Sentences with phrase «into effective classroom practice»

In Learning on the Go: How to Personalize Education with the iPad, Luis Pérez provides savvy tips and strategies to turn the iPad's transformative potential into effective classroom practice.

In Learning on the Go, Luis Pérez provides useful tips and strategies to turn the iPad's vast potential into effective classroom practice.

But that potential will only be realized through careful implementation, which is why ASCD intends to help educators translate the standards into effective classroom practice and ensure they complement a whole child approach to education.

But formidable work remains in preparing and supporting educators to translate the standards into effective classroom practice and instruction.

With the new flexibilities under ESSA, state and local policymakers have the opportunity to begin to translate the research on learning mindsets and skills into effective classroom practice.

Teachers work with a cognitive neuroscientist and Flinders University staff who help translate the theory into effective classroom practice in mathematics.

Not exact matches

Even the most effective attempts to push a government - established curriculum into classroom practice will drag out over a decade, because it just takes so much time to communicate the goals and methods through the different layers of the system, and to build them into traditional methods of teacher education.

And realistically there's over 30 years of really good research that's been conducted into what effective teachers do and in particular what classroom management practices are effective as well.

According to two additional meta - analyses, high - quality assessment that is integrated into regular classroom practice can increase the rate of learning (Black & Wiliam, 1998) and is a highly cost - effective educational intervention (Yeh, 2007).

They use «proven research - based practices» and they incorporate the successful practices of other effective teachers into their own classrooms.

Our foundation workshop, Principles and Practical Tools for Improving Classroom Assessment, presents an introduction to the general principles of effective assessment and a collection of classroom - ready tools for putting these principles into practice.

His classroom was so effective that it was featured on Annenberg's Insights into Algebra Workshop Series and is still in use as a professional development tool for teachers wanting to improve their instructional practice.

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).

This resource provides guidance on effective peer feedback practices, what to consider when introducing these into the classroom and links to further information.

Additionally, students at Arizona State must prove classroom mastery through a series of performance - based assessments developed by the National Institute for Excellence in Teaching, or NIET.44 During these assessments, a mentor teacher observes and records a teacher candidate; both the mentor teacher and the teacher candidate then use the video and student work to analyze the lesson together.45 The partnership between the university, participating schools, and the nonprofit NIET has created the opportunity to integrate effective teaching practices into practicum and coursework.46

The funding will be used to make SunBay Digital Math as cost effective as possible, to improve instructional and teacher development processes, to recruit school districts to contribute to the scale and sustainability of the effort, and to identify and enable broad adoption of effective practices to introduce digital technologies into the classroom.

Effective schools and classrooms commonly have an explicit set of character goals, integrate character concepts into the curriculum, and use teachable moments (behavior incidents, current events, etc.) to support students in self - regulation and mindfulness practices.

Chapters explore new theoretical perspectives, describe successful classroom practices, and offer insights into how we might develop an effective sociocultural approach to equity in math education.

Putting this into practice means that effective classroom managers: develop caring, supportive relationships with and among students; organize and implement instruction in ways that optimize students» access to learning; use group management methods that encourage student engagement with academic tasks; promote the development of social emotional learning (self - awareness skills, social skills, self - regulation, responsible decision making, building healthy relationships); and use appropriate interventions to assist students who have behavior problems.

Many researchers and teacher educators believe that the best opportunity for preservice teachers to strengthen TPCK and, thus, practice effective strategies for integrating technology into their teaching occurs through authentic classroom experiences, such as field - based practicum activities, teaching internships, and student teaching.

To prepare ELLs fully for academic success, sheltered instruction must be part of a broad school - or district - wide initiative that takes into account many elements of good teaching practice, including culturally responsive teaching; multicultural, theme - based curriculum; effective classroom management; appropriate grading; and meaningful, collaborative involvement of parents.

While advantages exist to the effective integration of technology into ELA, McGrail (2005, 2006) said that, as of her writing, little research had been done specifically on how technology usage relates to ELA teachers» pedagogical practice or actual use of technology in the classroom.

The APPR process sorts teachers into the categories of «highly effective,» «effective,» «developing» and «ineffective» based on state - approved measures of student learning «growth,» locally determined measures of student achievement, and principal and peer observations of teachers» classroom practices.

The Report's central conclusion is that, although traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.10