Sentences with phrase «including teacher inquiry»

This can take a variety of forms, including teacher inquiry, as we find in Oakland, California, or social activism, as we find in Chicago, Illinois.

Not exact matches

So though my ideal church would permit questioning, * real * questioning that leads to conversations, discussions and inquiry, rather than pat answers — include teachers of all sexes (female, male, intersex) and of all gender expressions and sexual orientations, it would by definition exclude a bunch of people.

I had a few models to draw from, including Lori Nazareno's teacher - led Math and Science Leadership Academy in Denver, or Chris Lehmann's inquiry - and - design - driven Science Leadership Academy in Philadelphia.

Learning in HPE is enhanced when primary teachers are aware of the five interrelated propositions underpinning the Australian Curriculum: HPE; focussing on the educative purposes, developing health literacy, including a critical inquiry approach, taking a strengths based approach and valuing movement.

In her final instalment, Gordon reflects on some of the successes experienced by teachers, including an inquiry into the maker movement.

Teachers can create real - world problem - solving situations by designing questions and tasks that correspond to two different frameworks of inquiry - based teaching: Problem - based learning, which tackles a problem but doesn't necessarily include a student project, and project - based learning, which involves a complex task and some form of student presentation, and / or creating an actual product or artifact.

This work includes deepening teachers» content knowledge and assisting them in developing inquiry - based instruction that integrates math with other subjects.

The Summer 2010 Induction Spotlight includes examples of Year 2 Teacher Inquiries.

The three attributes of distributed leadership include drawing on teachers» knowledge, a lateral decision - making model, and using dialogue and inquiry to build a school culture.

The ILP includes teacher goals, self - assessment based on the CSTPs, inquiry, observation, and application to teaching practice.

These innovations include virtual courses for students (e.g., Virtual High School and Florida Virtual School); ubiquitous technology programs in which every student and teacher receives a laptop and every school has wireless access (e.g., in every public grade 7 and 8 classroom in Maine); technology used to support inquiry - based learning (e.g., the Missouri - based eMINTS program), and online courses and workshops for preservice and in - service teachers (e.g., the EDC EdTech Leaders Online program).

Its rich, field - tested resources — including authoritative assessments aligned to state standards — make it possible for all teachers to implement best practices in inquiry science teaching.

Teachers also need to be comfortable with a balance of instructional approaches, including inquiry - based models.

Mentored field experiences begin with a one - day - a-week school placement in freshman year, include pre-practicum experiences in schools, and culminate with full - time student teaching in a social studies classroom during senior year, affording preservice teachers the opportunity to design and implement inquiry - based, content - rich units of study, and to assess students» learning.

Teacher candidates were able to describe what was required of a teacher for high quality facilitation, including planning for collaborative work and prior knowledge of technology, as well as writing skills and experience with inquiry and problem - based leTeacher candidates were able to describe what was required of a teacher for high quality facilitation, including planning for collaborative work and prior knowledge of technology, as well as writing skills and experience with inquiry and problem - based leteacher for high quality facilitation, including planning for collaborative work and prior knowledge of technology, as well as writing skills and experience with inquiry and problem - based learning.

Framework 2021 provides teachers with a coordinated matrix of instructional approaches, including play - based learning, inquiry - based learning.

TEC was a yearlong, intensive program, which included a 2 - week - long summer introductory course about inquiry teaching and technology tools and follow - up group meetings throughout the school year associated with an online course about teacher action research.

His inquiry found evidence that concerns had already been raised, including an internal council email about claims that head teachers had been «hounded out... as a result of organised community action focused on a group of Muslim governors».

The program, in response to an informal inquiry into technology use in the interns» schools, is extending the partnerships with the schools to include technology training to benefit both the teachers and the students.

Each path begins with a common focus of each type of course, includes a guiding inquiry question, proposes a set of examples from the archive for teacher candidates to examine and respond to in a particular sequence, and ends with possible extensions for further reading on this topic (to access these paths, sign in to http://23.21.225.52/ as «citeuser» with password «Sw@p2013» and click «Possible paths» on the Home page, or follow the links in the following section).

This model focuses on four key areas: (a) providing authentic supervised training and experience for teacher candidates and new teachers; (b) enhancing PK - 12 student achievement including diverse student populations, (c) serving as a site for professional development of teachers, and (d) supporting research and inquiry about teaching and learning (Clark, 1999; The Holmes Group, 1990; Love et al., 1996).

In order to do this, it utilizes a diversity of approaches including participation in courses, conferences and workshops, professional reading, fostering professional inquiry through action research and other approaches, and mentoring new teachers, to name a few.

In addition, schools need to implement ongoing staff development efforts, including instructional strategy workshops, self - study, teacher inquiry projects, and action research in the various content areas in the middle and high school curriculums.

It allowed observers to record qualities of teacher - student interactions, including question - oriented inquiry sequences, teacher lectures, student work, and other instructional activities.

At SCOPE, her research focused on the school conditions and learning opportunities that support teachers in engaging in ambitious instruction, including opportunities for teachers to use curriculum, assessments, and inquiry - based practices to meet the goals of standards - based accountability policies.

Includes reports on teachers engaged in structured self - inquiry such as lesson study and action research.

When teachers have the necessary time to engage in high quality professional learning — coupled with the supports to use that time well — such professional learning can result in marked improvements in student academic growth.40 This is why the National Education Association's Foundation for the Improvement of Education includes «adequate time for inquiry, reflection, and mentoring» as one of the components of high - quality professional development.41 When teachers have time to plan, practice, collaborate, and learn, both teachers and students benefit.

However, as learning becomes more complex, experienced teachers understand that more enhanced teaching strategies are required, including developing the context for students, providing applications of knowledge, and using engaging approaches such as inquiry and discovery.

Weber expects teachers and administrators to adapt resources to their needs, though key ingredients to all master classrooms will include strong relationship - building, inquiry - based learning models, intensive data tracking, and real - world application.

Alex includes his own practice in his inquiry by wondering whether Forest Hill teachers, himself included, subconsciously decide not to engage Victor in class conversations.

Key areas of expertise include: equity in science education, addressing issues of equity in science education through the design of curriculum materials, and how teachers support inquiry science.

As 2nd / 3rd Grade Head Teacher at the Mills College Children's School for four years, Sarah mentored pre-service teachers and participated in frequent teacher - led inquiry projects, including collaborations with the Mills College Lesson Study Group and a partnership with Japanese math educators from Global Education ResTeacher at the Mills College Children's School for four years, Sarah mentored pre-service teachers and participated in frequent teacher - led inquiry projects, including collaborations with the Mills College Lesson Study Group and a partnership with Japanese math educators from Global Education Resteacher - led inquiry projects, including collaborations with the Mills College Lesson Study Group and a partnership with Japanese math educators from Global Education Resources.

This year Anna Yates teachers are using teacher - led collaborative inquiry to inform their implementation of new curricula and school - wide programs including Eureka Math, Reader's Roar, Lucy Calkins Writers Workshop, and Equity / PBIS / Second Step.

Virtual coaching for peer leaders of PD (remote)-- Providing phone / video conference support for teachers and instructional coaches who are preparing to lead cycles of inquiry for their peers; includes content, community building, and facilitation support

The plan provides that various strategies will be used to address insufficient training and support for teachers, including continuing to support the implementation of the Texas Teacher Evaluation and Support System and the Educator Excellence Innovation grant program, as well as lesson study, an inquiry based, job - embedded professional development process where teachers work collaboratively to develop, teach, and assess research - based lessons.

For this to be effective it is essential for the district to create collaborative teacher groups that meet on a regular basis to plan instruction that is 1) standards - based; 2) includes student choice and inquiry; and 3) embeds transformative uses of technology.

Logan's current research interests include supervision as a form of inquiry, instructional coaching, teacher evaluation systems, and charter school finance.

According to Coulter several specific teacher characteristics determine their ability to teach with GST, including in - depth knowledge about the topics, confidence in data - informed, model - based reasoning, ability to guide student inquiry, and curiosity and passion for further learning.

The program includes professional development, access to the materials and technology necessary to deliver hands - on inquiry - based instruction, and in - school support for teachers.

These data include teachers» performance on an observation instrument designed to measure mathematical inquiry - oriented instruction and activities in the classroom.

The guide includes a discussion of learning science, the use of inquiry in the classroom, instructions for making simple weather instruments, and more than 20 weather investigations ranging from teacher - centered to guided and open inquiry investigations.