Sentences with phrase «of effective classroom instruction»

These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.

Not exact matches

Improving the quality and effectiveness of classroom instruction by recruiting, training, and supporting highly effective STEM teachers; and

All teachers were evaluated by five structured classroom observations aligned to the district's Teaching and Learning Framework, which defined domains of effective instruction, such as leading well - organized, objective - driven lessons; checking for student understanding; explaining content clearly; and maximizing instructional time.

This program will then link the science to site - and classroom - level strategies that promote effective learning, and to tools that support leaders to examine features and characteristics of instruction at their site (s).

• Classrooms open to teacher colleagues for observation and analysis In order to articulate a problem of practice teachers must make use of instructional data which they collect through observations of their colleagues» classrooms and contrast current practice with their shared expectation of effective instruction for the identified learninClassrooms open to teacher colleagues for observation and analysis In order to articulate a problem of practice teachers must make use of instructional data which they collect through observations of their colleagues» classrooms and contrast current practice with their shared expectation of effective instruction for the identified learninclassrooms and contrast current practice with their shared expectation of effective instruction for the identified learning problem.

With colleagues from the Center for Research on Education, Diversity, & Excellence, a federal research center at the University of California campus here, Tharp has identified five standards that he says mark effective instruction in classrooms with high concentrations of students from backgrounds outside the U.S. cultural mainstream.

Level 2 addresses the most commonly cited characteristic of effective schools: high - quality instruction in every classroom.

Proponents of evaluation systems that include high - quality classroom observations point to their potential value for improving instruction (see «Capturing the Dimensions of Effective Teaching,» Features, Fall 2o12).

Similarly, the methods of star teachers — how they construct a culture of high expectations in their classroom and deliver vibrant and effective instruction — are at last being codified as specific techniques that can be mastered by novice teachers.

Comprehensively addresses the five essential components of effective reading instruction, with a focus on translating research to classroom application

No other professional development is as comprehensive or successful in addressing the five essential components of effective reading instruction, plus writing, with a focus on translating research to classroom application.

Liu's research examines secondary and postsecondary classrooms as developmental settings and focuses on the role of effective instruction in building teacher - student relationships and supporting student outcomes.

In order to be most effective, instruction in inclusive classrooms needs to be geared carefully to students» individual learning rates and levels of ability.What Teachers Need to Know About Differentiated Instruction presents a concise look at developing and implementing differentiated instructioinstruction in inclusive classrooms needs to be geared carefully to students» individual learning rates and levels of ability.What Teachers Need to Know About Differentiated Instruction presents a concise look at developing and implementing differentiated instructioInstruction presents a concise look at developing and implementing differentiated instructioninstruction programs.

The National Research Council stresses the importance of using well - planned and effective assessments of children in early learning classrooms in order to improve instruction and program planning.

Clearly, a number of the most effective schools had made an effort to improve classroom instruction, primarily through the intervention training they had put in place in their buildings.

Still, even with all of this data related to student outcomes, they faced challenges in successfully interpreting and translating the data into more effective instruction and learning in the classroom.

The theoretical base of Focus includes the Correlates of Effective Schools, Classroom Instruction that Works: Research - based Strategies for Increasing Student Achievement, and the results of a meta - analysis of classroom walkthrough data integrated into a comprehensive design with aligned components.

Learning Difficulties Australia is an association of teachers and other professionals dedicated to assisting students with learning difficulties through effective teaching practices based on scientific research, both in the classroom and through individualised instruction.

The National Research Council endorses the importance of using well - planned and effective assessments of children in early learning classrooms in order to improve instruction and program planning.

http://www.3rsplus.com/index.htm Just Read Florida - Elementary Grade Levels In an elementary classroom, a minimum of 90 minutes of reading instruction - grounded in the principles of scientifically based reading research (SBRR)- is the most effective way to reach all students.

Each time I learn a new formative assessment strategy, I wish that I can have a redo of one of my years in the classroom to apply the strategy and make my instruction that much more effective.

Thurlow has performed research in areas including early childhood education, assessment and decision making, learning disabilities, dropout prevention, effective classroom instruction, and integration of students with disabilities in general education settings.

- FLACS will focus specifically on instructional leadership, effective use of data to guide classroom instruction, and the establishment and support of professional learning communities.

There's also evidence that effective school leadership influences early childhood achievement, as leaders play a critical role in improving classroom instruction — the most important factor related to the success of young students.

** ENVIRONMENTAL LANDSCAPING courses are designed to meet the needs of both the home farmer... Providing effective classroom or laboratory instruction using methods and materials appropriate to...

These practices include using effective classroom management procedures; promoting student engagement and motivation; assessing student readiness; responding to learning styles; grouping students for instruction; and teaching to the student's zone of proximal development (the distance between what a learner can demonstrate without assistance and what the learner can do with assistance)(Allan & Tomlinson, 2000; Ellis & Worthington, 1994; Vygotsky, 1978).

«The most effective way to reduce the number of children who ultimately will drop out of school is to provide the best possible classroom instruction from the beginning of their school experience,» Schargel said.

She has researched, written, and presented extensively on the topic of vocabulary instruction which is the subject of several of her books, including Teaching Vocabulary in All Classrooms, No More «Look Up the List» Vocabulary Instruction and Teaching Academic Vocabulary K — 8: Effective Practices across the instruction which is the subject of several of her books, including Teaching Vocabulary in All Classrooms, No More «Look Up the List» Vocabulary Instruction and Teaching Academic Vocabulary K — 8: Effective Practices across the Instruction and Teaching Academic Vocabulary K — 8: Effective Practices across the Curriculum.

Taylor, B.M., Pearson, P.D., Peterson, D., and Rodriguez, M.C. (2005) Looking inside classrooms: Reflecting on the «how» as well as the «what» in effective reading instruction, A reprint of Taylor, B.M., Pearson, P.D., Peterson, D., and Rodriguez, M.C. (2002).

Our approach is grounded in the habits of highly effective instruction with an emphasis on practicing, not just discussing, how to improve in the classroom.

Many teachers who differentiate instruction in their classroom find flexible grouping an effective method of differentiation because it provides students with the opportunity to work with other students who may have a similar learning style, readiness, or interest as them.

Scenes from elementary, middle, and high school classrooms illustrate what successful teachers do in all four domains of effective practice: planning and preparation, the classroom environment, instruction, and professional responsibilities.

The most effective way to reduce the number of children who will ultimately drop out is to provide the best possible classroom instruction from the beginning of their school experience.

The study analyzes student outcomes associated with specific aspects of curriculum and instruction and identified policy conditions - especially regarding standards - based reform - under which effective classroom practices were likely to flourish.

Responsibilities such as collaborating with the school administrators and classroom teachers to identify Title I students, planning and delivering effective instruction in a small group setting, administering pre and post assessments, and consistent tracking of student progress and data are essential to the position.

Effective reading instruction requires classroom interactions that support the understanding of specific texts.

With the onset of standards and school accountability, states have undertaken initiatives to assist classroom teachers in providing more effective instruction to ELLs.

TAP uses a set of standards for evaluating teachers that is based on the work of consultant Charlotte Danielson.1 In Enhancing Professional Practice: A Framework for Teaching (1996), Danielson breaks teaching down into four major categories (planning and preparation, classroom environment, instruction, and professional responsibilities); 22 themes (ranging from demonstrating knowledge of the subjects taught to designing ways to motivate students to learn); and 77 skills (such as when and how to use different groupings of students and the most effective ways to give students feedback).

Providing teacher support in classroom management and instruction and being a more effective teacher is a really important piece of this.

Goodwin and Hubbell present 12 daily touchstones — simple and specific things any teacher can do every day — to keep classroom practice focused on the hallmarks of effective instruction and in line with three essential imperatives for teaching:

The effective teacher performs many functions that can be organized into three major roles: (1) making wise choices about the most effective instruction strategies to employ, (2) designing classroom curriculum to facilitate student learning, and (3) making effective use of classroom management techniques (Marzano, Pickering, & Pollock, 2001).

Lead teachers could then transition into «model teachers» that would co-teach across multiple classrooms, apprenticing their colleagues in «the art and science of what highly effective instruction looks like.»

Teachers need a broad repertoire of strategies to create positive classroom environments, design lessons, develop effective assessments, diagnose gaps in understanding, and personalize instruction to meet each child's learning needs.

This unique focus on differentiated instruction makes Achieve3000's solutions especially effective for classrooms in the high - need communities served by Teach For America, where there may be a mix of struggling, grade - level, and high - achieving students as well as English language learners.

Teachers» reasons for their decisions about classroom instruction closely related to their conceptions of science, effective science teaching and instructional strategies, purposes of science teaching, and student understanding.

In fact, the effective practice of classroom formative assessment improves instruction and learning in several specific ways:

After reviewing research on effective prevention and literacy instruction delivered in preschool, kindergarten, and primary grades, as well as organizational factors at the classroom, school, and district levels, Snow et al. (1998, pp. 314) conclude that «effective instruction includes artful teaching that transcends — and often makes up for — the constraints and limitations of specific instructional programs.»

Dr. Anita Archer has added her instructional expertise to our network of evidence - based support for effective classroom management and instruction.

A school - based teacher preparation program in which a prospective teacher, for not less than one academic year, teaches alongside an effective teacher, as determined by the state or local educational agency, who is the teacher of record for the classroom, receives concurrent instruction during the year, through courses that may be taught by local educational agency personnel or by faculty of the teacher preparation program; and in the teaching of the content area in which the teacher will become certified or licensed; and acquires effective teaching skills, as demonstrated through completion of a residency program, or other measure determined by the state, which may include a teacher performance assessment.»

The Long Beach Unified School District in California, for example, requires that all new teachers receive regular «instruction» on the job in the basics of classroom practice — from how to manage student behavior to choosing effective strategies for small group instruction.