Sentences with phrase «of regular classroom practices»

[1] While some of this is attributable to the disruption of regular classroom practices and instruction, [2] it may also be attributable to substitute teacher quality.

These can form the basis of regular classroom practice for the speaking exam and if pupils are confident with these questions, they will also be able to answer many of the questions that will form part of the photo card section of the exam.

Not exact matches

Soon, Radio becomes a regular part of practice, then the games, then the classroom, and almost every part of the coach's life.

What students do in arts - integrated education is actually far closer to the practice of contemporary artists than what usually happens in regular arts classrooms.

According to two additional meta - analyses, high - quality assessment that is integrated into regular classroom practice can increase the rate of learning (Black & Wiliam, 1998) and is a highly cost - effective educational intervention (Yeh, 2007).

Providing regular opportunities for staff to share and discuss their own practice is one of the simplest ways to improve what happens within the classroom, as good professional development is always collaborative and evidence - led.

First, states and districts can discontinue costly practices that have not been shown to enhance student achievement, including paying educators for out - of - field master's degrees and salary premiums for experience; following «last in, first out» personnel provisions; relying on regular classroom instructional aides; and adhering to mandated limits on class size.

In short, the ability grouping in these schools was not a lifetime sentence to low group membership so powerfully documented in the literature on grouping; to the contrary, some of the special grouping practices, namely the special, supplemental instruction, were in place to accelerate struggling readers» literacy learning to the point where they could re-enter regular classroom groupings.

Insight in action As part of a middle school science mentoring program, mentors met with classroom teachers on a fairly regular basis to help them improve instructional practice through lesson planning.

The number of lectures, lab exercises, practice quizzes, and assessments were such that the pace did not differ from the pace in a regular classroom.

Through their partnership with Mills Teacher Scholars, these educators have regular opportunities to surface classroom dilemmas, get multiple perspectives on their students» work, and develop shared understandings of the best practices of computer science learning.

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.

Including a chart like the one above as part of an instructional leader's regular practice requires that they have a consistent system of gathering relevant data on what is happening in their school and classrooms.

Students who are not learning need alternative educational practices outside of the regular classroom.

Teachers need tools to support the incorporation of arts integration and democratic practice into regular classroom practice.

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.

As we strive to implement strategies that promote systemic change, we must do so with the goal that no matter where students are assigned, they have the benefit of the thinking, expertise, and dedication of all teachers in that grade level or subject area; that they are part of a school system that requires all teachers to participate in learning teams that are provided regular time to plan, study, and problem solve together; and that this collaboration ensures that great practices and high expectations spread across classrooms, grade levels, and schools.

Co-teaching — the practice of having special education and regular education teachers work together in inclusive classrooms — is one way to ensure that all students have equal access to challenging academic content.

Dr. Wiliam offers practical techniques to embed formative assessment in regular classroom practice, and illustrates the value of sustained teacher learning communities (TLCS).

Our process of regular and frequent peer observations of instructional practice is coupled with ongoing coaching, modeling of proven techniques, and support in the classroom by AIR's turnaround coordinator.

In addition, the practice of ability grouping for guided reading within the regular education classroom further supports this aspect of instruction.

The integration of students with special needs into regular classrooms: Policies and practices that work.