Sentences with phrase «instruction practice in the classroom»

Not exact matches

Complete Skills Camp for Boys Ages 7 - 13 Daily NCAA & MLL lacrosse video sessions in nearby classroom 8:1 camper to instructor on field ratio Daily emphasis on fundamentals, position training, drills and scrimmages Team and sibling discounts available Special goalie instruction and discounts available Every camper receives a reversible Nike practice jersey Nike and STX Prizes for outstanding play, sportsmanship and improvement

As program officer for the IES Cognition and Student Learning research grants program, Dr. Albro oversaw the preparation of an IES Practice Guide, Organizing Instruction and Study to Improve Student Learning, which identified a set of instructional principles for use in schools and classrooms that emerged from basic research on learning and memory.

They practice what they call the «Rocketship Hybrid School Model,» which combines traditional classroom instruction with individualized instruction through online technology and tutors in a «Learning Lab.»

• Classrooms open to teacher colleagues for observation and analysis In order to articulate a problem of practice teachers must make use of instructional data which they collect through observations of their colleagues» classrooms and contrast current practice with their shared expectation of effective instruction for the identified learninClassrooms open to teacher colleagues for observation and analysis In order to articulate a problem of practice teachers must make use of instructional data which they collect through observations of their colleagues» classrooms and contrast current practice with their shared expectation of effective instruction for the identified learninclassrooms and contrast current practice with their shared expectation of effective instruction for the identified learning problem.

A selection of worksheets to learn and practice classroom instructions in French.

And yet, its proponents say the practice has a solid place in the 21st - century classroom because looping has been known to strengthen student - teacher bonds, improve test scores, expand time for instruction, increase parent participation, and reduce behavioral problems and placements in special education programs.

95, Ed.D.» 99, who has spent time researching instruction methods in the classroom, helped educators navigate shifts in educational practice in response to Common Core State Standards (CCSS).

First: The classroom would exhibit instructional practices referred to collectively as quality instruction — research - based practices shown in the literature to be effective.

What I began to write about and to call «differentiated instruction» was rooted in what I learned through classroom practice and now has become more fully developed through observing many other practicing teachers, conducting research, and studying the research of others.

By instructional leadership, we mean the principal's capacity to: 1) offer a vision for instruction that will inspire the faculty; 2) analyze student performance data and make sound judgments as to which areas of the curriculum need attention; 3) make good judgments about the quality of the teaching in a classroom based on analysis of student work; 4) recognize the elements of sound standards - based classroom organization and practice; 5) provide strong coaching to teachers on all of the foregoing; 6) evaluate whether instructional systems in the school are properly aligned; and 7) determine the quality and fitness of instructional materials.

Through all of these challenges, however, we've seen teams of teachers develop norms and practices that really draw on the strength of every team member to deliver the best possible instruction in their respective classrooms.

The program combined experiential training tools, practices, and project - based learning models to support elementary, middle, and high school teachers in incorporating concepts of making, inventing, and innovation into classroom instruction.

The Executive Development Program addresses a comprehensive set of leadership skills, issues and challenges intended to dramatically improve instruction in the classroom and the practice of school leadership.

Every school will deliver evidence - based best practices in school culture and classroom instruction.

* By formative assessment, we mean classroom observations, class quizzes and tests, and other practices used by teachers and students during instruction to provide in - the - moment feedback so teachers can adjust accordingly.

Using a variety of assessments, videotapes of classroom instruction, and surveys (student surveys are featured in the preliminary report), the project is attempting to address some of the heretofore under - addressed issues in the measurement of teacher quality (especially non-random classroom assignment and how different classroom practices lead to different outcomes, neither of which are part of this preliminary report).

Both sections report the perceptions of principals and teachers, selected according to quite different criteria, about the leadership practices they believe are helpful in improving classroom instruction.

A number of research studies indicate that the work of teacher leaders, particularly when focused on classroom instruction, helps change teachers» practice in ways that may impact student outcomes.

An instruction practice is a teaching method that guides interactions in the classroom and supports student learning.

Teachers varying widely in the sophistication of their classroom instruction nevertheless identified as helpful most of the same leadership practices.

Specific results indicate a positive change in the facilitation of mathematical communication and inquiry - based instruction in the classroom teacher's practice as well as sustained use of GSP beyond the time span of the pilot study.

In short, the ability grouping in these schools was not a lifetime sentence to low group membership so powerfully documented in the literature on grouping; to the contrary, some of the special grouping practices, namely the special, supplemental instruction, were in place to accelerate struggling readers» literacy learning to the point where they could re-enter regular classroom groupingIn short, the ability grouping in these schools was not a lifetime sentence to low group membership so powerfully documented in the literature on grouping; to the contrary, some of the special grouping practices, namely the special, supplemental instruction, were in place to accelerate struggling readers» literacy learning to the point where they could re-enter regular classroom groupingin these schools was not a lifetime sentence to low group membership so powerfully documented in the literature on grouping; to the contrary, some of the special grouping practices, namely the special, supplemental instruction, were in place to accelerate struggling readers» literacy learning to the point where they could re-enter regular classroom groupingin the literature on grouping; to the contrary, some of the special grouping practices, namely the special, supplemental instruction, were in place to accelerate struggling readers» literacy learning to the point where they could re-enter regular classroom groupingin place to accelerate struggling readers» literacy learning to the point where they could re-enter regular classroom groupings.

The model embeds Dr. Marzano's research on teaching strategies providing teachers clear guidance on how to improve their classroom instruction in order to raise student achievement, therefore, identifying the «causal» links between teacher practice and student learning gains.

This report by the Southern Regional Education Board proposes seven ways to better support principals, including: a strong investment in their instruction - related learning, more district office help, and good data on links between classroom practices and student achievement.

Our main question for the research described in this section is, «What leadership practices on the part of school principals are considered, by principals and teachers, to be helpful in supporting and improving classroom instruction?»

Learning Difficulties Australia is an association of teachers and other professionals dedicated to assisting students with learning difficulties through effective teaching practices based on scientific research, both in the classroom and through individualised instruction.

This environment appears to have enriched their classroom learning by providing opportunities to «see» the progressive models of teaching they learn about in their coursework, provided opportunities — unconstrained by the hours of the school day nor by geographic location — to observe, reflect on, and analyze teaching practice, and expanded their virtual internship experience by providing multiple approaches to literacy instruction.

Through active engagement in professional development educators improve the quality of classroom instruction, grow professionally and strengthen their practice.

Future research should also examine the experiences of teachers and students in classrooms where the instruction is guided by the principles and suggested practices described in these articles.

Educators in classrooms actively seek out evidence of student misunderstanding to address during the course of instruction; all educators actively seek out evidence of student needs to inform educational practice and policy.

Vesilind and Jones (1998), in a study of changes in science teachers» practice in a school reform initiative, found that teacher leaders and their principals held different goals for classroom instruction and that this contributed to inconsistent implementation of reform practices in classrooms.

They also found that when classroom teachers partnered with teaching artists and arts specialists to deliver arts - integrated instruction it had positive effects on teachers» instructional practice and satisfaction in the teaching profession; strengthened the connection of the school to its surrounding community; and enhanced the role that arts specialists played in the larger school community.

As the leader in differentiated instruction for blended learning classrooms today, Achieve3000 ® is continually investing in our literacy platform to ensure that it evolves along with cutting - edge research and best - practices in education.

John D. Runkle School, Brookline This project will allow teachers to improve their tier one instruction in literacy and enhance independent reading practice through the creation of leveled classroom reading libraries.

Improving instruction Hensley did a lot of first - hand observation in classrooms, leaving behind detailed notes for teachers, sharing «gold nuggets» of exemplary practices, things to think about and next steps for improvement.

Our approach is grounded in the habits of highly effective instruction with an emphasis on practicing, not just discussing, how to improve in the classroom.

Scenes from elementary, middle, and high school classrooms illustrate what successful teachers do in all four domains of effective practice: planning and preparation, the classroom environment, instruction, and professional responsibilities.

And although digital curriculum and technology might temporarily engage students, most of the time the design of these tools fails to support teacher practice, enrich instruction, and accommodate time constraints in the classroom.

Instead, this course undertakes a thorough investigation of the Massachusetts Curriculum Frameworks in English Language Arts, and the skills that are necessary for translating those standards into classroom practice across an entire year of instruction.

Once a framework had been established, committee tasks were to then: (1) «zoom in» and break down specific targeted sections of the draft LPFs into what we called more detailed «mini progressions» for a smaller grade span, often adding some additional «interim steps» (progress indicators) to the mini progressions; (2) use the more detailed and focused mini progressions to design sample instructional modules (with a series of 4 ‐ 6 detailed lessons) illustrating how a teacher in the general education classroom might move students along this smaller grain ‐ sized learning progression using best practices in instruction; and (3) draw from best practices in instruction for students with significant cognitive disabilities to incorporate suggestions to each lesson plan for how to make the academic content more accessible for all students.

The Center for Educational Improvement (CEI) research into rigor in the classroom centers on cutting - edge best practices to improve instruction in schools.

A variety of professional learning resources and exercises have been developed to increase educator proficiency in applying computational thinking practices to classroom instruction while also deepening understanding of computational thinking.

The growing number of English language learners in traditional classrooms calls for instruction and practice tailored to each student's language abilities and level of mastery.

While Jenny reported confidence in skills such as saving files, moving files, and downloading images, it became apparent during classroom observations that even these skills required instruction and continued practice with the guidance of the researchers throughout the course of the project.

Teachers are integrating differentiated instruction practices, demonstration classrooms are helping teachers learn with and from their peers, teachers are using video of their own classrooms to engage in lesson study, and teams are weaving online learning and study groups into their school day.

The Naiku platform allows educators to create, share, import and deliver rich standards aligned quizzes and tests in any subject area, using graphics, multimedia clips and hyperlinks to query students with multiple item types.With automated scoring and built - in analysis tools, teachers can inform and differentiate instruction within the classroom, and data can be shared across the school and district to enhance best practices.

Whenever I volunteered in my children's elementary classrooms, I was struck by how frequently the teachers created time to individualize instruction, offering support, reviewing concepts, practicing skills, and assessing understanding.

TAP uses a set of standards for evaluating teachers that is based on the work of consultant Charlotte Danielson.1 In Enhancing Professional Practice: A Framework for Teaching (1996), Danielson breaks teaching down into four major categories (planning and preparation, classroom environment, instruction, and professional responsibilities); 22 themes (ranging from demonstrating knowledge of the subjects taught to designing ways to motivate students to learn); and 77 skills (such as when and how to use different groupings of students and the most effective ways to give students feedback).

In June, Fellows will convene in Peru to observe classroom instruction at local schools and exchange ideas and best practices with Peruvian teachers and administratorIn June, Fellows will convene in Peru to observe classroom instruction at local schools and exchange ideas and best practices with Peruvian teachers and administratorin Peru to observe classroom instruction at local schools and exchange ideas and best practices with Peruvian teachers and administrators.

Products developed by this project will document how students with disabilities are included in classroom instruction, assessments, etc. when such practices are taken to scale locally (i.e., implemented across the district) in districts of varied size and type, as well as barriers and solutions for ensuring that students with disabilities benefit.