Sentences with phrase «in regular classroom practice»

Dr. Wiliam offers practical techniques to embed formative assessment in regular classroom practice, and illustrates the value of sustained teacher learning communities (TLCS).

Not exact matches

These challenges need to be met via regular mindfulness practices as norms in the following areas: school administrators, school union leadership, school structure and process, teacher and classroom structure and climate, effective mindfulness curriculum and QUALIFIED trainers, effective teaching skills, and optimal motivated learning by students.

What students do in arts - integrated education is actually far closer to the practice of contemporary artists than what usually happens in regular arts classrooms.

In the «classroom» section, we declared: «Students will become more adept at solving math problems if teachers encourage them to think through a problem before they begin working on it, guide them through the thinking process, and give them regular and frequent practice in solving problems.&raquIn the «classroom» section, we declared: «Students will become more adept at solving math problems if teachers encourage them to think through a problem before they begin working on it, guide them through the thinking process, and give them regular and frequent practice in solving problems.&raquin solving problems.»

In meetings with families and community members, the district developed the Big Ten — character traits like work ethics and trustworthiness — to be taught and practiced in every classroom through the regular curriculuIn meetings with families and community members, the district developed the Big Ten — character traits like work ethics and trustworthiness — to be taught and practiced in every classroom through the regular curriculuin every classroom through the regular curriculum.

She is a former classroom teacher who has worked in regular education as well as with children with learning, physical, behavioral and emotional disabilities, and in a private practice for troubled youth.

First, states and districts can discontinue costly practices that have not been shown to enhance student achievement, including paying educators for out - of - field master's degrees and salary premiums for experience; following «last in, first out» personnel provisions; relying on regular classroom instructional aides; and adhering to mandated limits on class size.

In short, the ability grouping in these schools was not a lifetime sentence to low group membership so powerfully documented in the literature on grouping; to the contrary, some of the special grouping practices, namely the special, supplemental instruction, were in place to accelerate struggling readers» literacy learning to the point where they could re-enter regular classroom groupingIn short, the ability grouping in these schools was not a lifetime sentence to low group membership so powerfully documented in the literature on grouping; to the contrary, some of the special grouping practices, namely the special, supplemental instruction, were in place to accelerate struggling readers» literacy learning to the point where they could re-enter regular classroom groupingin these schools was not a lifetime sentence to low group membership so powerfully documented in the literature on grouping; to the contrary, some of the special grouping practices, namely the special, supplemental instruction, were in place to accelerate struggling readers» literacy learning to the point where they could re-enter regular classroom groupingin the literature on grouping; to the contrary, some of the special grouping practices, namely the special, supplemental instruction, were in place to accelerate struggling readers» literacy learning to the point where they could re-enter regular classroom groupingin place to accelerate struggling readers» literacy learning to the point where they could re-enter regular classroom groupings.

By emphasizing shared responsibility and regular meetings, Learning Clubs create a powerful support group that allows teachers to test and refine their work in integrating the best research - based techniques into their classroom practice.»

Insight in action As part of a middle school science mentoring program, mentors met with classroom teachers on a fairly regular basis to help them improve instructional practice through lesson planning.

The number of lectures, lab exercises, practice quizzes, and assessments were such that the pace did not differ from the pace in a regular classroom.

During the intervening years, it has become more and more apparent that the best strategy for improving educational outcomes for students with disabilities is to focus more attention and resources on improving instructional practices in the regular classroom for all students.

This collection of papers was written to address two purposes: (a) to provide teachers in preservice LD preparation programs with an overview of validated practices that have been proven effective for children with language learning disabilities, and (b) to provide regular education teachers preparing to enter the field or already in the classroom with knowledge about validated teaching strategies so that they can work more effectively in collaboration with an LD consultant.

Including a chart like the one above as part of an instructional leader's regular practice requires that they have a consistent system of gathering relevant data on what is happening in their school and classrooms.

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.

As we strive to implement strategies that promote systemic change, we must do so with the goal that no matter where students are assigned, they have the benefit of the thinking, expertise, and dedication of all teachers in that grade level or subject area; that they are part of a school system that requires all teachers to participate in learning teams that are provided regular time to plan, study, and problem solve together; and that this collaboration ensures that great practices and high expectations spread across classrooms, grade levels, and schools.

Co-teaching — the practice of having special education and regular education teachers work together in inclusive classrooms — is one way to ensure that all students have equal access to challenging academic content.

Our process of regular and frequent peer observations of instructional practice is coupled with ongoing coaching, modeling of proven techniques, and support in the classroom by AIR's turnaround coordinator.

In addition, the practice of ability grouping for guided reading within the regular education classroom further supports this aspect of instruction.

We hope this program will give you the support you need to get a regular mindfulness practice established in your school, classroom, or home.