Sentences with phrase «kinds of teacher learning»

One small glimmer of hope... There is money in Florida's Race to the Top proposal allocated to implementation of lesson study (or similar kinds of teacher learning communities) in some schools.

Not exact matches

Granted, downloading a set of textbooks and teacher guides isn't the same as taking classes; then again, for many people self - paced learning is the best kind of learning.

Widely affirmed proposals call for the restructure of low - performing schools, more emphasis on the basics, safer classrooms, more rigorous graduation standards, periodic measurement of progress through some kind of standardized tests, longer days and year - round schooling, decentralization into smaller learning communities and greater freedom for those smaller units, smaller classes, better - qualified teachers and improved salaries, more parental input and more equitable funding.

We did have to take home a flier and have our parents sign it stating that is was ok for us to learn evolution the correct way taught by our teacher who by the way won all kinds of awards for being an outstanding teacher.

In the same way that responsive parenting in early childhood creates a kind of mental space where a child's first tentative steps toward intellectual learning can take place, so do the right kind of messages from teachers in school create a mental space that allows a student to engage in more advanced and demanding academic learning.

Indeed, if we walk students through every step of creating the journal (what kind of notebook, what sort of margins, how many words per entry, double - spaced, type - written or inked) we send a strong message about journaling and about learning in general: namely that it is a direction - following game, that the answers reside with the teacher, who will walk you through the steps to the puzzle until you arrive at the right answer.

The teachers speaking English and that's kind of where they doing more of the distractive learning.

The type of learning you're describing, with open classroom discussion, a lot of choice for students, inquiry - based learning, projects, it seems at odds with the kind of call - and - response, very teacher - directed style that you see at a lot of so - called «no excuses» charter schools that produce high test scores with disadvantaged populations.

These cuts mean fewer teachers will be able to give the kind of individualized attention we know helps students learn better.

«But for the kinds of questions that measure conceptual understanding, even if the teacher knew the scientific explanation, that wasn't enough to guarantee that their students would actually learn the science.»

Interactive experiences like sharing toys, working in a team, and listening to a teacher may provide opportunities for children to learn about what constitutes a desirable reputation and the kinds of strategies that are effective for building a good reputation in their social environment.

How do the lessons you have learned from your own experiences affect the kind of classes that you would like to teach or the kind of teacher you would like to be?

If you're new to meditation, and don't have access to a class or a teacher, and you're looking to learn some of the basics of a guided practice like loving - kindess, an app like Guided Meditation VR (as a kind of jacked - up audio program) would help.

The kind of trust I am talking about is that which forms the most basic attitudes of the teacher and his students — it means that I, as teacher, trust the student's capacity to learn.

Welcoming over 170 teachers from across the globe, and now in its 11th year, the Summer Institute is the annual flagship event of the Discovery Education Community: the largest professional learning network of its kind in the US.

The Boston Arts Academy is the kind of place where students have their teachers» home phone numbers, and where music teacher Allyssa Jones's graduation gift to one student she had grown especially close with was the piano on which she herself had learned to play.

Through Edcamps and the ScratchED community, teachers can become champions of the kind of playful learning that will help their students thrive.

Through Edcamps and the ScratchED community, teachers can become champions of the kind of playful learning that will help their students thrive, writes Schmidt.

For teachers to develop the kinds of professional learning communities that have gained currency with education researchers, they need to interact with each other in new and often uncomfortable ways.

Cloud technologies and Learning Management Systems have already given teachers the opportunity to provide lectures halfway across the world, while students get remote access to any kind of course materials.

The PZC tackles challenging issues about the kind of teaching and learning that should be done in classrooms all around the world, but is not being done, in part because of the pressure for certain performances on certain kinds of standardized tests, in part because teachers teach what they were taught and in the ways that they were taught 10 or 50 years ago.

A teacher - based and teacher - driven model, Albemarle's instructional coaching mirrors the kind of learning that teachers encourage in their students.

In Korea, where popular teachers become millionaires by broadcasting their lectures online, schools and families are only very slowly warming up to other kinds of online learning.

Teachers, counselors, and administrators can teach empathy to ensure their students are getting exposure to these kinds of social and emotional learning topics to emphasize their importance.

You will learn and practice agile teacher decision - making, such as when and what kind of help to provide, when and how to use group work, and how to offer student choice.

Brenda Dyck examines the place teacher - research has in the classroom and how it can develop into a kind of «dance» between students, teachers, and learning.

Educational content and methods courses for teachers generally predate the highly engaged, interactive, and individualized classrooms now desired and the ways new technologies can be enlisted to support this kind of learning.

Crellin teachers acknowledge that this kind of flexibility means surrendering a little bit of control — control of their class schedule, of what the partners are going to say next, of their room, and of their time, since they may often have to return a learning partner's email or a phone call.

Sugata Mitra's «Whole in the Wall» experiment teaches us that children left alone with tech will learn on their own which kind of addresses the one big deficiency in the education system — lack of good teachers.

Just before each unit we [other teachers in her grade level] sit down and we talk about what, what are the objectives, what do the students have to learn, what activities can we do to ensure... success of all that... we were doing a graphing activity and the students graphed and we [other teachers in her grade level] were discussing the graph out in the hallway and um, she happened to walk by and she just kind of sat down and joined us and so then I just asked her... some feedback on, you know, how my conversation went and what I could have [done] to... deepen the kids» understanding.

I would think that the state of Maryland's assessment — which is basically problem oriented, performance oriented, and graded by teachers in schools — is driving the right kind of teaching, and is having a good effect on learning.

However, for teachers to engage in deep, sustained professional learning experiences of this kind, they need mechanisms to de-privatise their practice and opportunities for sustained collaboration within the contexts of their everyday work.

This kind of PD by itself, which just about every teacher has experienced, rarely results in a significant change in teacher practice and rarely results in increased learning for children.

Students can be the greatest textbooks for one another, but this kind of learning requires a change in how we, the teachers, view problems.»

What we need is kinds of activity in the classroom where the teacher is learning at the same time as the kids and with the kids.

Knowing when to power down allows teachers to dial up all kinds of meta - cognitive tasks like reflection, analysis and critical thinking, the deep end of the learning pool.

In this week's Voice of Experience, educator Brenda Dyck examines the place teacher research has in the classroom and how it can develop into a kind of «dance» between students, teachers, and learning.

In that kind of school model, all teachers can focus their face - to - face time with students on higher - order learning and motivating personal engagement.

Through this kind of «dialogue,» he felt that both students and the teacher could learn together.

In the rest of the classrooms, students have teachers who work hard but — working alone — don't induce the kind of learning growth and critical thinking that students need.

This kind of student learning and the in - depth interactions with teachers that it entails requires time.

Computer - assisted learning can allow a handful of students to practice certain kinds of problems while teachers instruct their peers, and it's easier for digital resources to incorporate methods of interactive practice than for traditional, printed textbooks.

Engineering this kind of successful learning experience for students takes everything a teacher has — and then more.

What kinds of courses are the most popular, and would teachers using blended learning recommend them to their peers?

Teachers start by identifying the kinds of learning needed.

In TEP, you will learn how to become a professional practitioner: the kind of teacher who makes a real and lasting impact in the lives of your students.

And that to become the teacher — leaders and change agents they should be, they need to become meta - cognizant about and prioritize their purposes and the kind of teaching, learning, and leadership those purposes require — remembering to keep their students at the center of it all.

Even though nearly every school in the country is now connected to the Internet, not all of them have the kind of connections that allow teachers and students to make full use of digital learning tools.

And personal learning networks are out there for all kinds of teachers - not just those teaching online.

She is the author and co-author of a number of articles and books including Facilitating for Learning: A Guide for Teacher Groups of All Kinds (Teachers College Press, 2015); Looking Together at Student Work, 3rd Ed.