Sentences with phrase «individual teachers and learners»

Successful technology integration must include an element of reflection to stay focused on how individual teachers and learners will use this technology in the classroom.

Not exact matches

«Michael Gove has suggested that he wishes teachers to be «free from stifling bureaucracy» and yet at the same time plans to put in place a curriculum that will force all schools to teach the same subjects regardless of the needs individual learners, employers and their local communities.

Having said that, it is equally important for yoga teachers to allow for moments of silence as silence is equally important in yoga learning and allows an opportunity to the learners to reflect and focus on their individual practice.

Teaching is tailored to pupils» individual needs by specialist teachers and a broad and imaginative curriculum inspires creative and enthusiastic learners.

Teachers «are able to spend less time «teaching to the middle» and more time connecting with students as individual learners.»

You, as the teacher, use your professional judgment and are empowered to make the right decisions for your students as individuals and your classroom of learners as a whole.

School officials must step back and allow all learners (including teachers and administrators) to take their individual journeys — which will inevitably involve failing.

In the case of Standard 3, the key disposition is respect for the individual learner, as shown in teachers» efforts to connect with their students and to tailor instruction to their students» individual needs.

The blended environment calls for teachers to proactively develop and deliver standard - aligned content while tracking students» learning paths and monitoring content engagement metrics as well as leveraging this actionable data and proven teaching practices to fulfill goals of personalized learning for every individual learner.

The blended classroom requires teachers to assume newer responsibility to proactively develop and deliver goals of personalized learning for every individual learner.

Teachers, coaches, and advisors strive to have each of their students meet their peak potential as learners and as individuals.

In this post, I am going to try to make the case for why this one word is arguably the most important word for every teacher, school leader and student to meet her or his peak potential as a learner and as an individual.

The HPE learning area, teachers and schools are aware of the responsibility to support students through education to become successful learners, confident and creative individuals, and active and informed citizens.

There is recognition that high quality instruction is the key to improved student learning, and teachers and school leaders are engaged in ongoing efforts to understand and meet the needs of individual learners and to improve on current teaching practices.

There hasn't been a comprehensive study of the technologies teachers are using to aid K - 12 English - language learners, but educators strongly recommend individual computer programs and other technologies because they say they accelerate the acquisition of phonics, vocabulary, fluency, and reading - comprehension skills and other language building blocks.

Except where individuals are self - taught, learning is a jointly produced outcome, involving effort by both a teacher and a learner.

Just as all learners are different, so too are instructional practices and a classroom full of individuals may require the savvy teacher to employ multiple practices simultaneously.

Teachers need to understand each student as an individual learner with a unique set of strengths and weaknesses.

When the culture of the district was one of responsibility to individual learners and decisions were based on individual or collective perspectives of teachers, assessment as test did not appear to drive instruction.

Teachers prepare students for careers of the future by incorporating technology skills into their teaching and meeting the needs of individual learners through computer learning programs.

Using technology in isolation is unlikely to lead to student achievement, but special education teachers can provide effective technology - based interventions by combining evidence - based pedagogical practices with complementary technologies suited to learners» individual needs and goals (Kennedy & Deshler, 2010; Smith & Okolo, 2010).

Speaking from more than 40 years of experience in the field — and speaking for all learners who hope to succeed, the teachers who want them to succeed, and the local school leaders whose aspirations for success have been thwarted by assessment traditions — Stiggins maps out the adjustments in practice and culture necessary to generate both accurate accountability data and the specific evidence of individual mastery that will support sound instructional decision making and better learning in the classroom.

At the Center for Educational Leadership (CEL), we argue that just as teachers need to know their students as individual learners; and just as principals need to know their teachers as individual learners; central office leaders need to know their principals as individual learners and understand their role in developing the expertise of their principals.

In a less formally organized but entirely 21st century way, individual teachers may also choose to join an online community of teacher - learners who want to improve their math practice by engaging with each other and our curriculum writers around a shared instructional tool.

Real - time access to data drawn from real - world student and teacher experience permits rich insight into those tools and strategies that are emerging as most effective in supporting individual learner engagement and academic achievement.

The ESL teachers derive language objectives using the WIDA ® Consortium's English Language Proficiency Standards for English language learners (ELLs) in pre-kindergarten through grade 12 to ensure that ELL students are receiving the appropriate English content and vocabulary according to their individual English language proficiency (ELP) level.

Such initiatives are «rooted in the value of teacher expertise,» and because they are more learner - focused, they build on the strengths of individual teachers, thereby revitalizing a school's learning culture, writes Barnett.

Individual interviews from a random selection of VIPs, student learners, and teacher candidates (5 parents, 4 students, 2 teacher candidates, and instructors) were conducted and videotaped.

«And since Achieve3000's solutions are customized to meet each state's academic standards and build literacy in the content areas, our teachers can use them in all fifty - two of our regions, across many grade and ability levels, as they work to meet the individual needs of each learner.&raqAnd since Achieve3000's solutions are customized to meet each state's academic standards and build literacy in the content areas, our teachers can use them in all fifty - two of our regions, across many grade and ability levels, as they work to meet the individual needs of each learner.&raqand build literacy in the content areas, our teachers can use them in all fifty - two of our regions, across many grade and ability levels, as they work to meet the individual needs of each learner.&raqand ability levels, as they work to meet the individual needs of each learner.»

PL teachers aren't just masters of one curriculum they've taught for many years; they're open - minded creators who are constantly integrating new ideas, discovering new ways to engage students and brainstorming ways to get each individual learner to the finish line.

Goal setting works best when there is strong student voice and choice from individual learners as well as insightful guidance and support from teachers.

«Equifinality» is offered as a concept which suggests many potential ways to reach resolution especially when the focus is always on the individual gifted learner and the teacher / facilitator.

Chapters address: (1) an overview of the whole language approach; (2) examples of how special education teachers use whole language to teach children with learning disabilities; (3) suggestions on how to create a child - centered classroom; (4) the role of the teacher in a whole language classroom; (5) examples of democratic classrooms; (6) assessment procedures that are compatible with a whole language philosophy and how assessment data can be used to respond to individual needs; (7) examples of different strategies teachers use to teach students with learning disabilities reading and writing; (8) literacy development in students with disabilities and how to foster self - directed learners; (9) how teachers develop learner - centered curriculums and how to move toward an inclusive environment; and (10) one teacher's move to the whole language approach.

Finally, data tools should predict each student's future growth and challenges to help teachers tailor instruction to meet learners» individual needs.

Though educators are ever cognizant of the fact that technology alone is not the panacea that will solve the literacy struggles of students, a thoughtful integration of literacy instruction with new technologies such as wikis can serve as the vehicle to transport both teachers and their students of this Web 2.0 generation on their learning journeys in ways that are broader and more meaningful than any individual learner could travel alone.

«We are now moving to a system of testing that is clear, consistent and rigorous and will help teachers to identify learners» individual strengths and weaknesses and intervene earlier if they feel a learner is falling behind.»

«They will be assisted in implementing the LNF by a comprehensive national support programme that is tailored to address the needs of individual schools, learners and teachers.»

We hope that as students and teachers dig into this new product, they will discover not only the myriad of possibilities that Exact Path opens up for individual learners but also the richness of each parcel of content itself.

Overall, as a group, teachers received lower scores on the Attention to Individual or Subgroups of Learners rubric than on the Focus and Quality of Evidence rubric, possibly indicating that attending to individual students» thinking and understanding is a skill that needs time to develop and is not prevalent in noviceIndividual or Subgroups of Learners rubric than on the Focus and Quality of Evidence rubric, possibly indicating that attending to individual students» thinking and understanding is a skill that needs time to develop and is not prevalent in noviceindividual students» thinking and understanding is a skill that needs time to develop and is not prevalent in novice teachers.

The concept of professional capital on the other hand consists of three components: human capital (the quality of individual teachers); social capital (the collaborative power of teachers as a group); and decisional capital (the wisdom and expertise of teachers to make sound judgments about learners that are cultivated over time).

The learner cultivates a network of peers, teachers, and resources that fosters individuals to take responsibility for their learning.

We emphasize the «whole learner» in our teaching and in teacher education, understanding that individuals do not merely add a language to their repertoire of communication but make fundamental identity adjustments as they progress in their studies.

Technology can therefore complement teachers and classrooms by first empowering individual learners when they are working independently, and then by providing data that inform teachers» instructional planning, communication with parents and student goal - setting.

However, 75 percent of foreign - born Hispanic parents said they worried classroom technology could cause teachers to know less about their children's individual needs — a misgiving especially prevalent among parents whose children were English - language learners and should benefit from more personalized instruction.

Second, the pedagogy of the learners comes into play when a teacher assesses the pedagogic diversity of his / her students and differentiates for the individual students accordingly.

They need teachers who both know and do, instructional leaders who are able to adapt to the individual learner and specific lesson.

You can also export this information for parent - teacher conferences, and data meetings, to help analyze and communicate whole - class and individual learner progress.

These criteria provide points of entry from which teachers and learners can monitor and assess individual college and career readiness and success trajectories.

K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit of the school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.

Offer flexible modalities, groupings and times / places for learning to help meet individual learner needs, strengths and interests while balancing these individual needs with the needs of the class community Example: A teacher has several «centers» set up in his classroom for learners to learn about reducing fractions.