Sentences with phrase «of feedback from my students»

«Now that we've completed our pilot program with St Agatha's, we've been able to hear some of the feedback from both students and teachers.

The Efficacy Institute approach is built on three elements: building consensus on clear targets for academic proficiency; building belief among teachers, parents, and children themselves that proficiency standards can be achieved; and then building a continuous stream of feedback from student assessments to drive changes in curriculum and instructional strategy.

I collected a lot of feedback from students and people who are trying to get into the games industry who do not attend game jams because they think they are not ready for it.

I have gotten quite a bit of feedback from my students asking me to keep my studio where it is at and not move it to a public space.

Here is a video compilation of some feedback from the students:

One of the major strengths of the course was that it allowed for a great deal of feedback from students and the instructors.

Not exact matches

Michael Chew, executive president of the Residence Hall Association, said members of the student organization helped provide feedback on improving Rutledge to the architects from Little.

The positive feedback from the students and adults, and the appearance of their salad bars are often a point of pride.

If the exam is easy to copy and far removed from the kind of work folks do outside of school, then perhaps we need to design a more cheat - proof assessment that will challenge students before, during AND after they receive feedback.

The positive feedback from the students and adults, and the appearance of their salad bars are often a point of pride.

In the past, upwards of 20 vendor booths participated and gathered feedback from parents and students.

It is exciting to see this aspect of Attachment Parenting being incorporated into the school setting, and to hear the overwhelmingly positive feedback from teachers and students.

As co-chair of my school district's student nutrition committee for the past 8 years, I get exactly the same kind of feedback from parents and other advocates — some demand farm - to - school, some want only organic, some want to ban HFCS, etc. — and few understand the USDA regs which govern the meal program, or the limits of what can be accomplished on the inadequate government reimbursement.

Sal Valenza of the West New York School District in New Jersey, which also serves primarily Latino students who overwhelmingly receive free and reduced lunch, has also had positive feedback from the students and administrators, and says changes to nutritional standards nationwide could have a big impact.

I think there needs to be feedback that we receive from people on the ground implementing the changes and we need to provide a lot of support for our teachers and our students.»

Prof. Ulrich Walter of the medical faculty told Next Wave that so far the «feedback from students and the university has been very positive.»

The University of Michigan is partnering with the Illinois Department of Human Services» Division of Rehabilitation Service to collect and analyze feedback from students and teachers, and to evaluate the implementation and cost effectiveness of the virtual reality training program.

According to Sarkar, feedback she received from students let her know that the program was having an impact by increasing students» knowledge, helping them make informed decisions about future career paths and providing a better understanding of the power and reach of neural engineering.

I ran my first urban meditation day retreat just before Christmas and during the preparation of the day, the day itself, as well as with the feedback received from the students that attended, it made me realise how much knowledge you had shared with us - even more so than i had realised at the time.

«Our instructors were excellent, student feedback was positive and this recent tweet from a former student is very inconsistent with the mission of the school and we are investigating this matter,» he said.

I often begin by providing a bit of positive feedback — anything from how much I enjoyed the student's take on a certain issue to effective use of evidence to inform the analysis.

«Whilst it is too soon to evaluate the impact of the launch of the BBC micro: bit in changing the current generation of students from passive end users into creators of technology, showing capability in coding and digital creativity, feedback at this early stage is suggesting that the device has created excitement in learning amongst students and its widespread availability now means that schools can build upon this to create a diverse, cross-curricular platform for the teaching and learning of digital skills,» comments Geoff Hampson.

Whether they're learning from the stories of immigrants, investigating democracy, creating a video about their Education Vision, or developing ideas about literacy, my students need clear expectations, they need models, and they need feedback.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Australia

As part of the 3d printing module students are asked to showcase their work and assess their progress, they also gain feedback from their peers as part of the process.

I receive a lot of feedback from teachers for class work and homework, and I also really appreciate getting constructive feedback from the students I teach via video conferencing.

According to the Guardian, a report based on feedback from this year's AQA A-level papers read: «Once again, examiners commented that the answers of many students were difficult to read.

The effectiveness of the model was clear from formal and informal student feedback, and from students» AP scores, which increased from twos to fives (two is not considered a passing grade and five is the highest score on an AP exam) by 12 per cent.

To make independent reading worthy of class time, it must include instruction and coaching from the teacher on text selection and reading strategies, feedback to students on their reading, and text discussion or other post-reading response activities (for example, Kamil, 2008; Reutzel, Fawson, & Smith, 2008; see Miller & Moss, 2013 for extensive guidance on supporting independent reading).

And that learning comes from observing student work, listening to the feedback I get from architects, and if the quality of student work isn't quite at the level at which I think it could be, then I have to ask myself, what can I change?

As the work I do has comes to occupy more of a public stage (in front of staff, student body, parent community, Web 3.0), my own comfort level with critical feedback has grown exponentially (from others, from myself).

This also provides the teacher with invaluable feedback and data from which to design the unit of study, by seeing the focus of student search and where the need exists to broaden the class perspective.

Those of us who run programs, solicit feedback from students, their parents and even their home teachers.

The impact of feedback to encourage a growth mindset is shown to be especially important for students from disadvantaged settings (Claro, Paunesku & Dweck, 2016).

After extensive research on teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiplfeedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiplFeedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiple years.

Students receive a lot of useful quantitative feedback in our modern classrooms: from benchmark assessments to reading levels, progression on schoolwide rubrics to formal standardized testing.

I agree with Stuart's comment on feedback - one of the most powerful influences on student learning - and best from the teacher

For me, the point of seeking «regular feedback from my students» particularly stood out.

Break out sessions cover the following areas — promoting positive behaviour; teaching students with SEND: developing their transferable skills; supporting students with English as an Additional Language; grammar, punctuation and spelling at Key Stage 2; international pedagogy - what we can learn from high performing jurisdictions; keeping it healthy and safe when covering science lessons; assessment and feedback; supporting teachers supporting students; the changing landscape of primary education and what it means for primary school teachers.

Big Data is being leveraged in the enterprise to identify who needs training, determine the frequency of the training, assess how the students are interacting with the course and providing an opportunity to solicit real - time feedback from these students.

These include standards - based projects and assignments that require students to apply their knowledge and skills, such as designing a building or investigating the water quality of a nearby pond; clearly defined rubrics (or criteria) to facilitate a fair and consistent evaluation of student work; and opportunities for students to benefit from the feedback of teachers, peers, and outside experts.

Student feedback, test - score growth calculations, and observations of practice appear to pick up different but complementary information that, combined, can provide a balanced and accurate picture of teacher performance, according to research recently released from the Bill & Melinda Gates Foundation.

They have two ways of looking at the student feedback: a four - point scale on close - ended questions and qualitative feedback from open - ended questions.

It will generate live environments where learning from your students will be much more dynamic and immediate (you will receive daily feedback from your students with which to adjust your way of guiding them).

Seeking feedback from students, teaching with passion and striving for evidence - based practice are just some of the suggestions offered up by educators in this year's Teacher survey.

However, I can honestly say that every single piece of feedback that I have received from students has made me a better practitioner.

Seeking feedback from students, teaching with passion and striving for evidence - based practice are just some of the snippets of advice offered up by educators in this year's Teacher survey.

The study of more than 4,000 pupils in England shows that middle - ability students and those whose parents lack qualifications benefit the most from positive feedback.

From student confirmation emails, supplier emails, assessment grades, internal reports, feedback surveys, etc., there is always a constant steam of communications which need to be created and sent.

In the past years I have been looking at ways of regularly seeking feedback from students.