Perhaps most concerning in the student reports is the definitive nature of the claims
made about an individual student based on one test.
Not exact matches
My idea of a hero is a
student /
individual who: «cents Helps a person with special needs «cents Takes time to talk to the new kid «cents Asks someone how they are doing «cents Stands up for those who aren't strong enough to do so themselves «cents
Makes sure others know that they care
about them «cents Is a leader who sets an example that treating others negatively is wrong «cents Isn't a follower when others are being treated unfairly
At a forum I attended on the Common Core rollout, many
students, parents, teachers and administrators told us of their displeasure and
made heartfelt statements
about their
individual experiences.
For example, think
about a classroom of
students (a population
made up of a group of
individuals).
Another PBS lesson plan on civil disobedience asks
students to identify «issues of concern» (such as school uniforms or a tax exemption for a business that pollutes), «brainstorm different ways people
make their opinions known
about issues of concern,» «discuss which of these methods are acceptable» means of protest to them,» and «identify possible negative consequences of activism to
individuals engaged in these activities.»
An alternative is to provide information
about where
students are in their learning (for example, the kinds of knowledge and skills they are ready to learn next); what parents might do to assist further learning; and, possibly, information
about the progress
individuals have
made over time.
Second, the data are at the district level, limiting the ability to
make inferences
about individual students.
All
students benefit from
making good decisions
about their needs as
individuals and in relationships.
The Slinky Paradigm: How One Science Teacher (Eventually) Created Another He
made the material, and his
students, feel important and, hey, when youre talking
about fundamental issues in the universe, it isnt always easy to
make an
individual student feel significant.
There's a lot of authentic work that doesn't
make for good assessment because it's so messy and squishy and it involves so many different people and so many variables that you can't say with any certainty, «Well, what did that
individual student know
about those particular objectives in this complex project that occurred over a month?»
When using a probing discussion, a teacher meets with an
individual student and asks him or her questions
about the SEL skill,
making sure to address the score 2 content, the score 3 content, and the score 4 content.
Andrew Miller looks at prep for standardized testing as an opportunity to encourage higher order thinking, embed test prep practices, and
make informed decisions
about engaging the class and reaching
individual students.
The comments come from current Teachers, Teaching Assistants, SEND co-ordinators, heads of house, inclusion managers and Form Group Tutors...: We used this in small groups in our new class every morning for a week, what a great start, everyone is still buzzing... Builds a strong sense of belonging to something special... your class... Encourages differences and similarities to recognised and valued... Hugely improves our efforts at inclusion... The
students quickly came out of their shells and are blossoming... Reveals much of the nature of the
students... Gets us buzzing as a group... Encourages participants to take part in their own game and go and find things out from others... brilliant ice breaker game... Helped to resolve a huge problem we had in getting
students to gel... Switches the
students brains on from the moment go... Helps to break down various barriers... Gives a big boost to developing important life skills... This gives a great insight and a fantastic array of examples, clues and hints as to the characters of each
individual in the group... Helps participants learn some things
about themselves... Helps participants learn some things
about others... Helps you learn
about the participants (you can be a player as well on some occasions)...
Makes it easy to develop class rules of fairness and cooperation... Builds a sense of purpose... Creates a sense of community and togetherness... Brilliant, just brilliant... our school is buzzing...
«Over the past three years, we have seen increased
student achievement because of the commitment teachers have
made to coming together and sharing strategies, best practices, and concerns
about individual students.
He
made the material, and his
students, feel important and, hey, when youre talking
about fundamental issues in the universe, it isnt always easy to
make an
individual student feel significant.
Another part of the problem is that the federal approach pays only a passing nod to the improvement
made by
individual students, while Florida's own method takes into account how much specific
students have learned in a given year - exactly what parents care
about.
Known as Community Learning Centers, each school employs a resource coordinator who works closely with school leaders and the school's Local School Decision -
Making Committee to gather data
about student needs, monitor their performance, and create targeted interventions for
individual students and the school as a whole.
The Commissioner
made a very interesting claim: The PARCC will provide diagnostic information
about individual students.
That you have a way to aggregate classroom data, check to see how
individual students are doing, and
make decisions
about reteaching by looking at a computer monitor.
However, in doing so,
individual teachers must
make initial assumptions
about and then use the Science IDEAS prior knowledge strategy to insure science instruction is appropriate for the
students in their classrooms.
While much of the time problem - solving teams focus heavily on
individual student progress in order to
make decisions
about instructional supports, the annual spring data review is an important time to consider trends at the class, grade, and school levels.
The groups are seeking endorsements from other local, state and national organizations as well as
individuals concerned with the rapid increase in time, money and energy devoted to exams used to
make major decisions
about students, educators and schools.
Testing experts agree that using a single test score to
make important decisions
about individual students (such as promotion, retention or access to a particular program (e.g., gifted and talented programs] is indefensible.
Every layer of educational bureaucracy should infuse
students as well, positioning in them in powerful roles that effect not only
individual students, but all
students; not as recipients, but as active partners who design, implement, critically assess, and
make substantive decisions
about the education system as a whole.
Using data from these assessments, schools now
make decisions
about individual students, groups of
students, instructional programs, resource allocation, and more.
I like to think of reflection as a verb — a conscious decision
made by a teacher to take a moment and think
about specific moments in their day; whether it be reflecting on an
individual lesson, a six - week unit, a conversation with a
student, an interaction with a parent or a debate with a trusted colleague.
To
make informed decisions, both as
individuals and as citizens,
students need to develop scientific habits of mind and have knowledge
about both the natural environment and how it is transformed through technology.
Or,
students can
make individual books
about the story, illustrating a new page each day.
Here are some excerpts: A safe and caring school climate includes feeling safe at school, feeling part of decision —
making, and having a sense of school connectedness, which «is the belief by
students that adults and peers in the school care
about their learning as well as
about them as
individuals» (CDC, 2009b, SAMHSA Toolkit, p. 12).
Although written cases and analyses of
student work samples would achieve similar goals as video analyses, images of classroom lessons provide unique opportunities for novice teachers to see in action how more experienced colleagues
make space for
student thinking to become visible, probe
student thinking to move learning forward, engage
students in classroom discourse and learn
about students»
individual ideas while they teach.
So, for example, instead of just utilizing money to arm police officers in schools, we also are allowing
individual school communities to
make decisions
about putting more mental health for
students, to provide advocacy in the support system and not just move kids out of school or automatically engage them in the judicial system that we know can happen too often.
Several other cities have been developing additional data capacity in support of this work, including creating MOUs to share data across agencies, surveying
students about their school connectedness, asking families
about the barriers they face in accessing preschool, and
making use of data collected through a programmatic partnership to improve their understanding of community and
individual student needs.
What professional development opportunities are available within your district that could help prepare educators to analyze and interpret
student data to
make decisions
about individuals and also groups of
students?
Ms. Sawyer builds a safe environment where any
student can open up and talk to her
about any problems and she respects every
individual and
makes them feel right at home, not just a classroom.
This lines up well with what we know
about how
individual students make the decision to become teachers.
Systems of inquiry will build true implementation of the standards by using data from assessments — from the Smarter Balanced Assessment Consortium or the Partnership for Assessment of Readiness for College and Careers and locally chosen or developed assessments aligned to the standards — to provide feedback to
students about their learning of standards, to identify
individual students» instructional needs, and to
make adjustments to the curriculum and improve instruction.
TSL levels
about 80 allow teachers opportunities to know their
students, respond to
student work, and have sufficient time out of the classroom to
make themselves available to
students for
individual assistance.
These systems, encouraged by the Obama administration's Race to the Top and No Child Left Behind Waiver programs, use measures of
student learning alongside other measures of teachers» classroom performance to
make formative and summative judgments
about individual teachers.
So, while there are purported benefits to the NHA charter schools, NHA is largely a corrupt organization that worries
about making money instead of caring for
students, teachers, and the
individual charter schools.
When I began
making almost all of my literacy assignments open - ended and had
students do them on the computer, I saw two important benefits: (1) Students» completed assignments told me a lot about them as individuals; and (2) While each learner worked at his or her own computer, I was able to move around the classroom and have one - to - one and small - group conver
students do them on the computer, I saw two important benefits: (1)
Students» completed assignments told me a lot about them as individuals; and (2) While each learner worked at his or her own computer, I was able to move around the classroom and have one - to - one and small - group conver
Students» completed assignments told me a lot
about them as
individuals; and (2) While each learner worked at his or her own computer, I was able to move around the classroom and have one - to - one and small - group conversations.
For some reason, when we reach home, we go from pragmatic
individuals who can easily
make objective, fact - based decisions for a company, to people who are emotional
about their credit card debt and
student loans.
Students rave
about how Dominika manages to
make training fun, balance group and
individual needs, and explain things in a way that just
makes sense.
I have worked, lived, photographed, studied people for over 20 years and am passionate
student about the
individual as a personal brand,, marketing & what
makes us tick.
About the job (job description) The educationist has to get involved in many different activities like of teaching various projects to a team or
individuals,
making reports for
students, teaching moral science and behavioral skills, arranging programs and other extra curricular activities for children and arranging long or short tours for children.
Made about 50 outbound calls per day and received
about 10 inbound calls daily while refining and adapting sales skills to cater to each
individual student and their product interest.
February 2007 — Present Kipley High School — Eagle River, AK Math Teacher • Plan and carry out study programs appropriate to
individual needs • Create classroom environment conducive to learning and discipline •
Make engaging lessons that develop
student critical thinking and problem - solving skills • Assess
student progress regularly • Diagnose
individual learning abilities of
students about mathematical concepts and reporting to authorities • Plan and supervise purposeful assignments • Plan and execute
student assessments on a monthly basis
When using a probing discussion, a teacher meets with an
individual student and asks him or her questions
about the SEL skill,
making sure to address the score 2 content, the score 3 content, and the score 4 content.