Sentences with phrase «observe student language»

In this introductory course, participants will learn to systematically observe student language through data collection, analysis, and group discussion.

Not exact matches

Observe the student for evidence of a speech or language problem.

Thus what I observed was overworked teachers teaching students vital information across the board in a language that no - one really understood.

He wryly observed that for teachers reporting on student performance, «the temptation is to create a technocratic or «professional» language containing a set of stock phrases that give an impression of objectivity or even measurement», but which in reality «leaves readers only half conscious or befuddled» (2006).

Speech and language pathologist Ann Friedman observed acts of kindness demonstrated regularly by students throughout the year.

This versatile bundle of resources will open up your students» imaginations as they learn about observing details, writing with precision, and using figurative language.

The results suggest that observed gains on English language arts assessments in the year of instruction do not fully capture the benefits that students are accruing from high quality English language arts instruction.

For example, in a 3rd grade class full of English language learners, Ms. Garcia wanted to observe how much time the teacher gave students to speak, both formally and informally.

Engagement Based Sheltered Instruction A rich model of student engagement that helps educators understand students» language proficiency levels and the language demands of content areas, texts and tests; develop student academic language in content areas; and plan, teach and observe for maximum cognitive engagement.

The PISA data indicate that the observed variation in the distribution of student characteristics across countries does not place the United States at a disadvantage in international assessments compared with other highly developed countries; students with high levels of socioeconomic status had an educational advantage over their low SES counterparts across all 20 countries, even after considering the differences in the percentage of students who are immigrants, from less - advantaged homes, non-native language speakers, and other factors.

This intervention also increased the amount of time that all students had to speak and practice oral language as observed in the last set of classroom observations.

Armed with research - based and highly - interactive strategies for engaging all students, including English language learners, IDRA modeled lessons and debriefed with teachers on what they observed.

The interview includes questions about teachers» assignment purposes, their feedback practices (and the rationales behind them), and the kinds of language - and content - level issues they planned to address in subsequent lessons based on observed patterns in students» writing.

SOAR supported teachers in planning and understanding language teaching practices, and supported coaches and administrators in observing, collecting evidence, and facilitating reflective conversations to improve delivery of instruction focused on student academic interactions.

Interestingly, a steep increase in student performance on the California Assessment of Student Performance and Progress (CAASPP) was observed last year, with the number of students that met or exceeded standards at Heritage increasing 13 percentage points in English language arts and 8 percentage points istudent performance on the California Assessment of Student Performance and Progress (CAASPP) was observed last year, with the number of students that met or exceeded standards at Heritage increasing 13 percentage points in English language arts and 8 percentage points iStudent Performance and Progress (CAASPP) was observed last year, with the number of students that met or exceeded standards at Heritage increasing 13 percentage points in English language arts and 8 percentage points in math.

Participants will observe as teacher educators support candidates in preparing for and enacting field work with elementary students in mathematics (at SLI) and elementary and middle students in language - focused instruction (at SESLA).

«Having a common approach and language for planning, implementing, observing, reflecting, and talking about instruction is a critical component for building instructional teams and accelerating student learning,» explains Diane Rymer, Catapult Learning's Vice President of Professional Development.

During each lab, a student completes about 10 math and 10 English language arts sample test questions on a computer, while staff observe and video record, which allows for further study of student responses.

As the Chairman observed, «You'll note that the language on the qualifications of transfer students has been removed from plan.»

She uses the language of freehand drawing, one of the most fundamental but overlooked speculative tools for architects, to reveal the potential within even the most inexperienced students and show them how to fully observe and perceive the world around them.

Several law schools have experimented with introducing foreign and international issues into basic LRW instruction.68 Some have responded to these arguments by creating either upper - class elective seminars with a global LRW focus, 69 or by creating a specialized foreign / international section of the basic LRW course.70 Typically, this has been accomplished in a largely ad hoc fashion through the creative efforts of individual instructors, who sometimes offer a special «international» section of the basic LRW course.71 Additionally, LRW professors whose primary responsibility is to educate foreign students have naturally gravitated toward incorporating global dimensions in their problems and assignments.72 Faculty specializing in teaching legal English have observed that English is increasingly the language of choice for transnational negotiations and legal instruments, even in circumstances where the underlying transactions do not involve Anglo - American law.73 Consequently, they also emphasize a transnational approach that responds to the needs of their students.

SOME SCHOOL, Fountain Hills, AZ Jan 2011 — May 2014 Preschool Teacher • Developed preschool curriculum based on the individual needs of each student • Created and imparted lessons to teach preschoolers about basic language concepts • Monitored classroom activities to ensure safety and wellbeing of students • Worked with teacher aides to research for educational materials • Observed students for signs of distress or discomfort and addressed their issues immediately • Handled students» physical and emotional needs by providing them with support such as changing diapers and helping in eating lunch • Communicated observations to parents and provided advice on how to handle specific issues

Mar 2012 — Apr 2014 Saint Paul Public Schools — Saint Paul, MN Teaching Assistant (Part Time) • Monitored student behavior in the classroom • Kept records • Observed students • Made calls to parents of absent students • Counseled students and directed appropriate behavior • Assisted in keeping daily student records • Tutored students in reading, language arts and drama

Iam seeking an occupation in the educational field where Iam able to teach socially acceptable behavior to the students employing techniques such as behavior modification and positive reinforcement; write individualized education plans; work wiyh students to increase motivation; instruct students in academic subjects such as: reading / language atrs, math, social studies and science; observe, evaluate, and prepare reports on...