Sentences with phrase «just teach to the test»

Not exact matches

We had an experience early on that taught us a lot, where we did a very small experiment with some pop - up in - store demos at a few retail stores in Canada, just to test the in - store sales model for a weekend.

, he came to our Test Kitchen to teach us how to make pâte à choux, a classic dough that is the base for a variety of pastries including profiteroles, éclairs and savory gougères, just to name a few.

I assume he is just testing boundaries, but I'd like to teach him about basic rules (i.e. we sit either in a high chair or a normal chair for meals) without having to yell at him.

It's just giving teachers more time to teach to the standardized tests.

I'm sure that would go against the «teach to the test» paradigm, but it might just help these kids be ready for what life is going to throw at them.

«I don't want teachers forced to teach to the test just to keep their jobs,» she said.

Teaching machines just one facet of the test — understanding diagrams — exhausted Clark, who needed to build a new database of 5,000 annotated diagrams and 15,000 multiple - choice questions.

Spencer says, «We know this is not just a matter of the time of day we tested them at as they were able to learn equally regardless of whether we taught them the task in the morning or the evening.»

Fortunately the same ideas predict very concrete new phenomena, a whole new world of particles that have to be accessible at the LHC and so [we have this] wonderful idea that we've been entranced by for 25 years, and the kind of the thing that Einstein dreamed of, unifying the forces, and now is the time of testing [whether these] ideas have been on the right track; whether nature has, with all these hands, has been teaching us or just teasing us.

Like an urgent letter lying on your table, you carefully remember me, every nook and crevice etched in your brain as if I was all you were taught in school, like a scholar you aced every test, proud I am to be your specimen for dicection, study me, know me, I used to think I was just a simple...

«Schools and learning need a movement to change not just the way we teach, but also how we think about teaching and learning,» Yamashiro says, noting that education needs to be valued in American society and focused on not only test scores and economic success, but also on the whole child and finding joy in learning.

If you believe in teaching the whole child, not just what will be tested, and if you believe, as I do, that gifted children have unique needs, then you must constantly search for ways and methods to develop and provide an affective curriculum.

I'm not saying, «Don't do PBL after testing,» just that if you truly want to leverage PBL and capitalize on its strengths, use it to teach content that will be on the test.

Downshifting: Teaching (for Understanding) in a Lower Gear An expanding curriculum and high - stakes testing drives many teachers to just «cover the curriculum.»

It never occurred to me that teachers would be «evaluated» based on the scores achieved by other teachers» students or that districts would have to scramble to find any tests they could just so that they could claim to be evaluating teachers, even those teaching physical education or the arts, based on scores on standardized tests.

«I just did a Google search for the phrase «teaching to the test» because I've been getting lots of e-mails from readers asking me to comment on the practice Since I love finding out more about what gets folks riled up, I decided to throw myself into the maelstrom.»

The only way to do well on these tests is to teach students well — and not just basic skills, but a well - rounded curriculum that includes art and music, history and science, geography and literature.

Voice of Experience: Downshifting: Teaching (for Understanding) in a Lower Gear An expanding curriculum and high - stakes testing drives many teachers to just «cover the curriculum.»

Still, its detractors argue that the law has had unfortunate side effects: too much time spent teaching to narrow tests, schools focused on boosting the scores of students who are just below the proficiency threshold, and some states lowering their standards to reduce the number of schools missing their achievement targets.

Shute argues the approach means schools no longer have to interrupt their teaching and learning to carry out testing - rather the stealth solution is a way of continuing to support «real - time, just - in - time instruction'to students.

In my in - depth interview with the OECD Director for Education and Skills, Andreas Schleicher, on the newly published PISA 2015 results, there are many fascinating findings: Just four provinces in China now provide 13 % of the world's top - performing students; Singapore, Canada, Estonia, Japan and Finland have combined excellence and equity over a number of PISA tests, and interestingly these countries have a steadfast commitment to outstanding teaching and to supporting schools and students that are struggling.

As the focus on standards - readiness grows, educators need reassurance that they're not just teaching students how to pass a test, but also supporting their exploration, creativity, and deep understanding of applied knowledge.

But if we want to finally begin to remedy that, we can't just teach the skills the tests seem to call for.

«If we go back to just focusing on specific skills or how to take a test, that's not teaching and learning, and that's not going to help our kids.»

That's due to a number of things: high - stakes tests, perhaps the Common Core Standards, or just the fact that teaching has never been as desirable of a profession as being a doctor or a lawyer.

Also, education expert Linda Darling - Hammond and an international team of researchers just finished up a three - year study examining how countries that outperform the U.S. on internationally benchmarked tests provide high - quality teaching to every child.

It takes us back to the starting point of trying to define the outcome we want, but just because the MET study did not validate observation scores should not mean that teaching and test scores now are equivalent.»

«You want to find the right balance between being a really good teacher and still meeting those standards and not just teaching toward the test, really retaining that material and not just being taught, you know, testing strategies.

New York was set to test its students on Common Core for the first time in the spring of 2013, just eight months after a lot of schools started teaching the Common Core.

Seems to me that this is also further evidence that teaching with just short test prep passages is a disservice and will come back to haunt us.

Some districts which had curriculum dedicated to the Common Core and teachers who taught to it diligently had low test scores, and some districts that just about ignored the Common Core in curriculum and practice had good scores.

It will indeed be a cause to cheer if and when policy - makers start to turn their sights away from the zero - sum game of whose schools are outperforming on ELA and Math tests and towards the ends that chartered schools were supposed to lead us in the first place: teacher empowerment, innovation, entrepreneurism and new models of teaching and learning to name just a few.

However, expanding educational options should mean more than just which school best teaches to the Common Core tests.

Just because kids are poor, doesn't mean they aren't smart and these brightest children are bored out of their minds by the non-stop test prep that serves «data - driven instruction» but fails to actually teach smart kids anything.

«I do think parents see that a well - rounded education is more than just the academic subjects,» says Mike Hightower, principal of Red Oak Elementary in Stockbridge, Ga. «We need to teach them more than just the things that will be on a standardized test.»

The sad truth is that many educators aren't allowed the classroom time to teach much - needed social - emotional skills or to test kids for these competencies; and with the exception of just a few states, we don't have policies that support schools in imparting these skills to children.

«Instead of waiting four weeks, hoping you taught it right, hoping the kids got it, then taking the big high - stakes test and then realizing nobody got what you wanted them to get; every week we just check real quick, «Are they getting the skills?

With the stress of standardized testing and other external pressures, it's easy to forget that there is more to class than just teaching for the test, students come to school to feel safe, a sense of community, and to grow as individuals.

Others are mendacious — give teachers information that enables them to teach to the test, or just cook the numbers to make them look better than they really are.

Dave Gordon, SacCo Supt, said it best about a year ago when he was quoted by the SacBee as saying «It just isn't fair to test students on material they haven't been taught.»

(The state doesn't require curriculum to be taught, just requires kids to take tests that are Common Core aligned, and holds schools responsible for performance.)

If the Teach to the Test model of education has taught us anything, it is just that: critical thinking has become a relic.

Students learn best when they are being taught to learn as opposed to being taught just to pass a test.

Teachers are empowered to teach above and beyond the Common Core and help students become well - rounded students, rather than just excellent test takers.

And all students in high school should also be taught not just how to study and prepare for tests, but how to think critically can build what is known as an «investigative» approach to life and to studies.

Potential elementary school teachers in 21 states take the same test for licensure — the Praxis Principles of Learning & Teaching exam — with a possible score range of 100 to 200.11 Teachers in Iowa must earn a scaled score of 167 to pass, while teachers in Alabama pass with a scaled score of just 145.12 The average performance range — defined as the range of scaled scores earned by the middle 50 percent of the examinees — is 168 to 182; both Iowa's and Alabama's cut scores were well below the median score of 176.13

Taking the growth percentiles as a valid measure of teaching would have you believe that the distribution of ineffective teachers in New Jersey just happens to directly concentrate into schools with high percentages of students in poverty and low overall proficiency levels on standardized tests.

I think the teachers, the parents... have become so frustrated with standardization, and with top - down accountability and being told what to do without being given the resources to do it, and having testing before teaching, that they've gotten so frustrated that they just don't trust the transition to standards anymore.

Some fascinating highlights: Just four provinces in China now provide 13 % of the world's top - performing students; Singapore, Canada, Estonia, Japan and Finland have combined excellence and equity over a number of PISA tests, and interestingly these countries have a steadfast commitment to outstanding teaching and to supporting schools and students that are struggling.

DeLapp plans to maintain Barton's insistence on teaching its curriculum and assuming its students will do just fine on whatever tests he is forced to administer.