Sentences with phrase «increase content area teachers»

For these reasons, Word Generation focuses on all - purpose academic words and attempts to increase content area teachers» willingness to teach them.

Not exact matches

TPACK can be described as teachers» knowledge of when, where, and how to use technology, while guiding students to increase their knowledge and skills in particular content areas using appropriate pedagogical approaches (Brantley - Dias & Ertmer, 2013; Niess, 2011).

The institutes are designed to increase teachers» science content knowledge and investigation skills and help area educators translate their professional experiences into meaningful, engaging classroom investigations.

The exemplar lessons provide teachers with the tools to model the effective use of comprehension strategies to increase understanding of content - area texts.

Courses expand teachers» knowledge, understanding, and instructional use of children's and YA literature (including both fiction and nonfiction) and increase the range of classroom texts that teachers can offer within and across content areas.

Mathematics teacher education programs are no different but are now faced with the challenge of increasing the preparedness to teach statistics and at the same time maintaining their strong attention to other content areas taught in secondary mathematics.

When teachers — across grade levels and content areas — embed purpose in their instructional practice, students» understanding about what they are learning and why they are learning it increases.

The purpose of this training is for secondary teachers to learn and practice impactful strategies that increase academic engagement and achievement across content areas.

This model engages teachers of varying experiences, grade levels, and content areas in meaningful discussions that promote increased teacher reflection and refinement in practice.

Using findings from a study of 545 teachers in 33 schools in Maryland, they found that when students had more opportunities to read and teachers integrated literacy instruction in the content areas, the result was increased reading comprehension, conceptual knowledge, problem - solving skills in science, and motivation to read.

As the emphasis on reading increases, teachers are held less accountable for science content, an area toward which teachers may already feel intimidated.

With increased professional development, the author predicts that content - area teachers will make more effective use of strategies to support students» content - area literacy.

By aligning their work across schools and grade levels the teachers anticipate deeper student engagement and increased proficiency across all content areas.

A CORE expert will show content area teachers ways to improve vocabulary knowledge and implement strategies to increase subject matter comprehension.

Some schools have increased student achievement by providing professional learning that addresses pedagogical techniques in more specific, content - based topics related to teachers» grade levels and subject areas.29

The rise of the Common Core and its emphasis on literacy in the content areas may push for increased preparation of all teachers for instructing the language of their discipline, and providing the supports to help all students demonstrate it.

TeenBiz3000 ® and Empower3000 ® have a whole new look created in conjunction with students and teachers to increase engagement and give students more choice, as well as expanded high - interest and content - area lessons to increase time on task and more inspiration for discussion and debate through our new partnership with Dr. Doug Fisher.

Social studies and science teachers can collaborate with English language arts teachers to increase reading across content areas.

Induction experiences such as engaging with a mentor from the same content area and planning and collaborating with other teachers increased teachers» likelihood of staying in their school and profession after the first year.

Teachers» learning opportunities, in turn, are predominantly skill - based when schools offer short - term technology skill workshops (McKenzie, 2001; Zhao, Pugh, & Sheldon, 2002) and SCDEs offer a single course in information technology (Moursund & Bielefeldt, 1999), and this implementation of short - term skill training is not increasing the effectiveness of technology - supported content area teaching, a goal in our nation (Riley, Holleman, & Roberts, 2000).

When executed well, this process dramatically increases students» understanding of new information across content areas and at every grade level, which makes it a strategy that all teachers can use to great benefit.