Sentences with phrase «little teacher instruction»

I have seen very little teacher instruction occurring and when I have seen instruction it has been a review of previously learned concepts, rather than new information.

Not exact matches

De Blasio insisted the city would keep working to get hundreds of schools with little arts presence up to compliance, as state law mandates that middle and high school students earn at least one credit of arts instruction from full - time, certified teachers.

For example, the teachers in many of the leading blended learning schools spend very little time planning and delivering lessons for whole - class instruction.

They would disapprove of the teacher - centered instruction, of the seemingly heavy - handed curriculum that leaves little room for individual styles of learning and creativity.

Lower elementary students who don't need Tier 2 instruction are grouped into independent projects that need little teacher supervision.

We have very little evidence about whether teachers are aligning their instruction to the Common Core standards (what we know isn't very promising, especially with respect to reading), or whether it's working, or whether students are learning more as a result.

Instructions or directions are clear and easy enough for the kids to understand and resolve individually or with little help from the teacher.

Importantly, because high teacher turnover can be associated with both improvement and decline in the quality of instruction, the amount of turnover on its own provides little insight into the wisdom of a principal's personnel decisions.

Given students were using their own devices very little instruction was required from teachers with regard to their use.

First, there is little evidence that teachers meeting to study student data, such as benchmark test scores, actually affects instruction or student learning.

Research suggests that although many elementary teachers integrate social studies with the language arts, this instruction tends to be poorly designed with little emphasis on social studies learning.

Although more than 50 percent of teachers reported substantive changes in their writing instruction since the Kentucky Education Reform Act (KERA), about one - third of them reported little change because their instruction was already in line with the new assessments.

When the teachers had little authority or power over instructional decision - making, or when administrators were controlled by district staff, an «assessment - as - test» mentality drove instruction.

With little prior instruction about gravity and air resistance, teachers were put in groups to collaboratively speculate on the forces at play, and to draw their own diagrams illustrating those forces.

However, the coaching literature provides little guidance about what activities coaches should engage in with teachers to improve instruction.

Whether the Common Core is called a curriculum or not, there's little doubt that teachers will feel pressured to gear much of their instruction to this annual regimen.

Many teachers nevertheless earn their credentials with little background in assessment design or believing incorrectly that they should differentiate their instruction for student learning styles.

Despite what state education officials repeat ad nauseam, teachers are provided with very little data from the state assessments to «inform instruction».

And because the state has provided little help with Common Core instruction and lesson plan design (part of that «infrastructure» that doesn't exist in CA and gives Michael Kirst insomnia) to the teachers currently in classrooms, our district is spending roughly $ 100 million in LCFF funds to pull teachers out of classrooms during 10 instructional days this year to work in school site PLCs.

Dr. Laura Goe, Dr. Courtney Bell, and Ms. Olivia Little note in Approaches to Evaluating Teacher Effectiveness, «Given that teachers» roles involve much more than simply providing subject - matter instruction, it is appropriate to consider a broader and more comprehensive definition of effective teachers consisting of five points and formulated by evaluating discussions of teacher effectiveness in the research literature as well as in policy documents, standards and reports» Teacher Effectiveness, «Given that teachers» roles involve much more than simply providing subject - matter instruction, it is appropriate to consider a broader and more comprehensive definition of effective teachers consisting of five points and formulated by evaluating discussions of teacher effectiveness in the research literature as well as in policy documents, standards and reports» teacher effectiveness in the research literature as well as in policy documents, standards and reports» (2008).

There are many books and professional development programs that purport to help teachers make use of student data to improve instruction and student achievement (Boudett, City, and Murnane 2010; Bernhardt 2009; Love 2008), but there is little rigorous evaluation of these programs.

That's the conclusion of a new report from the New America Foundation, which finds that «there is little evidence to suggest colleges are meaningfully aligning college instruction and teacher preparation programs with the Common Core standards.»

The little research that has been done on standards - based practices focuses instead on the impact of standards on local curricula, instruction, and teacher practices (e.g., Goertz, Floden, & O'Day, 1995).

So for instance, a set of declining ELA scores at the fifth - grade level may have little to do with the strategies or programs being used by the fifth - grade teachers, and may not actually have much to do with instruction at all.

However, beginning a program requires little more than an acknowledgement by district and community personnel that gifted students need something different, a commitment to provide appropriate curriculum and instruction, and teacher training in identification and gifted education strategies.

Technology continues to be used primarily for administration rather than instruction; there is little systematic professional development for pre-service or in - service teachers on ICT - based instruction and few accountability measures exist for reporting on teachers» efforts to integrate ICE in instruction; initially cited by Larry Cuban in his 2001 publication of Oversold and Underused: Computers in the Classroom.

As they like to say about the series, «These are the little instruction books that should come with your student teacher!»

Keep in mind that when teachers assign students a writing task, provide no writing instruction whatsoever, and then offer students an appraisal that has little to no applicable benefit, they fall short of teaching writing.

Now, as in past decades, most teachers devote little time to explicit vocabulary instruction.

FIT Teaching may seem like a lot, but I've found it really ties all the great practices I've done as a teacher, as well as great practices I've seen, up in a nice little package, where everything connects and makes sense for not only instruction, but our students as well.

A teacher who does not see assessment as a continual window into the needs of her students has little sound footing from which to differentiate instruction.

FEATURES Total of 90 - 180 minutes of instruction time broken into 20 - 30 minute blocks All materials for up to 30 students to participate in a collaborative activity Aligned and written to standards Helpful how - to video INCLUDES Teacher Guide and Activity Cards Little Footprint 2 - sided poster 45» X 36» vinyl map Model trucks - cardbord (6) Customized sticker sheets Geometric blocks, 6 sets of 12 25 foam rectangles for demonstration and matching student manipulatives Plastic spoons and cups Food coloring * Refills available.

Even when teachers get data on their performance — or their students» — they receive little to no instruction on what to do with it and on what will help them strengthen their practice.

With rapid and recent advances in electronic technology, it is not surprising and, perhaps, is even expected that veteran teachers of mathematics received little to no instruction on how to use such technologies for teaching and learning mathematics.

In spite of little under - graduate or graduate level preparation for teachers and administrators in using data to plan instruction, schools are providing the resources to acquire a repertoire of essential skills.

Police patience and de-escalation are sorely needed in our overpoliced society where I have witnessed a police officer yelling his head off at a driver who had apparently innocently misundertstood re-routing instructions, another police officer smirkingly and condescendingly repeating to a scared man on the ground to «shut up» (here is how my teacher Jun Yasuda would respond to being told to «shut up»), and police on video using excessive force right up to fatally shooting unarmed suspects who pose little to no harm.

Little Dewdrops — Merrimack, NH 2002 — 2008 Preschool Teacher • Created and implemented class curriculum for an entire academic year • Designed and implemented lesson plans per each preschooler's individual needs • Assisted in ensuring that preschoolers» needs for social, mental, cognitive and physical development are constantly met • Ensured an environment conducive to learning • Managed student behavior and conferred with parents in cases of extreme indiscipline • Imparted instruction according to lesson plans • Trained teachers» aides to work appropriately in a preschool environment

Reviews of policies and curricula pertaining to sexuality education have shown that while many countries have established curricula, little is known about their use in schools — the degree of implementation, the mode and quality of the instruction, the existence of program monitoring and evaluation tools, the adequacy and quality of teacher training, the level of support for or opposition to the subject, and the effectiveness of existing programs in achieving desired knowledge and behavioral outcomes among students.28 — 33 Small - scale reviews of school - based programs run by nongovernmental organizations (NGOs) have been conducted in Kenya, but there has not been a review of the government's sexuality education program in schools.34, 35

Reviews of policies and curricula pertaining to sexuality education have shown that while many countries have established curricula, little is known about their use in schools — the degree of implementation, the mode and quality of the instruction, the existence of program monitoring and evaluation tools, the adequacy and quality of teacher training, the level of support for or opposition to the subject, and the effectiveness of existing programs in achieving desired knowledge and behavioral outcomes among students.10, 24 — 27 This report provides a detailed snapshot of how the policies related to sexuality education in Ghana are translated into practice and what students, teachers and heads of schools think about them.