Sentences with phrase «more effective classroom practices»

FAST tools are designed to link research with more effective classroom practices.

Not exact matches

Here are two strategies I discovered through The Learning Scientists and use in my classroom almost daily in an attempt to teach my students more efficient and effective study and practice habits and to maximize their retention of material.

Teachers themselves want to better understand how changes they make to learning design and adaptive delivery can improve their own work and the majority of our students are much more sophisticated judges of effective classroom practice than ever before.

Rather than attempting to develop and implement solutions for defined student groups, a more effective strategy for closing achievement gaps may be to work to ensure that evidence - based best practice is implemented as widely as possible in every school and every classroom.

Effective classroom management consists of far more than establishing and imposing rules, rewards and incentives to control behaviour, it involves practices and instructional techniques to create a learning environment that facilitates and supports active engagement in learning, encourages co-operation and promotes behaviour that benefits other people.

(The peer evaluator may in practice be replaced by an equally effective or more effective teacher, but that teacher must herself be replaced in the classroom she left.)

Because they enable feedback loops between theory and everyday classroom practice and are supported by a network of like - minded peers, these models have been found to be much more effective than the traditional model of courses, workshops, conferences and seminars.

It may also be that black teachers simply have more effective classroom - management practices than white teachers, on average, and are therefore better able to induce misbehaving students to exhibit better behavior.

Both Cruz and Leslie identified the need to change local culture and to achieve more effective alignment with state standards for classroom practice.

While all studies in this set reported positive effects due to various teacher leaders practices in support of the implementation of instructional materials, Gigante and Firestone (2007) suggests that support provided within teachers» classroom was more effective than other forms of support.

Today, there is growing consensus that principals must do much more, most notably ensuring the spread of effective instructional practices to every classroom.

Knowledge of how children and young people develop and learn, the principles of effective pedagogy both within their own subject area and more generally, the implications of cognitive science for classroom practice, and the features of good assessment also form part of a Chartered Teacher's core knowledge base.

This collection of papers was written to address two purposes: (a) to provide teachers in preservice LD preparation programs with an overview of validated practices that have been proven effective for children with language learning disabilities, and (b) to provide regular education teachers preparing to enter the field or already in the classroom with knowledge about validated teaching strategies so that they can work more effectively in collaboration with an LD consultant.

Highly effective professional development is more critical than ever in the months ahead as we move toward the changes in instructional practice that need to occur within classrooms as schools implement CCSS.

The Master of Teaching Program at the University of Calgary is a two - year teacher preparation program that fosters closer links between theory and practice and more effective one - to - one communication between teacher educators, classroom teachers, student teachers and learners.

She has spent more than 20 years studying and writing about classroom assessment practices and has authored a number of ASCD publications, including How to Create and Use Rubrics for Formative Assessment and Grading, How to Give Effective Feedback to Your Students, and How to Design Questions and Tasks to Assess Student Thinking.

A university - based program that was deemed by school administrators as a more effective approach for preparing teachers in bilingual / ESL theory and pedagogy and for linking teacher preparation to classroom practice.

As new practices are implemented, districts will also need to study and refine them, always mindful of keeping their eyes on the prize: more responsive and effective teaching in each classroom and across the school as a whole.

The closer classroom practices are to validated theory, the more likely they will be effective.

Over the coming years, as we provide teachers and schools with data on how teaching practices are tied to students» performance, we plan to investigate the degree to which classroom - and school - level teaching practices shift over time toward practices which have been identified as more effective for enhancing student achievement.

In education and even more so as teachers, we hear the term progress all the time; all students need to make progress, progress checks, planning for progress, data informing progress, progress through effective feedback and so on... but what does progress actually look like in day to day classroom practice and how can we measure... Continue reading →

Through coursework and coaching we work to develop effective teaching practices and support novice teachers to become more successful in their classroom.

Each of the data collection tools narrowly focus on specific effective classroom practices — data can be collected by observers in short classroom visits of 10 minutes or more and shared.

The result, King suggests, is improved classroom practice in her school, more effective leadership and closer ties between schools.

In education and even more so as teachers, we hear the term progress all the time; all students need to make progress, progress checks, planning for progress, data informing progress, progress through effective feedback and so on... but what does progress actually look like in day to day classroom practice and how can we measure it?

The Report's central conclusion is that, although traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.10

In response to educator demand for a more effective way to integrate the essential components of high - quality classroom practice, MyTeachingStrategies ™ is an online platform that provides a single entry point for educators to streamline workflow by linking high quality curriculum, formative assessment, professional development and family engagement in a seamless, interconnected way to better support daily instructional practice.