Sentences with phrase «instructional problems of practice»

Candidates who complete the Reach Instructional Leadership Academy will be skilled instructional coaches, supervisors, and facilitators of professional learning, with a highly developed inquiry orientation to instructional problems of practice.

Not exact matches

Another instructional practice that might attract more adherents if tests were made more challenging is interleaving, or mixing up different types of problems during practice sessions.

• 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 learning problem.

The first step in an Instructional Rounds process is determining a «problem of practice.»

The playlist includes: • Link to a practice activity • Links to three instructional videos or texts • Definitions of key terms, such as horizontal and Pythagorean theorem • Explanations and examples of how to solve complex problems using the Pythagorean theorem Accompanying Teaching Notes include: • Links to additional resources for extra practice • Links to video tutorials for students struggling with certain parts of the standard, such as making errors locating the third point somewhere other than the intersection between two rays For more teaching and learning resources on standard 8.

The playlist includes: • 9 links to instructional videos or texts • 2 links to practice quizzes or activities • Definitions of key terms, such as input and remainder • Examples of how to solve long division of polynomials problems Accompanying Teaching Notes include: • A review of key terminology • Links to additional practice quizzes or activities on certain parts of the standard, such as applying the Remainder Theorem • Links to video tutorials for students struggling with certain parts of the standard, such as having difficulty performing long division of polynomials For more teaching and learning resources on standard HSA.APR.B.2 visit http://www.wisewire.com/explore/search/HSA.APR.B.2/

The playlist includes: • 6 links to instructional videos or texts • 1 link to practice quizzes or activities • Definitions of key terms, such as linear equation and solution • An example of how to solve a system of equations algebraically Accompanying Teaching Notes include: • A review of key terminology • Links to additional practice quizzes or activities on certain parts of the standard, such as solving real - world problems • Links to video tutorials for students struggling with certain parts of the standard, such as estimating solutions of linear systems graphically For more teaching and learning resources on standard 8.EE.C.8.C, visit http://www.wisewire.com/explore/search/8.EE.C.8.C/

This product includes: • 4 links to instructional videos or texts • 3 links to practice quizzes or activities • Definitions of key terms, such as algebraic equation and inverse operations • Examples of how to isolate variables in algebraic equations • Exercises that allow students to practice writing one - step algebraic equations to solve problems, including real - world problems • An accompanying Teaching Notes file The Teaching Notes file includes: • A review of key terminology • Links to video tutorials for students struggling with certain parts of the standard, such as using the incorrect operation on each side of the equation when solving for the variable • Links to additional practice activities or quizzes

This product includes: • 8 links to instructional videos or texts • 3 links to practice quizzes or activities • Definitions of key terms, such as quotient and variable • Visual examples of arrays • Exercises that allow students to practice using multiplication and division to solve word problems • An accompanying Teaching Notes file The Teaching Notes file includes: • A review of key terminology • Links to video tutorials for students struggling with certain parts of the standard, such as struggling with variables • Links to additional practice quizzes or activities

They work collaboratively with colleagues to identify, implement, and monitor the effects of instructional practices; share responsibility for making changes and promoting risk taking and innovation to achieve positive student outcomes; use their expertise productively to engage in problem solving; and contribute to a positive school culture by encouraging commitment to continuous improvement, developing trusting relationships, and fostering communication.

The project documents the effectiveness of instructional practices that are likely to enhance multistep reasoning, systems thinking, conceptual and spatial understanding, and motivation for learning while learning to work with maps to solve problems involving geography and ecological awareness.

Schools that effectively leverage a balance of positive behavior interventions and supports, collaborative problem - solving, and restorative practices to their schoolwide discipline systems are most equipped to provide safe and respectful learning environments, guide and support expected behaviors for varying situations, maximize instructional time, and increase student learning and well - being.

When teachers conduct instructional rounds, they focus on why a problem of practice persists schoolwide — and on what they can do about it.

Participants will reflect on their own instructional practice, examining existing units of study or planning new ones that integrate active learning strategies in their blended classrooms through posing challenge questions, problems, or scenarios in order to develop an authentic project - based learning environment.

So let's break down this process to a typical problem of practice that districts encounter: how to help teachers connect their instructional practice goals with student learning goals.

For most principal supervisors this is truly new work, with a priority focus on building principals» expertise as instructional leaders through one - to - one coaching and working from problems of practice and problems of student learning.

, with a priority focus on building principals» expertise as instructional leaders through one - to - one coaching and working from problems of practice and problems of student learning.

Having read this resource with my own school's problem of practice in mind, I found it pushed my thinking in new directions and provided me with specific steps I could take to examine equity and bias in instructional practices in service of closing our achievement gaps.

Our work on this problem of practice shows how instructional improvement is a constant back - and - forth between partners to pinpoint the problems students are facing and how to solve them across the different levels of the system.

However, HOT Schools believes that the successful 21st Century learner and citizen will have had regular opportunities designed through creative instructional practice, requiring students to skillfully explore and investigate their world, learn new things and identify and solve problems through all of the elements of higher order thinking described below.

C21 Canada and its members provide collaborative vision and support to help Canadian education organizations enhance learning in the foundation areas of literacy, numeracy and science while infusing 21st Century skills (creative problem solving, critical thinking, collaboration, communication, personal development, global citizenship and digital competency) into content, and instructional and assessment practices.

We have focused this work around «problems of practice», short, six - to eight - weeklong projects that try to take a specific, high - priority instructional issue from initial analysis to implementation and assessment.

Oberman and Boudett bring this process alive by giving an extended example of how one school followed the eight steps, parsing data to notice a specific problem in student learning, identify a likely cause in teachers» instructional practice, and create and follow an action plan for changing this aspect of their literacy instruction.

These problems of practice include behavior management in schools staffed by novice teachers, cultural relevance of instruction, instructional supervision, and shaping a respectful school climate.

It provides a trusted peer, a trusted mentor to address those concerns and problems, but it also really aims to improve the instructional practices of beginning teachers.

Deeper learning strategies facilitate the development of students» collaboration, critical thinking, creative problem - solving and civic skills that are not typically addressed through traditional instructional practices.

Learning Targets: • Develop a deep understanding of the importance of Rounds in building and sustaining an instructional culture • Learn how to create a high quality Problem of Practice, Theory of Action, and Essential Question • Learn how to capture descriptive evidence that can be analyzed and used to improve the Problem of Practice • Learn how to participate in and conduct a high quality debrief that drives the instructional work to learning and action • Create a Rounds Momentum Plan and learn strategies that ensure Rounds is a powerful instructional improvement practice • Create a plan to ensure a successful implementation of Rounds with Practice, Theory of Action, and Essential Question • Learn how to capture descriptive evidence that can be analyzed and used to improve the Problem of Practice • Learn how to participate in and conduct a high quality debrief that drives the instructional work to learning and action • Create a Rounds Momentum Plan and learn strategies that ensure Rounds is a powerful instructional improvement practice • Create a plan to ensure a successful implementation of Rounds with Practice • Learn how to participate in and conduct a high quality debrief that drives the instructional work to learning and action • Create a Rounds Momentum Plan and learn strategies that ensure Rounds is a powerful instructional improvement practice • Create a plan to ensure a successful implementation of Rounds with practice • Create a plan to ensure a successful implementation of Rounds with fidelity

In spite of this evidence, over this same period, the vast majority of teachers and administrators have enacted practices that separate students by ability; their argument is that homogeneous grouping produces greater learning by allowing for the concentration of instructional resources on the same set of learning problems.

Deborah Loewenberg Ball and Francesca Forzani examined the problems of identifying instructional practices that are fundamental for beginning teaching and raised questions for consideration throughout the remainder of the series.

The inaugural year of the TeachingWorks streaming seminar series featured a close examination of the problem of identifying instructional practices that are particularly high - leverage for beginning teachers and making them central to the initial teacher - training curriculum.

Given this emphasis and current research in leadership development and adult learning strategies, NJ EXCEL is designed to provide authentic, problem - based learning experiences in an inquiry - focused, project - based curriculum that emphasizes collaboration and dialogue in the examination of leadership and instructional practices.

Conducted by Russell Gersten and Scott Baker of the University of Oregon, the study used a series of professional work groups with practitioners and researchers to learn and understand «promising and productive practices» as well as recurrent instructional problems in teaching English - language learners.

• Results driven with a strong grasp on subject matter • Excellent instructional and communication skills • Profound knowledge of teaching practices and their implementation • Analytical problem solver • Proficient in latest teaching technologies

• Highly skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids effectively to reinforce learning in the classroom • Proficient in designing and implementing supportive learning activities in collaboration with the teacher • Competent at handling and addressing behavioral problems in young learners and enhancing motivation to learn • Thorough understanding of various cognitive and psychosocial developmental milestones connected with child's age along with associated needs • Hands on experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge of various behavior control techniques and strategies • Efficient in designing and executing individualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged children • Demonstrated skills in classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along with profound ability to communicate clearly with students, parents and teachers involved

The purpose of this study was to examine the impact of both functional behavior assessment - based interventions and targeted classroom interventions for reducing problem behaviors of children with emotional / behavioral disorders (EBD) in special education classrooms.Specifically, this study was interested in how interventions based on changes in classroom routines and instructional behaviors compared with interventions based on functional behavior assessment.Results demonstrated the effectiveness of incorporating effective classroom practices in reducing problem behaviors in special education classrooms for students with EBD.