And, when research uses standardized tests to measure homework's impact, she continued, it is difficult to gauge how much of the overall improvement or decline in test scores is due to student
learning in the classroom context as opposed to student learning from homework.
Not exact matches
The contrast pair «
classroom / field» has to do with pedagogy, with questions about how to teach and
in what
contexts so that people
learn best.
The digital tools many students have access to both inside and outside the
classroom require us all to take a hard look at the way we use these tools
in the
context of
learning experiences.
In this
context, the responsibility of schools is to ensure high quality assessment of
classroom practice as part of accreditation and registration as well as developing a growing understanding of the use of
classroom observation and feedback as key tools for improving the quality of teaching and
learning practice for individual teachers, teams and schools.
To speak about these
in the
classroom makes it possible to treat many topics
in context, contributing to the student
learning.
Among the findings: (1) art activities can be integrated into
classroom content and used to encourage rehearsal - type activities (such as songs) that incorporate relevant subject matter, (2) incorporating information into story, poem, song, or art form may place the knowledge
in context, which can help students remember it, especially if the students are creating art that relates subject matter to themselves, (3) through artistic activities like writing a story or creating a drawing, students generate information they might otherwise have simply read, which will very likely lead to better long - term retention of that information, (4) physically acting out material, such as
in a play, helps learners recall information, (5) speaking words aloud results
in better retention than reading words
in silence, (6) increasing the amount of effort involved
in learning new information (such as being asked to discern meaning from an ambiguous sentence or to interpret a work of art) is positively associated with its retention, (7) emotionally charged content is easier to remember than content linked to events that are emotionally neutral, and (8) information presented as pictures is retained better than the same information presented as words.
Learning in a Real - World Context Teachers know that by taking education beyond the classroom, it becomes possible to make learning concepts more relevant by setting them in a more realistic
Learning in a Real - World
Context Teachers know that by taking education beyond the classroom, it becomes possible to make learning concepts more relevant by setting them in a more realistic c
Context Teachers know that by taking education beyond the
classroom, it becomes possible to make
learning concepts more relevant by setting them in a more realistic
learning concepts more relevant by setting them
in a more realistic
contextcontext.
In the typical mathematics classroom, especially in the middle years of schooling, we tend to use one model to connect maths with the real world; we start by teaching the maths content and skills, we then get students to practice and do some maths, and then we next might apply some of those skills into a real world context by using learning activities such as word problem
In the typical mathematics
classroom, especially
in the middle years of schooling, we tend to use one model to connect maths with the real world; we start by teaching the maths content and skills, we then get students to practice and do some maths, and then we next might apply some of those skills into a real world context by using learning activities such as word problem
in the middle years of schooling, we tend to use one model to connect maths with the real world; we start by teaching the maths content and skills, we then get students to practice and do some maths, and then we next might apply some of those skills into a real world
context by using
learning activities such as word problems.
Teams can be comprised of
classroom teachers, instructional leaders, school leaders, administrators, and other educators
in a variety of settings (e.g. museums, after - school programs, and other informal
learning contexts, etc.).
Just as professionals
in medicine, architecture, and law have opportunities to
learn through examining case studies,
learning best practices, and participating
in internships, exemplary teacher - preparation programs allow teacher candidates the time to apply their
learning of theory
in the
context of teaching
in a real
classroom.»
As citizens of the world, students
in today's
classrooms seek global
contexts for
learning.
... Things like cooperative and democratic attitude for example, makes sense
in the schooling or
classroom context in the way that a teacher would demonstrate being cooperative, providing opportunities for students to be cooperative and democratic
in the way that they engage with their
learning.
«I have an opportunity to look at a teacher
in a
classroom and help answer questions to address challenges they are facing and
in the same day think through data visualization implementations for complex
learning data
in the
context of a research project.»
The best lessons aren't
learned in a
classroom, they're
learned out there,
in the real world,
in a setting and
context that matters.
«My research examines how children
learn about complex causal dynamics
in everyday
contexts and how to advance these abilities through
learning in the
classroom and beyond.
Technology - aided vs. traditional
classroom learning — Which one is better
in the modern
context?
«For me the reason for encouraging
learning outside the
classroom as a key philosophy is that it enables students to apply their
learning in different and real
contexts and to broaden their horizons and aspirations for their future lives.
GenYES encourages teachers to
learn about technology
in the
context of their own
classroom, side - by - side with their students.
We tend to think of K — 12 schools as collections of
classrooms and administrative areas, but I would define
learning environments as both physical and virtual, and encompassing the different
contexts and cultures
in which students
learn.
In an innovative
classroom, teachers add
context, guide
learning, and push students to construct meaning and understanding.
I spend a good deal of time
in the book trying to articulate the critical importance of the social
context of
learning in the
classroom and the school.
Ground your
classroom learning in tangible and concrete
contexts.
75 % of Nobel Prize winners
in sciences report that their passion for science was sparked
in a non-school setting.By taking
learning beyond the
classroom, there are endless opportunities to make
learning concepts, real and relevant by putting them into a more realistic
context.
This combination helps you link
classroom experience to relevant theory and research,
learn and rehearse new instructional practices, and ground your own
learning in your students»
learning and school
context.
Using digital
classroom strategies such as storytelling, team activities, competition, and gamification, this course is designed to facilitate participant engagement, interaction, and provide an introduction to how to teach and
learn online
in a K - 12
context.
Each such employee shall be required to complete at least one training course
in school violence prevention and intervention, which shall consist of at least two clock hours of training that includes but is not limited to, study
in the warning signs within a developmental and social
context that relate to violence and other troubling behaviors
in children; the statutes, regulations, and policies relating to a safe nonviolent school climate; effective
classroom management techniques and other academic supports that promote a nonviolent school climate and enhance
learning; the integration of social and problem solving skill development for students within the regular curriculum; intervention techniques designed to address a school violence situation; and how to participate
in an effective school / community referral process for students exhibiting violent behavior.
We trained ourselves as observers to reliably document instruction
in the lessons we observed based on our modification of Newmann «s assessment of authentic instruction.313 We recorded what we saw and heard on an observation form that included two main sections: 1) basic information about the
context, details of the lesson, how class time was used, how students were organized for instruction and
learning, the kinds of technology used during the lesson, and a description of any positive or negative features
in the
classroom; and 2) assessments of instruction using four of Newmann's five standards of authentic instruction: higher order thinking, deep knowledge, substantive conversation, and connection to the world beyond the
classroom.
For
Classroom Teachers: We are offering a Certificate
in Direct Instruction of Social - Emotional
Learning and Character Development Interventions, with a focus on
classroom, small - group, and after - school
contexts.
Research shows that
in order for professional development to be effective, it should be a deliberate process that occurs within the
context of teachers» daily activities
in the
classroom environment and connects back to student
learning.
In those sections, the underlying question is what does media add over and above the already existing
learning context --(a) the methods
classroom, (b)
classroom observations, and (c) internship experiences.
It is aligned with the
classroom units
in Contexts for
Learning Mathematics and also offers explorations and feedback with the authors for deeper study.
This course provides participants with the opportunities to translate theory into
classroom application
in order to gain an understanding of the teaching -
learning process
in the special education
context.
This teacher knowledge is dependent on the unique
context of a particular
classroom (Munby, Russell, & Martin, 2001), and thus, the way teachers acquire knowledge and the situation
in which they
learn become a fundamental part of the
learning process (Putnam & Borko, 2000).
As the consumption - based model of technology integration transitions to a participatory approach and technology transitions from a tool for accessing information to a tool to (a) support student authoring and creativity, (b) facilitate collaboration, communication, and social
learning, (c) allow for more efficient organization and accumulation of resources, (d) provide venues for student voices through publication and sharing, and (e) support student immersion
in learning environments, educators also transition from «extending learning beyond what could be done without technology» (Mason et al., 2000) to «use technologies to promote effective student learning» (Hicks et al., 2014) In the revisioning of the first principle, the authors did a commendable job of affording increased value to range of tools, methods, content, abilities, and varied contexts of social studies classroom
in learning environments, educators also transition from «extending
learning beyond what could be done without technology» (Mason et al., 2000) to «use technologies to promote effective student
learning» (Hicks et al., 2014)
In the revisioning of the first principle, the authors did a commendable job of affording increased value to range of tools, methods, content, abilities, and varied contexts of social studies classroom
In the revisioning of the first principle, the authors did a commendable job of affording increased value to range of tools, methods, content, abilities, and varied
contexts of social studies
classrooms.
Using movement
in various
learning contexts is a dynamic, brain - based way to engage and motivate students, differentiate instruction, create implicit
learning opportunities, and enhance
classroom management at all grade levels and
in all content areas.
«I'm hoping they would see somebody who is very intentional about what I do when we are together
in a
classroom space so we can have a
classroom context that is really generative of
learning and development.»
Cognitive flexibility explains how teacher candidates, having engaged with the SWAP during their teacher preparation coursework, might
learn to adapt those practices to diverse learners
in different
classroom contexts.
Teachers have a tremendous role to play
in actually (1) speaking and using the language of math with students
in everyday
classroom experiences; (2) providing multiple experiences for students to
learn, practice, and apply the terminology; (3) helping students understand appropriate word meanings
in the
context of mathematics, and (4) focusing on the important terms associated with tested concepts and the vocabulary students need for further
learning.
Teacher
learning and student outcomes
in the
context of
classroom discourse.
We moved well beyond skills acquisition or a focus on software applications, and instead created a
context of use within which preservice teachers
learned by designing
learning opportunities for real students
in real
classrooms (Figure 1).
Similarly, fundamental advances
in teacher education are emerging as researchers have begun to study directly the processes and
contexts of teacher
learning, including both the college
classroom and the
classrooms in our schools.
If done
in the
context of research - based leadership practices and instructional development,
classroom walkthroughs are a valuable way for principals and school leaders to see instruction happening
in their schools, provide personalized professional development and feedback to teachers, and to involve staff
in their own professional
learning.
Energize your
classrooms and benefit from professional
learning provided at your school or district, where teachers
learn in context with colleagues.
In response to the rapidly changing economic
context, the Joyce Foundation will support efforts to dramatically reimagine K - 12
classroom teaching /
learning models, and help shape the policy landscape so that it is more open to them.
Therefore, professional
learning should incorporate training on
classroom competencies, pedagogy, and curricula — all with teachers» unique
contexts in mind.
We believe that effective professional
learning is ongoing and sustained, not infrequent and transitory; is job - embedded rather than external; occurs
in the
classroom and school
context; focuses on results rather than perceptions; and is systematically aligned with school and district goals (DuFour, DuFour & Eaker, 2008; Lutrick, 2012).
We believe
learning should take place
in a meaningful
context that emphasizes the practical application of skills
in order to encourage transfer to the
classroom and campus.
She is an internationally recognized leader
in the field of social and emotional
learning with a specific emphasis on teacher stress and how it impacts the social and emotional
context of the
classroom and student
learning.
Thus, technology integration experiences integrated with authentic teaching and
learning experiences
in teacher preparation are recognized as more effective than traditional stand - alone technology classes,
in which technology skills and experiences are taught separate from the
classroom context (Brush et al., 2001; Hoelscher, 1997; Strudler & Wetzel, 1999).
Share a scenario from your
classroom which, like the examples
in the chapter (pp. 137 — 141), explain how you differentiate (or might differentiate) process based on student readiness, interest, and / or
learning profile
in a specific
learning context.