Sentences with phrase «grouping strategies in their classroom»

Teachers» use of MFAS was also associated with increases in their mathematics knowledge for teaching and use of student grouping strategies in their classroom practice.

Not exact matches

In every class, both core and elective curriculum, Trinidad Garza uses the six strategies from the Common Instructional Framework — collaborative group work, literacy groups, scaffolding, writing to learn, questioning, and classroom talk — to align their instruction, create a rigorous environment, and foster students who take ownership of their learning.

Rather than attempting to develop and implement solutions for defined student groups, a more effective strategy for closing achievement gaps may be to work to ensure that evidence - based best practice is implemented as widely as possible in every school and every classroom.

The controversial strategy of grouping students by ability has become more favored in classrooms recently ~ especially at the elementary level.

This study introduces two empirical strategies that circumvent these obstacles by examining differences in cohorts of students - a school's group of 3rd graders in one year versus the next year's group of 3rd graders - rather than cross-sections of classrooms at the same grade level.

Game - based learning, blended learning, mobile learning, and microlearning are growing strategies for further engaging learners at a level beyond the one which can often be reached in a group - based, instructor - led, classroom learning environment.

Working in groups would only be one of the classroom strategies that might be «coached.»

For instance, make it easier for educators to discipline unruly students, or to use «ability grouping» in their classrooms instead of mandating the nearly - impossible strategy of «differentiating instruction.»

Learning Centers Learning Centers is an exploratory and interactive learning strategy where students rotate in groups to different activities that reinforce and extend classroom learning.

Put all these factors together and what you get is the ultimate support group for educators who want to test new strategies, refine their work, and improve teaching and learning in their individual classrooms and across the entire school.

It was a function of the perceived value of strategies and tools introduced during the PLC (e.g., 5E model, cooperative learning strategies, assessment probes, observing student learning in the classroom) and the small and large group discussion occurring every day we met.

Strategies for Understanding Word Problems by Christine King, K - 4 (1:45 P.M. — 2:35 P.M.) This workshop will provide participants with hands - on, small - group experiences focusing on 10 strategies that can be used immediately in the classroom to increase student comprehension of word problems across all the keyStrategies for Understanding Word Problems by Christine King, K - 4 (1:45 P.M. — 2:35 P.M.) This workshop will provide participants with hands - on, small - group experiences focusing on 10 strategies that can be used immediately in the classroom to increase student comprehension of word problems across all the keystrategies that can be used immediately in the classroom to increase student comprehension of word problems across all the key concepts.

Rather than distill a student's growth into a single number or percentage, we've leveraged our rich data about each student to provide teachers with classroom - level strategy group support, a real - time activity feed that shares information about whether a student has demonstrated understanding in a lesson, the opportunity to experience the tasks and questions students were given in each lesson, and the ability to easily assign differentiated lessons that take into account each student's prior knowledge.

He decides to try a strategy that he has seen other teachers in the inquiry group use: back in his classroom, he audio records a conversation between himself and the student and brings the recording to discuss with his colleagues at the next inquiry session.

Team up with other K - 12 leaders in this moderated group discussion to develop the winning strategies needed to put a quality teacher in every classroom, every day.

Recently, when my students were working together to defend the strategies they used to solve a problem, several students thought it would be best if the groups were smaller than the 28 students in our classroom.

Cooperative learning is a teaching strategy classroom teachers use to help their students process information more quickly by having them work in small groups to accomplish a common goal.

In this webinar, Dr. Pamela White will discuss 3 key strategies for effectively integrating ABA into group instructional settings and classroom activities and will be offering practical tips for getting started implementing ABA in your classroom todaIn this webinar, Dr. Pamela White will discuss 3 key strategies for effectively integrating ABA into group instructional settings and classroom activities and will be offering practical tips for getting started implementing ABA in your classroom todain your classroom today!

At the end of each group meeting, the teachers decided what strategies they would try out next in their classrooms.

The teachers» recommendations are informed by surveys from nearly 300 Connecticut educators and several educator focus groups to understand the most essential strategies for improving school finance from experienced teachers serving in our state's classrooms.

To accomplish this goal, schools, teachers, guidance counselors, and other educational specialists may employ a wide variety of educational methods, from modifying assignments and instructional strategies in the classroom to entirely redesigning the ways in which students are grouped and taught in a school.

Dr. Catterall's team followed the schools for two and a half years, administering surveys, conducting focus groups, and observed and participated in LAA + professional development, and conducted over 50 classroom observations to assess the impact LAA + training had on teachers» understanding of arts integration and their ability to utilize it as an instructional strategy.

CEL used multiple strategies to build buy - in, including group sessions, classroom observations, and studio laboratories.

The Long Beach Unified School District in California, for example, requires that all new teachers receive regular «instruction» on the job in the basics of classroom practice — from how to manage student behavior to choosing effective strategies for small group instruction.

for Intervention Group Strategies: e.g. Pupil Premium / Pupil Deprivation students for flipped and independent learning both in and outside of the classroom for revision and consolidation wherever and whenever students want to learn to motivate high, middle and low attainers to identify student knowledge gaps and to target learning to improve homework and assessment

In this book, Johnnie McKinley presents the results of her in - depth study of a group of teachers in grades 3 — 8 who managed to radically narrow the achievement gap between their black and white students by using a set of culturally responsive strategies in their classroomIn this book, Johnnie McKinley presents the results of her in - depth study of a group of teachers in grades 3 — 8 who managed to radically narrow the achievement gap between their black and white students by using a set of culturally responsive strategies in their classroomin - depth study of a group of teachers in grades 3 — 8 who managed to radically narrow the achievement gap between their black and white students by using a set of culturally responsive strategies in their classroomin grades 3 — 8 who managed to radically narrow the achievement gap between their black and white students by using a set of culturally responsive strategies in their classroomin their classrooms.

The activity itself provides preservice teachers with a model of teaching and learning strategies that they can utilize in their future classrooms — including empathetic role - playing, historical think - alouds, and group decision - making.

It is contingent on... seeing cultural differences as assets; creating caring learning communities where culturally different individuals and heritages are valued; using cultural knowledge of ethnically diverse cultures, families, and communities to guide curriculum development, classroom climates, instructional strategies, and relationships with students; challenging racial and cultural stereotypes, prejudices, racism, and other forms of intolerance, injustice, and oppression; being change agents for social justice and academic equity; mediating power imbalances in classrooms based on race, culture, ethnicity, and class; and accepting cultural responsiveness as endemic to educational effectiveness in all areas of learning for students from all ethnic groups.»

Site visits including the observation of teachers implementing the strategies in their classrooms and one - on - one and group coaching and mini lessons to support any challenges teachers are facing

Instructional practices tags, or tags related to specific instructional practices and strategies that are being used in a lesson, such as whole - class discussions, small group work, and particular classroom management practices.

Overhead transparencies are included in Whole Group Strategy Session folders for those classrooms that do not have access to an LCD projector or interactive whiteboard.

Recommended Strategies: Supportive Provide opportunities for students to discuss concerns with teachers and counselors Address issues of motivation, self - perception and self - efficacy Accommodate learning styles Modify teaching styles (e.g., abstract, concrete, visual, auditory) Use mastery learning Decrease competitive, norm - referenced environments Use cooperative learning and group work Use positive reinforcement and praise Seek affective and student - centered classrooms Set high expectations of students Use multicultural education and counseling techniques and strategies Involve mentors and role models Involve family members in substaStrategies: Supportive Provide opportunities for students to discuss concerns with teachers and counselors Address issues of motivation, self - perception and self - efficacy Accommodate learning styles Modify teaching styles (e.g., abstract, concrete, visual, auditory) Use mastery learning Decrease competitive, norm - referenced environments Use cooperative learning and group work Use positive reinforcement and praise Seek affective and student - centered classrooms Set high expectations of students Use multicultural education and counseling techniques and strategies Involve mentors and role models Involve family members in substastrategies Involve mentors and role models Involve family members in substantive ways

Rydges North Sydney features a selection of meeting rooms the largest of which is pillar free and can seat 120 delegates in a classroom setting, 2 smaller adjoining meeting rooms are ideal for breakout groups and workshop sessions or can be used for smaller stand - alone strategy meetings, training seminars and planning days.

Supported students in developing strategies for individual needs and classroom group dynamics.

• Hands - on experience in providing assistance with individualized instruction through well - placed instructional strategies • Skilled in effectively applying methods for enhancing students» working knowledge of core concepts • Excellent skills in recognizing, describing and reporting student behavior and academic progress • Unmatched ability to impart instruction at the student's level of comprehension • Proficient in using a variety of technological tools to communicate with students and provide them with information on complex topics • Adept at recognizing patterns of human development and benchmarks that are typically achieved at different ages • Demonstrated expertise in designing and using age - appropriate materials for instructional enforcement • Documented success in establishing positive relationships with students to promote student self - esteem • Proven ability to mediate student conflicts and handle behavior management duties • Qualified to use appropriate strategies and techniques to provide dedicated instructional support • Able to effectively conduct small group and individualized instruction as part of the class instruction program • Special talent for assisting teachers with planning and organizing instructional activities and developing classroom procedures • Track record of demonstrating awareness of and respect for diversity amongst students • Proven record of applying disciplinary directives in an impartial and consistent manner

• Highly skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids effectively to reinforce learning in the classroom • Proficient in designing and implementing supportive learning activities in collaboration with the teacher • Competent at handling and addressing behavioral problems in young learners and enhancing motivation to learn • Thorough understanding of various cognitive and psychosocial developmental milestones connected with child's age along with associated needs • Hands on experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge of various behavior control techniques and strategies • Efficient in designing and executing individualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged children • Demonstrated skills in classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along with profound ability to communicate clearly with students, parents and teachers involved

• Assist the teacher in classroom activities while catering for emotional, psychological, social and cognitive needs of physically or mentally disabled students • Provide one to one tutoring and reinforce daily lessons in small groups • Identify weak areas of students and develop individualized lesson plans accordingly • Supervise the children during play and lunchtime • Inculcate strong moral and social values among the students to make them responsible citizens • Facilitate the teacher in conducting various classroom activities • Maintain all teaching aids in an organized manner • Devise need - based AV aids to facilitate teaching process • Assess multiple instructional strategies for effectiveness and change the teaching methodology as per requirement • Carefully record and gauge each student's progress and discuss the same regularly with teachers and parents • Encourage students to participate in extracurricular activities and boost their confidence in all possible ways • Communicate home assignments clearly, mark homework and test papers • Assist students in completing classroom assignments • Maintain daily attendance and early departure records • Discuss individual cases of individual needs and interests with teachers and parents of the student • Develop and implement targeted instructional strategies to cater for particular needs of each student • Observe students» behavior at playtime and chalk out a behavioral intervention plan to address any inappropriate, violent or disruptive behavior • Operate adaptive technological equipment single - handedly • Maintain complete confidentiality of student data • Aid physical, speech and rehabilitative therapists in their sessions and encourage the student to cooperate with them

For instance, you may have tutored struggling readers in an after - school program, implemented guided reading groups or tiered reading in your classroom, taught regular language arts classes to a classroom of learners, differentiated instruction to accommodate different levels of learners, and / or utilized reading programs and strategies that you will use as a reading specialist.

Schools all but ignore the incorporation of peer group strategies as a vehicle for developing problem - solving skills in the classroom, focusing instead on individual memorization of facts and concepts (while removing «problem» children from the classroom).