Sentences with phrase «of student ownership of learning»

We spot examples of student ownership of learning every time we observe the classrooms of Armstrong teachers.

This cycle promotes the development of student ownership of learning — recognized as an essential element to college and career readiness.

Not exact matches

The child - centered instructional methods allow students to take ownership of their learning and provide students with the skills and confidence to challenge themselves.

At Waldorf, students are encouraged to view middle school as a transitional stage during which they learn to take ownership of their identity, education, and community.

Helping her students along their journey of self - exploration and ownership of their growth and learning is ever present in Melissa's instruction.

Students who learn to ask their own questions become more curious, take ownership of their learning, and demonstrate greater comprehension of challenging content.

It's not just what students learn at school that prepares them for life, but the environment they learn in and the responsibility they are given to take ownership of their education.

Property: Ownership, respect, and responsibility Students learn to respect others» property by rating the severity of a variety of damaging acts.

We talk a lot about students needing to feel ownership of their learning, but the same is true for teachers.

Yet, as he writes in his book, Teaching Students to Ask Their Own Questions: One Small Change Can Yield Big Results, «When students know how to ask their own questions, they take greater ownership of their learning, deepen comprehension, and make new connections and discoveries on their ownStudents to Ask Their Own Questions: One Small Change Can Yield Big Results, «When students know how to ask their own questions, they take greater ownership of their learning, deepen comprehension, and make new connections and discoveries on their ownstudents know how to ask their own questions, they take greater ownership of their learning, deepen comprehension, and make new connections and discoveries on their own.»

Giving students the power to choose creates a sense of ownership over the learning.

As a result, although scaling Station Rotation and Flipped Classroom models might not be the most exciting thing in the world — nor might it create models in which students have the maximum amount of personalization in and agency and ownership over their learning — in the next several years, the scaling of these models is both an important step forward and likely to be where the action is in mainstream subjects.

By including students in the design of instruction and course expectations, they are more likely to have greater ownership and relevance for the learning.

As educators, we hope to develop students» ability to take ownership and responsibility of their learning, yet many schools fail to provide authentic learning experiences and don't help students see the relevance in their learning.

The idea of giving students more ownership over what we discussed — from the questions themselves to possible answers — seemed like an exciting opportunity for us to learn together.

For the sake of their growth and development, let's allow students to take greater ownership of their learning, starting with their data.

Providing choices in the classroom increases students» sense of ownership over their learning and develops their responsible decision - making skills.

This includes how teachers and schools can better recognise that students learn differently, and give students more ownership over the time, place, path and pace of learning.

To address this, I give students the option of proposing their own essay or project topics, which enhances ownership of the learning.

This is a good way to get students to take more ownership of their learning.

In every class, both core and elective curriculum, Trinidad Garza uses the six strategies from the Common Instructional Framework — collaborative group work, literacy groups, scaffolding, writing to learn, questioning, and classroom talk — to align their instruction, create a rigorous environment, and foster students who take ownership of their learning.

It's more than that: Students in high - level STEAM work are actively solving problems, taking ownership of their learning, and applying content in real - world contexts.

The benefits of portfolios are well - documented in both theory and practice: (1) Students are able to select pieces of writing that showcase important milestones in their learning trajectory; (2) students take ownership of their learning through consistent goal - setting, reflection, and other metacognitive processes; and (3) students develop self - regulation skills that empower them withStudents are able to select pieces of writing that showcase important milestones in their learning trajectory; (2) students take ownership of their learning through consistent goal - setting, reflection, and other metacognitive processes; and (3) students develop self - regulation skills that empower them withstudents take ownership of their learning through consistent goal - setting, reflection, and other metacognitive processes; and (3) students develop self - regulation skills that empower them withstudents develop self - regulation skills that empower them with agency.

Students are so in tune with their learning that they are able to truly take ownership of it, and the teacher provides instruction without assumption.

When students generate a work product, they have more ownership of their learning.

Finally, Ben suggests my appeal for more student ownership of learning relies on circular logic.

Allowing students to create stories provides a sense of agency and ownership that can inspire a holistic research process, regardless of the subject matter, where students are learning material for their story in a natural, contextualized manner.

As I could see at the Forum, when teachers feel a sense of ownership over their classrooms, when students feel a sense of ownership over their learning, that is when productive learning takes place.

The real transition for teachers, the roadmap that colleges of education and the multi-billion dollar education professional development market are largely failing to draw, is developing the foundational element of student agency and ownership of the learning process that lies at the heart of a transformed learning experience.

That said, students with significant background knowledge are capable of hard thinking when they take more ownership of their learning, and we need to honor those capabilities.

In a PBL classroom, students are taking ownership of their learning.

We have to let go that image; knowledge exists irrespective of the teacher, and the more we empower, allow, permit, even «force» students to take ownership and responsibility for their learning, the better prepared they will be for the future that awaits them.

While the single - point rubric may require that we as educators give a little more of our time to reflect on each student's unique work when grading, it also creates space for our students to grow as scholars and individuals who take ownership of their learning.

Through the Home Ownership Project, McMillian's students learned to take charge of their own financial futures.

«If the bulletin board becomes part of the learning, it saves the teacher from having to create it, it ties into the learning, and it gives the students ownership of their space,» he said.

That gives time back to students and, as Cadwell said, makes them «take ownership of their learning» by setting their own goals.

David Hopkins, who Morris appointed to the key role of head of the Standards and Effectiveness Unit at the Department for Education and Skills, believes that «when students begin to take ownership of the learning behavior, you see something quite transformational taking place inside the school, because then it is the students who actually control learning rather than the teacher.»

My style is very much about class participation, student ownership of learning and quick pace.

There are a wealth of open ended tasks that encourage the student to take ownership over their home learning, with the option of completing more tasks if they wish to.

The teacher's assertiveness and clear expectations for all students might be viewed as strength, however, criticisms of the model include that it does not promote a sense of democracy, allowing students to take ownership of their own behavior and learning (e.g., students creating class rules together).

To further encourage your students to take ownership of their learning through self and peer assessment I recommend the T.A.L.K and L.E.A.R.N process T.A.L.K and L.E.A.R.N posters and printable mnemonic bookmarks are available as a value bundle.

After allowing students to have such independence and seeing how creative and responsible they were, how could I not allow them to have more ownership of their learning?

«I began student - led conferences to involve the students in their learning and to give them ownership of it,» said Sherri Clifford, a second grade teacher at Hagemann Elementary School in St. Louis, Missouri.

Students know that I care, and it lets them take ownership of their learning.»

When teachers move from the front of the room to working besides students, students begin to take a deeper ownership of the learning process and produce a meaningful connection with the material.

Although this plan has «Olympics» in the title, it is really a generic non - language / topic - specific worksheet designed to support students become more independent, take ownership of their learning and most importantly recognise and take account of their prior learning.

Sharing their writing helps students to expand upon their own thinking, as well as take more ownership of their learning process.

A template designed to allow students ownership of their learning by understanding where they are and where they are going in their learning journey.

Problem - based learning gives students ownership of the learning because they themselves design the learning activities they'll need to carry out to solve the problem.

Students» ownership of their own learning is at the core of authentic assessment.