Sentences with phrase «increase student learning while»

Part of this expansion involves integrating new technology to increase student learning while decreasing costs.

Not exact matches

Learn how the Community Eligible Option (CEO) works to provide universal free meals in schools with high percentages of low - income students, while reducing administrative requirements and increasing participation.

Entrusted with the essential task of accompanying their students on a several - year journey, Waldorf grades 1 - 8 teachers have a role analogous to that of effective parent, guiding the children's formal academic learning while awakening their moral development and increasing their awareness of their place in the world.

Our facilitator - led support sessions provide opportunities for students to collaborate with peers while learning necessary skills for managing stigma, strengthening campus support and relationships, and assessing readiness to increase academic and social demands.

And this is a part that many new online educational applications lack sometimes.So, if you are a teacher wanting to increase the interaction with students while helping them to learn online you have to identify the right way to communicate with students.

Because of students» openness to the arts, their motivation remains high, their attention spans tend to be longer, and their learning increases — yet teachers sometimes struggle with how to incorporate the arts while maintaining academic integrity.

With VLEs for example, while the online format means greater access for students and the possibility for flash animations and embedded video / audio means more involving learning content, at the end of the day we should avoid simply giving students increased access to yet more trackable learning objects, connected mainly with CPD and accreditation.

The IEF is an event recognizing innovative teachers and school leaders who creatively and effectively use technology in their curriculum to help improve the way kids learn while increasing student success.

This entire year I have learned so much about the increase of punitive punishment for mostly students of color, the statistics that show 80 percent of students are taught by white educators while their classes are filled with students who have entirely different identities, fact - based knowledge about the brain, trauma, and so many other components of the educational system that need to be unpacked.

In Washington state, the percentage of 4th - grade students meeting or exceeding the grade - level standard on the Washington Assessment of Student Learning in the first group of 51 schools increased 23.7 points (from 39.7 percent in 2003 to 63.4 percent in 2007), while the gain statewide during that period was just 9.7 points (from 66.7 to 76.4 percent).

While anonymity increases students» engagement, there is the potential that anonymized mobile phone activities might fail to adequately provide the teacher with formative details about individual students» learning development.

Research shows that students who have fun while learning recall statistics more easily, experience increased levels of happy hormones which promote learning and stay curious — meaning they keep coming back for more.

The resources illustrate how schools can increase student interest in STEM - related learning, while improving students» problem - solving and critical analysis skills.

Another way of increasing independent learning, while simultaneously improving pronunciation, extending speaking skills and deepening understanding, is to ask students to create their own digital language learning content.

Educators believe that student engagement in the classroom is crucial to learning and that it can increase achievement and enrollment in challenging courses while decreasing dropout rates.

Advanced skills of classroom management can produce dramatic increases in student learning while reducing teacher stress.

Including movies in your lessons can help enhance learning and increase student interest levels while providing direct instruction on the topic at hand.

While TL2020 has increased the learning opportunities for Salisbury students, it has also provided a solution to a complex educational challenge: moving forward to create a progressive learning environment for all children while limiting budgetary imWhile TL2020 has increased the learning opportunities for Salisbury students, it has also provided a solution to a complex educational challenge: moving forward to create a progressive learning environment for all children while limiting budgetary imwhile limiting budgetary impact.

While it is normal to have some hesitation about embracing the new, most instructors agree that student engagement increases and learning outcomes are achieved better when classroom lessons include traditional teaching methods as well as modern educational technology.

And from teacher union watch dog Mike Antonucci, we learn that in Ohio from 2000 - 2008 the number of teachers increased by over 17 % while the student population shrank by almost 7 %.

The district states that it has four primary goals: (1) to increase student achievement and graduation rates, (2) to provide enough classrooms and other learning environments to support achievement, (3) to increase stakeholder involvement for increasing achievement, and (4) to increase communication with outside stakeholders, while emphasizing student achievement.

We would guess that the relationship between comprehension and reading is not a simple causal one, but more intertwined — improved comprehension skills may inspire a student to spend more time reading, while an increase in engaged reading time may help students hone and improve newly learned comprehension skills.

High - quality materials increase teacher knowledge and skill while increasing the level and complexity of the content students are asked to learn.

When I asked teachers, principals, and program coordinators to describe the impact, they took care to emphasize that they were still experimenting and learning from their mistakes, while pointing to early indicators such as increased student attendance, greater student and parent engagement, and less teacher turnover.

When teachers «gradually do less of the work while students steadily assume increased responsibility for their learning, it is through this process that students become competent, independent learners.»

We believe that evaluation goes hand in hand with deepening the expertise of teachers to engage students in high - quality learning while simultaneously increasing the expertise of school leaders to guide and support teachers in this improvement process.

The mission of Literacy Resources, Inc. is to provide elementary teachers, schools and districts with a cost - effective phonemic awareness curriculum to increase students» literacy skills, while instilling a love of learning in those students.

Join Dr. Scott Solberg as he discusses how students» Social and Emotional Learning (SEL) skills can help identify at - risk students and how strengthening those skills can increase resilience and serve as an effective dropout prevention strategy while also increasing college and career readiness.

And while outcomes for students studying in online schools are «consistently below traditional public schools,» enrollment in full - time online and blended learning schools continues to increase, according to a 2016 report by the National Education Policy Center.

While the ultimate goal of attaining certification is to improve student learning, both Schoch and Kiefer feel there may be other possible benefits, namely, increased funding opportunities.

The concluding chapter offers a variety of assessment techniques that actually increase student knowledge while providing accurate and specific feedback that can further improve teaching and learning success.

The Council largely endorsed the work of the Committee on Education that increased per student funding, invested in early childhood learning, and improved the resources of our public libraries, while also accelerating modernizations for many schools to provide a better learning environment.

While the formal or informal leadership roles of teachers may vary in different schools and districts, teacher leadership is broadly defined in the 2011 Teacher Leader Model Standards as «the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of the school community to improve teaching and learning practices with the aim of increased student learning and achievement.»

While privatizers and their advocates claim that charters and schemes like blended learning will increase students» test scores, national research shows that charter schools, on average, perform no better than public schools.

For students to increase their participation in the learning process, they must feel they are part of the school community while being recognised, appreciated, and celebrated for their uniqueness as individuals.

Through multi-faceted partnerships with elementary schools, we offer professional learning proven to increase teacher effectiveness and job satisfaction while boosting student achievement.

Presenter Patricia Davis will discuss how to match these strategies to specific types of learning outlined in the Common Core standards and provide insight on how teachers can become more proficient at engaging students while addressing the increased rigor of the new standards.

In response to this problem, Birdville designed a pilot to increase personalized instruction and cognitive rigor, while also providing students with opportunities to develop specific learning objectives, monitor their progress, and participate in more engaging experiences.

Our comprehensive educator support and family engagement services transform traditional classrooms into 21st century learning environments that enable student - centered learning, personalized instruction, and student - driven learning, while also increasing home technology access and parental involvement in their children's learning.

To support this new approach to learning, flexible environments allow students to attend a mix of in - person and online classes while also increasing time for electives and providing more access to courses and programs at other schools.

The district's first pillar is Anytime, Anywhere Learning increase students» access to academic content while at school and while at home.

While research on educational software is still young, increasing evidence points to positive outcomes for today's students — despite the prevalence of headlines linking video games to bad behavior or lukewarm learning outcomes.

Launched in 2011, Project Leadership and Investment for Transformation, or L.I.F.T., is a five - year initiative in nine low - performing schools in Charlotte, North Carolina.35 The project focuses on innovative strategies to provide students with extended learning time and increased access to technology while supporting community engagement and excellent teaching.36 Project L.I.F.T. worked with Public Impact — a nonprofit organization that works with school districts to create innovative school models — to design hybrid teacher - leader roles that «extend the reach» of high - performing teachers to more students.37 These «multi-classroom leaders» continue to teach while leading teams of teachers and assuming responsibility for the learning of all students taught by their team.38 For this advanced role, teachers earn supplements of up to $ 23,000 annually, funded sustainably by reallocating funds within current budgets.39

Jacqueline Ancess describes how teachers in New York City secondary schools increase their own learning while improving student outcomes • Milbrey W. McLaughlin and Joel Zarrow demonstrate how teachers learn to use data to improve their practice and meet educational standards • Lynne Miller presents a case study of a long - lived school — university partnership • Beverly Falk recounts stories of teachers working together to develop performance assessments, to understand their student's learning, to re-think their curriculum, and much more • Laura Stokes analyzes a school that successfully uses inquiry groups.

The Generation Schools Network, a nonprofit that partners with schools and districts in New York and Colorado to launch new schools, has added up to 30 percent more learning time for students without increasing costs or teacher workload while simultaneously increasing the time for teachers to plan and collaborate.30 Through innovative school schedules that include three types of teachers with dual roles, teachers have up to two hours daily to plan lessons with their colleagues and receive coaching.31 Schools utilizing the Generation Schools Model hire three different teaching teams for distinct teaching roles and stagger the teams throughout the day and year to increase instructional time for students.

Several large - scale studies have identified specific ways in which professional community - building can deepen teachers» knowledge, build their skills, and improve instruction.13 For example, a comprehensive five - year study of 1,500 schools undergoing major reforms found that in schools where teachers formed active professional learning communities, achievement increased significantly in math, science, history, and reading, while student absenteeism and dropout rates were reduced.

While there is more work to be done, each year the socioeconomic diversity of our student body better reflects the strengths found in the rich diversity of our community and delivers on the mandate for NC charter schools to provide increased learning opportunities for those most in need.

Featuring concrete, hands - on activities that can be completed efficiently at the start of a unit, lesson, or topic, Activators help to: • Increase engagement in learning • Support a well - paced lesson • Generate connections to prior knowledge • Provide students with opportunities to practice skills and deepen understandings • Support formative assessment Although Activators have different formats, they all share two key components: individual think time and purposeful social interaction, which support students to develop quality responses to content and ideas while engaging with peers.

Teachers of students using Imagine Learning indicated that they felt the software increased student motivation to learn, engaged students while working independently, and provided differentiated instruction.

Breakthrough Principals leads readers through these processes step by step, drawing on case studies to illuminate how real principals have approached common problems, and providing practical guidance and tools that principals and teams can use to build a shared vision while increasing the quality of teaching and learning; improving school culture; attracting and supporting high - performing teachers; and involving parents and community to help students achieve.