents in their child's education.

When students self - assess, they internalize standards and assume greater responsibility for their own learning (Darling - Hammond et al., 2008).

«It becomes a great learning tool for the kids — learning responsibility, learning how other living beings are absolutely dependent on [students] to be alive,» Vetere notes.

The Report's central conclusion is that, although traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.10

Mediation is an empowering process in which students learn to assume greater responsibility for resolving their own problems