Sentences with phrase «learning outcomes we want»

Before the visit, identify the learning outcome you want to achieve, plan the experience to make sure your outcome is delivered and consider how you will evaluate the impact that the visit has made.

But to be successful in those efforts we must plan backward, beginning with the student learning outcomes we want to affect.

Even if professional learning planners agree on the student learning outcomes they want to accomplish, what works best in one context with a particular community of educators and a particular group of students might not work equally well in another context with different educators and different students.

Before thinking about the format and content of any professional learning experience, we must first consider the specific student learning outcomes we want to attain and what evidence will best reflect those outcomes.

He encourages educators to decide on the student learning outcomes they want to achieve and then develop a learning plan with those goals in mind.

Not exact matches

Language is a powerful tool and there are a bunch of tactics you need to learn to create the outcomes you want.

There are several tactics you should learn to get the outcomes you want when dealing with toddlers.

Working together with parents, teachers, community members and elected officials, they want to empower school communities to reinvent themselves as community «hubs» that can provide services that efficiently and effectively reduce barriers to learning and improve student outcomes.

In the UK, you will learn to think before you start your experiment, firstly what question you want to answer and secondly what will be the possible interpretations of the several possible outcomes, etc..

The scientists now want to discover whether the activity in the motor and visual centres is actually the cause of the improved learning outcomes.

Finally, we know Teacher readers want more information about learning spaces design and the impact on student outcomes, so stay tuned for Learning Spaces month in Nlearning spaces design and the impact on student outcomes, so stay tuned for Learning Spaces month in NLearning Spaces month in November.

Are you redesiging your learning spaces - what teaching and learning outcomes do you want to achieve?

«I don't want to learn this, I'm confused and there's nothing in it for me» and «I'm bored this is too easy» are just as bad as each other in a system where everyone moves at a common pace regardless of achieving the outcome early or not at all.

There are many reasons why we should avoid collective punishment, but the most important is that if we want students to learn how to take responsibility for their behavior, they need somewhat predictable outcomes for their choices.

If we want to disrupt the assembly - line model of learning, we can't do what we have always done and hope for a different outcome — that is Einstein's definition of insanity.

That quest starts with defining the specific, measurable outcomes they want to achieve through blended learning.

Once you are happy with the final outcome of your content, compress the videos: The fast delivery of your content, either on your Learning Management System or otherwise, will be vital, especially for those that want to study on the move using their mobile device.

There is a strong desire to expand beyond just academic indicators — including a measure of growth is very important — but including things that are not direct learning outcomes and focus more on environment and other input measures blurs the vision on what we want students to know and be able to do.

Interactive learning: «Most educational products are essentially storyboarded, and there's some kind of outcome someone wants you to get to,» Bower points out.

Technology enhanced students» learning outcomes — they liked being in these classrooms, and parents wanted their children to be in classrooms where they did well in all school assessments.

The desired outcomes are focused on learning, and thus include skills and knowledge we want students to learn, as well as questions directly connected to that learning.

If the authors of the above article want to really help teachers differentiate their programs to improve learning outcomes for every student, offer practical, evidence - based suggestions focusing on the «how».

Some external Advice Hints and tips for schools to plan and support learning outside the classroom include: recognising the value of LOtC in achieving the outcomes you want to achieve for your young people.

We want to see a measurable outcome for physical literacy in schools, with agreed minimum levels of physical activity, outdoor learning and play mandated as part of the national curriculum, and outcomes assessed by Ofsted.

He came to the Ed School wanting to better understand the how poverty affects learning, how adverse experiences impact student outcomes, and how engaging curriculum can be part of the solution.

They simply don't want to invest the time or effort into understanding, let alone following them, in order to achieve the desired learning outcome.

If, rightly, we want to reject a zero - sum trade - off between our values, if what we need are a highly attractive long - term profession for successful teachers, accountability for student results, and a far more rigorous curriculum driving far higher learning outcomes for our students, are we willing to rethink the system from scratch and put everything on the table?

In terms of learning outcomes, we want to agree at the outset the differences in how children will learn as a result of proposed CPD activity — for example, pupils will move from using closed questions to the use of higher order questioning.

We want to give educators a taste of the materials, process, and positive impact on learning outcomes and student engagement that LEGO Education solutions bring to the elementary environment.

Begin by establishing what success means — what SEL learning outcomes do you want students to master?

Parents, teachers and business leaders want better learning outcomes for our children.

They want to improve outcomes for students, especially when they can learn directly from experts who can model these strategies.

If we want to bring about significant improvements in those outcomes, we have to do more to address the context in which learning takes place.

Know and Align the Standards or Outcomes There may come a time when learning will be so open that students will be able to learn whatever they want.

If we want technology to finally transform education and teach the 21st century skills our students need to succeed, we need to design tools with the understanding that teachers are activators of learning and the secret to achieving better student outcomes.

However, we find that teachers really want to set and measure meaningful goals that connect their instruction with student learning outcomes.

Surely we need as teachers, school leaders, government, parents and employers to know exactly what we want the outcomes of learning to be in our national curriculum.

In short, a few simple reminders, both to applicants and to other education leaders who want to achieve better outcomes with personalized learning for more students:

But with the right tools and a team effort you can achieve something that all educators want: great learning outcomes for all students.

Goals describe broad learning outcomes and concepts (what you want students to learn) expressed in general terms (i.e., clear communication, problem - solving skills, etc.).

Competency Based Education: Does your community want to award students with degree credit for specific skills and learning outcomes?

Ultimately, we want to answer the question, «What adjustments need to be made to move student learning forward and finish the school year with successful outcomes?»

The first thing that we always do at the OECD, no surprise, we want to know does it actually matter in terms of student learning outcomes?

If we want to reach the high and equitable outcomes it has achieved in recent years, we will have to teach our way to stronger student learning by supporting teachers» collective learning.

We wanted teachers who could prove their effectiveness, accept responsibility for student outcomes, and design learning experiences to meet students» unique needs.

To drive measurable results, you have to know what you want the desired learning outcomes to be and have a way to access the data you need to measure those outcomes.

Many teachers write learning goals in the form of behavioral outcomes: «Students will be able to...» Frequently this is what their administrators want, and...

The Center on Enhancing Early Learning Outcomes (CEELO) wanted to know how states are incorporating early childhood teachers in their teacher evaluation systems, and additionally, whether requirements for evaluating early childhood teachers are different from teachers of higher grades.

NREPP listing provides external assurance about the quality of research behind Safe & Civil Schools resources, offering peace of mind for administrators and school board members who want to ensure that their investment will produce immediate and lasting returns that con - tribute to increased learning and improved behavior outcomes for all students.

We provide innovative solutions, level - headed research and customized service for clients who want to dramatically improve learning outcomes for all students.