Sentences with phrase «learning needs of students when»

Teachers personalize instructional strategies and interventions to address individual learning needs of students when necessary.

Not exact matches

When members of the University of Texas at San Antonio student chapter of NAHB learned about a local family in need of a new roof after it was destroyed by Hurricane Harvey, they decide to put their construction knowledge and labor to work.

«The Downside of Checking Kids» Grades Constantly» «To Help Students Learn, Engage the Emotions» «3 Things School Counselors Want You to Know About Their Jobs» «Letting Happiness Flourish in the Classroom» «Why Students Lie, and Why We Fall for It» «When Children Say «I Can't,» but They Can, and Adults Know It» «When a Child's Project Shows a Parental Hand at Work» «Give Late Blooming Children the Time They Need» «Helping Children Balance School and Fun» «Parenting, Not for the Moment, but for the Long Haul» «Teenagers, Dealing With Addiction, on What Might Have Helped»

Today's students face a great deal of academic pressure, which when combined with food insecurity further underscores the need to improve access to breakfast to facilitate learning.

His program at Holy Trinity is telling us some important things about kids and school food — namely, that food doesn't need to be «dumbed down» for kids to accept it; that kids implicitly understand when deep care is being put into the preparation of their food and they respond with equal respect; and that improving school food can change kids» attitudes about food outside the school yard gates, as was the case with the student quoted by Chef Boundas who cut back on fast food now that he's eating healthful foods at lunch and learning about nutrition and cooking in Chef Boundas's kitchen.

«It was clear from the beginning — when I first learned about homeless students being shuffled in and out of our local schools without the proper services they needed and about the homeless families that were essentially stranded in these suburban communities — that it was not appropriate to use these hotels as temporary shelters,» Matteo said.

An oil spill isn't just a chemical problem; the students learn that it is also environmental, biological and social, and that each aspect of the problem needs to be considered when coming up with workable solutions.

But, as Lavender says, «while frustrating, these are great learning experiences,» in part because her students need to take into account the technological capabilities of their overseas Internet partners when they are corresponding.

Can you recall a time when student interests like skateboarding or video were never used as part of learning curriculum because the tools needed were either too expensive or not yet conceptualized?

Current discussions of grit in education focus on the need for students to pursue long - term goals — such as going to college or becoming a nurse — and to hang in there when trying to learn challenging material in school.

Most of the students in this book, either through their own drivenness or through the interventions of adults — either parents, teachers, or related services people, therapists and so forth — develop the strategies they needed to be successful: to be able to access education at a high level; to know how to handle the heavy reading load when they read at a very low rate; to learn how to manage pain, which was the case with one of the students in the book who has chronic pain due to his physical disabilities; or to learn how to manage anxiety, which is the case of two of the people in the book.

When I initially considered conferencing with each and every student in my classes to reduce the need for written comments, I was apprehensive about the time commitment, but with the help of a colleague who had made it work in his classroom, I recently took the plunge and did writing conferences with my students — and it had a huge impact on my classroom and my students» learning.

Perhaps one of the greatest revelations that I learned through journaling was that if I listened to my students and watched their nonverbal reactions, I could tell exactly when I needed to redirect a lesson.

When it comes to a focus on students, research suggests effective professional learning communities «make intelligent use of evidence to pinpoint areas needing intervention to enhance learning outcomes for all students».

When Rice teaches graduate students, she routinely sees them encounter aha moments about the challenges of online learning, the time involved, and the need for crystal - clear instructions.

We have a critical need for more specificity, i.e., less abstraction, with respect to what soft skills students are to learn in school and for what purposes; when, how, and to whom those skills will be taught; and how the success of those efforts will be defined, measured, and evaluated.

That said, students with significant background knowledge are capable of hard thinking when they take more ownership of their learning, and we need to honor those capabilities.

This points to a desperate need to move toward a competency - based learning system that measures and rewards individual student growth, as well as an underlying shared learning infrastructure that allows the country to identify each unique student in a consistent way — so that when he or she moves geographies, the student's record does as well — and to keep track of what that student knows and can do in a consistent way across geographies.

There are plenty of details that need managing, but when teachers do that in the context of leading their students to help create a more effective place to learn, handling the details works much more smoothly and naturally.»

When it comes to developing methods for social and emotional learning (SEL) interventions, teachers need the flexibility and freedom to select strategies that best fit the diverse needs of their students and classrooms.

Keeping the idea of brain plasticity at the forefront of your professional practice offers a constant reminder than when students struggle with lessons, it isn't because they can't learn, but because they need more practice and instructional support.

However, when students are widely dispersed in their levels of attainment, effective teaching depends first on establishing and understanding where individuals are in their learning and second on providing well - targeted teaching and learning opportunities to meet learners at their points of need.

• When schools lack expert teachers because of shortages stemming from geographic limitations or attrition, for example; • When expert teachers must serve a wide range of student needs in a single classroom by personalizing learning for each student; • And when expert teachers much teach more than academic contWhen schools lack expert teachers because of shortages stemming from geographic limitations or attrition, for example; • When expert teachers must serve a wide range of student needs in a single classroom by personalizing learning for each student; • And when expert teachers much teach more than academic contWhen expert teachers must serve a wide range of student needs in a single classroom by personalizing learning for each student; • And when expert teachers much teach more than academic contwhen expert teachers much teach more than academic content.

Let's create a culture of learning in which we trust students to explore wildly ambitious ideas and activities, and support them to confront and analyze their failures when the need to refine and repeat does (and should) happen.

Collaborative learning, when done right, allows a classroom to be more flexible, more efficient, and better meet the diverse needs of students.

Students have the opportunity to become more involved with their studies and capitalise on the best learning environments for digesting course content and applying their knowledge with the confidence of support when they need it.

Professional Learning Communities thrive when cultures support the vigorous examination of ideas to meet student needs.

Another insight of Illich's was that learning works best when it is driven by the needs and desires of the individual student, not the self - interested claims of the bureaucracy.

Introducing new words and using full sentences («yes, we do need to put on our raincoats» rather than «yes, sure») also expands vocabulary, which not only helps students when they are first learning to read at around the ages of five and six, but also later in elementary school when they take the next steps and work on comprehension and fluency — the ability to read text accurately and quickly.

Help students learn and feel empowered to be allies: Because so much bullying behavior takes place when adults are not around (at recess, in the hallway, on the back of the bus, online, etc.) and because many students don't report bullying to adults, we need to help students help each other.

Instead of using adults as the sole source of information, teachers can connect students to one another when they need to learn how to use a new machine or create a functioning circuit.

When I first encounter content from a humanities curriculum, I don't think about the list of names or dates that the students need to learn.

When designing and reviewing their curriculum, schools select achievement objectives from each area in response to the identified interests and learning needs of their students.

So have the students became active players in transforming the learning culture and in the end, when you get the kids all board, Even if some of the adults aren't on board with the changes... I'll tell you right now, it's very tough to deny what our kids want, need and expect today.

There are lots of notions and differing definitions of what personalized learning is, but when I, and many other disruptors use the phrase, we mean learning that is tailored to an individual student's particular needs — in other words, it is customized or individualized to help each individual succeed.

Those high - performing schools did things like «set measurable goals on standards based tests and benchmark tests across all proficiency levels, grades, and subjects»; create school missions that were «future oriented,» with curricula and instruction designed to prepare students to succeed in a rigorous high - school curriculum; include improvement of student outcomes «as part of the evaluation of the superintendent, the principal, and the teachers»; and communicate to parents and students «their responsibility as well for student learning, including parent contracts, turning in homework, attending class, and asking for help when needed.»

When it comes to shopping around for a Learning Management System (LMS) you need to ensure you pick a system that's going to work for your students, your instructors, and your Training Administration team, as all of them will be interacting with it on a regular basis.

I know who should be held accountable when tests cause undue duress in students, students are put into unrealistic pressure - cooker, toxic learning environments, student needs go unmet due to diverting finances to untested standards, students lose months of instructional time due to state - imposed distraction — all this to the full knowledge and concern of school superintendents, etc, etc

Students are engaged by applying skills as they learn them, seeing immediate gains, and choosing from several forms of assistance when needed.

Most educators today are familiar with personalized instruction, a process whereby teachers put the needs of students first, and provide flexibility about where, when and how students learn.

This intentionality gives teachers the tools they need when they need them, and Real Time Teacher Coaching for Instruction (RTTC - I), supported by CT3, ensures coaches can quickly grow teachers» skills in the use of the strategy so that they can capture the rich trove of information it provides about student learning.

When planning lessons, the preservice teachers considered the students» understanding of content and how technology paired with effective pedagogy could help to close the gap between what students knew and could do and what they needed to learn.

When we take a look at what personalized learning really is, we can mold and adapt our curriculum to fit the needs of each student.

The first suggestion I offered created a greater number of «retweets» than any other I ever posted: When looking at student work or data ask,» What do the students need us to learn?»

Meaningful Student Involvement in education advocacy happens when students are engaged as advocates for the schools they learn in; for the education system the next generation will inherit; and for the needs of the larger community surrounding the school.

• More fulfilled and dedicated in and to their profession • They center teaching around the student • Willing to meet the needs of their students through new methods • Able to persist when things don't go as planned • Able to perceive their student's learning levels • More frequent in offering assistance to students with learning problems and to help them become more successful • Less likely to submit students with learning problems for special services • Able to set higher goals and expect more from students • Work longer with students who are falling behind • Able to teach students in such a way that the students outperform other classes • A predictor of success for students on the Iowa Test of Basic Skills, the Canadian Achievement Test, and the Ontario Assessment Instrument Pool (Trull, 2004)

And with boys making up two out of every three students in special ed, far too many of our sons — regardless of race, ethnicity, or class — are being diagnosed with learning disabilities when they really need intensive reading remediation and school environments in which they can thrive.

Multiple studies have demonstrated that organizations that prioritize a performance - management system that supports employees» professional growth outperform organizations that do not.25 Similar to all professionals, teachers need feedback and opportunities to develop and refine their practices.26 As their expertise increases, excellent teachers want to take on additional responsibilities and assume leadership roles within their schools.27 Unfortunately, few educators currently receive these kinds of opportunities for professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.30

I happened to be one of those proponents based first on my close understanding of the challenges she faced when she entered the job, the tough decisions she has made over the last two years, and the leadership direction of the district which is now rooted in the theory that in order to improve student learning we need most to improve the quality of teaching and leadership.

When we teach to the standards, we have a very clear idea of what we need students to learn.