Sentences with phrase «instruction in her classroom at»

Hailing from Irmo, South Carolina with 17 years of teaching experience, Donna Bousman strives for fun, purposeful, and engaging instruction in her classroom at SC...

Using Pivot INSPECT has allowed me change my curriculum and instruction in my classroom at a very quick rate.

Not exact matches

The ACFEF apprenticeship program requires apprentices to complete 445 hours of classroom instruction and at least 4000 working hours in a professional kitchen while being mentored by leading chefs in the industry.

Kids who play sports are better at following instructions and staying focused in the classroom, University of Montreal researchers find.

As a K — 12 district math coach, I travel to 67 classrooms and participate in math instruction at different grade levels.

Students are surrounded by infrastructures that allow access to information at speeds never imagined by educators several years ago; however, little has changed in the way we design our day - to - day instruction or our classroom.

Catherine Snow: Incorporating Rich Language in Early Education Educations Funders Researchers Initiative, November 18, 2013 «Taking on the task of improving reading skills, for all children and especially for those scoring at the bottom of the skill distribution, requires three simple things: first, we must provide all children with experiences designed to ensure a broad knowledge base and rich language before entry to kindergarten; second, we must redesign post-primary instruction to focus on discussion, analysis, critique, and synthesis; and third, we must redirect resources from testing children to assessing what is actually going on inside classrooms,» writes Professor Catherine Snow.

According to the principal and teachers at Cochrane Collegiate Academy, a major reason for the growth in student performance is a signature strategy for classroom instruction and professional development called Interactive Learning.

At the very least, they can help to instill a sense of hope and optimism in their students — by getting them ready for college and / or a satisfying career, by embracing high - quality technical education, and by developing in them character traits like drive and prudence, both via classroom instruction and through extracurricular activities.

Of all the factors that contribute to what students learn at school, leadership is second in strength only to classroom instruction.

Before enrolling in the doctoral program at the Harvard Graduate School of Education, she trained in music and visual arts and taught in programs of general instruction in elementary and middle school classrooms.

Grier's focus in Houston, San Diego, and other districts has been on such goals as improving classroom instruction, aiming initiatives at likely dropouts, and getting more minority students to take Advanced Placement (AP) exams.

Though the school possesses a computer lab with cutting - edge software, at least one computer in every classroom, and a PC lab for basic computer instruction, it is not a traditional magnet school.

The new curriculum integrates history, science, and art into daily classroom life, explains Michael Birnbaum in the Washington Post, but some teachers say that the integrated curriculum makes it more difficult to differentiate instruction for students at different levels.

The author, R. Barker Bausell, a biostatistician in the School of Nursing at the University of Maryland, has come to the conclusion that classroom instruction is hopelessly obsolete, and that the answer to the deficiencies of our educational system is the tutorial model.

The Instructional Leadership strand is designed for individuals who have taught at least three years, seek to increase their knowledge of instruction and curriculum in their subject area (science, mathematics or social studies) or English Language Arts (ELA) at the elementary and secondary levels, and are interested in finding ways to extend their influence beyond the classroom into areas such as coaching, curriculum development or teacher research.

«There was definitely a higher level of instruction going on in the Louisiana classrooms we visited as compared with what many other states» CAOs were seeing at home.

By the end of this lesson students should be able to: - List at least 4 classroom instructions in English; - Recognise at least 6 classroom rules in French; - Recognise and act upon at least 6 classroom rules in French.

With colleagues from the Center for Research on Education, Diversity, & Excellence, a federal research center at the University of California campus here, Tharp has identified five standards that he says mark effective instruction in classrooms with high concentrations of students from backgrounds outside the U.S. cultural mainstream.

As an example of how ESR operates, it recommends that students and teachers make decisions together about classroom norms at the beginning of the school year and that teachers give early instruction in problem solving and decision making so the skills can be used and reinforced throughout the year.

[1] But a wide variety of quantitative and qualitative research finds that standards implementation — the extent to which teachers use the standards in classroom instruction — is typically moderate, at best.

As technology becomes increasingly common in instruction at all levels of education from kindergarten to college, the modern classroom is changing.

Aimed at children from 5 to 11 years of age, the literacy hour spurned the passive (or quiet) approach to reading used in many classrooms in the United States and Britain and brought a great deal of precision to the task of instruction, mainly with a tightly organized and strictly managed program.

Similarly, the methods of star teachers — how they construct a culture of high expectations in their classroom and deliver vibrant and effective instruction — are at last being codified as specific techniques that can be mastered by novice teachers.

Examine Instruction: Educators look at how classroom instruction has affected poor student performance in areas revealed by digging intInstruction: Educators look at how classroom instruction has affected poor student performance in areas revealed by digging intinstruction has affected poor student performance in areas revealed by digging into the data.

In contrast to traditional classroom instruction, this requires that we put students at the center and empower them to take control of their own learning by providing flexibility on several dimensions.»

At Annie Purl Elementary School, a public school in Georgetown, Texas, the outdoor classroom is a multipurpose space used for play, instruction, making, science experiments, and collaborative activities.

(2) instruction at each grade level to help students learn about various careers and about career planning skills conducted by personnel certified or licensed as school counselors, or by classroom teachers in cooperation with school counselors;

Oct. 15, 5 p.m. ET: Using Technology to Personalize Learning in Elementary Schools Two leaders in connected learning will explore strategies that principals and instructional leaders at the elementary level can use to provide more individualized - learning experiences for students, while ensuring that classroom technology is integrated with instruction in ways that are meaningful and augment essential knowledge and skills.

The report, the 15th in the Brown Center series, also looks at whether the common - core standards really are altering classroom instruction — and finds evidence that they are.

In order to be most effective, instruction in inclusive classrooms needs to be geared carefully to students» individual learning rates and levels of ability.What Teachers Need to Know About Differentiated Instruction presents a concise look at developing and implementing differentiated instruction programIn order to be most effective, instruction in inclusive classrooms needs to be geared carefully to students» individual learning rates and levels of ability.What Teachers Need to Know About Differentiated Instruction presents a concise look at developing and implementing differentiated instructioinstruction in inclusive classrooms needs to be geared carefully to students» individual learning rates and levels of ability.What Teachers Need to Know About Differentiated Instruction presents a concise look at developing and implementing differentiated instruction programin inclusive classrooms needs to be geared carefully to students» individual learning rates and levels of ability.What Teachers Need to Know About Differentiated Instruction presents a concise look at developing and implementing differentiated instructioInstruction presents a concise look at developing and implementing differentiated instructioninstruction programs.

... [For a full picture of implementation] you'd have to measure really deeply how things are being taught and changed and what's going on in classrooms in terms of instruction at a deeper level than this report has.»

If students can't benefit from online instruction at home, then they need to receive instruction in the classroom or risk falling behind.

Relay's method flips the classroom, with an online lesson at the start of every module or teaching unit (about 40 percent of instruction is online) and in - class discussions and exercises afterward.

Instead of considering how they can use particular OER content and OER curation platforms to transform instruction, schools too often look only at whether OER solutions cover the required content for given courses or are easy and appealing for teachers and students in traditional classrooms to pick up and use.

Each classroom (at least among the three I visited) represented a unique approach to teaching and learning — one English classroom looked like a Flex model, where some students were working alone and others had sorted themselves into small groups to move through online assignments, and still others were in small group instruction with the teacher.

WTTW in Chicago takes a look at Intrinsic Schools, a Chicago charter school that uses blended learning and puts lots of students in one big pod, a large classroom with flexible furniture that a teacher can reorganize to create spaces for independent work, collaboration, instruction, and 1 - on - 1 time with teachers.

Other school characteristics associated with better student achievement included: more time spent on English instruction; teacher pay plans that were based on teachers» effectiveness at improving student achievement, principals» evaluations, or whether teachers took on additional duties, rather than traditional pay scales; an emphasis on academics in schools» mission statements; and a classroom policy of punishing or rewarding the smallest of student infractions.

For the most part, they look more deeply at literacy than either policy or measurement researchers by examining specific aspects of literacy instruction (e.g., writing process, qualities of writing, alignment of assessment with constructivist curriculum frameworks in literacy, specificity of state standards) and by situating much of their work in classrooms or in direct interactions with teachers.

At Hilltop, teachers also used a collaborative model, but in this case the children who were struggling most in reading left the classroom during the two and a half to three hour literacy block to receive small - group instruction for 45 minutes.

At least once a year in every classroom, MindQuest21 readied teachers replace traditional instruction with PBL - T.

This small group instruction, delivered to two or three children at a time, was highly compatible with the instruction the children received in their regular classroom.

They found that students in grades 1, 3, and 5 who were exposed to meaning - oriented reading instruction performed 5.6 national curve equivalents (NCEs) higher, and students in grades 2, 4, and 6, 1.4 NCEs higher, at the end of the school year than students in classrooms with skills - oriented approaches to reading instruction.

One of our top priorities at the Center for Educational Leadership is to help district leaders, principals and teachers improve instruction in every classroom.

Likewise, teachers who receive students from classrooms where instruction has not been strong have to work harder to build productive norms and prepare students to meaningful engage in the content expected at their grade level.

A shout - out to Brooke's high - quality classroom instruction in a recent blog post by John Maycock at the Achievement Network!

In 2014, parents of students at Horace Mann Elementary School in Northwest Washington, D.C., spent over $ 470,000 of their own money to support the school's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income familiesIn 2014, parents of students at Horace Mann Elementary School in Northwest Washington, D.C., spent over $ 470,000 of their own money to support the school's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income familiesin Northwest Washington, D.C., spent over $ 470,000 of their own money to support the school's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income familiesin addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income familiesin parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income familiesin membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income familiesin future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income familiesin the city, with only 6 percent of students coming from low - income families.6

In addition to the ongoing reading instruction during morning activities at Emerald, the staff went to great lengths to make a variety of reading programs available to students in almost every classrooIn addition to the ongoing reading instruction during morning activities at Emerald, the staff went to great lengths to make a variety of reading programs available to students in almost every classrooin almost every classroom.

The principal introduces, • Instructional challenges (importance of knowing about challenges at different proficiency levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learninin Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learninIn (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learninin a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learninin English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learninin» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learning)

But over time we've seen a huge shift in understanding at the middle school and high school level: that if they use literacy strategies they will be able to support instruction in the classroom.