Not exact matches
This year, my columns, devoted to strategies for
effective writing
instruction, parallel a growing emphasis
on writing in all
classrooms.
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.
This is definitely an
effective way to check for understanding
on a regular basis and can give you actionable information to drive whole - group and small - group
instruction, and individual interventions... but what if we gave eyes to the exit slip so students have an audience for their learning in the
classroom?
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.
Teachers, for example, are observed in their
classrooms five times throughout the year and rated
on nine explicit criteria that the district uses to define
effective instruction, including how well they explain concepts and if they check for student understanding.
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.
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.
- FLACS will focus specifically
on instructional leadership,
effective use of data to guide
classroom instruction, and the establishment and support of professional learning communities.
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.
Taylor, B.M., Pearson, P.D., Peterson, D., and Rodriguez, M.C. (2002) Looking inside
classrooms: Reflecting
on the «how» as well as the «what» in
effective reading
instruction.
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).
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:
In addition to teachers» influence
on student learning, we also know that when teachers integrate
effective classroom assessment practices with their
instruction, student learning improves significantly (Black & Wiliam, 1998).
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.
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.»
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.
The direct
instruction (DI) model proved to be eminently trainable to teachers under experimental conditions,
effective in promoting student engagement in
classroom tasks as demonstrated through
classroom observations, and statistically significantly related to growth in pupil achievement as measured
on standardized tests (Myer, 1988).
Also provided are critical features of
effective instruction and specific information
on integrating the strategies into the
classroom.
Effective classroom instruction involves research - based approaches and is based
on sound, systematic assessments and ongoing monitoring of each child.
Because teachers say it is difficult to stay current
on research about
effective instruction, this paper helps teachers become consumers of educational programs and materials, provides guidance
on how to recognize scientifically based instructional strategies, how to use the concepts of research in the
classroom.
Flipped
instruction puts students with learning disabilities
on more equal footing for
effective classroom participation.
They also plan to review and discuss readiness for online assessments, although the primary focus is
on the availability and
effective integration of technology in
classroom instruction.
Providing practical tools and drawing
on current research, the engaging professional development we facilitate empowers teachers to target student needs by examining content standards and curriculum, designing
effective classroom assessments, making data - based decisions, and delivering engaging
instruction.
Except for the increase in teacher - directed stance and decrease in student - support stance categories, all differences in
classroom practices were in the direction which would be expected based
on the research
on effective classroom reading
instruction, which had been shared with the teachers before Year 1 and between Years 1 and 2.
Excel Academy teachers hold students to high academic expectations, and are able to focus
on effective instruction because consistent
classroom management expectations are enforced by every teacher and followed by every student.
While teaching, she served as a mentor for aspiring urban teachers and led professional development
on effective instruction and
classroom management as a Content Team Leader (CTL).
Most
classrooms today are mixed - ability environments; by helping teachers to differentiate
instruction and providing formative assessments for the collection of real - time feedback to inform teaching, blended learning is giving educators an
effective and efficient way to get every student
on track.
The rise was backed by Boston Plan for Excellence, a local ed fund focused
on 1) preparing and supporting diverse, highly
effective teachers for Boston's schools, 2) cultivating ambitious
instruction in every
classroom with a coherent, data - driven approach to school improvement, and 3) creating break - the - mold new schools that ensure all students are prepared to succeed in college and career.
Research shows the most
effective anti-bullying campaigns rely
on a multifaceted approach that includes school - wide training and awareness,
classroom instruction / activities, and intervention.
Principal mentors are provided a toolkit of mentoring resources and work with mentees to create a customized mentoring plan that focuses
on developing the skills and dispositions in four critical areas of school - level leadership: interpersonal and facilitation skills, teacher observation and feedback,
effective school - level practices and
classroom - level practices, and using data to improve
instruction.
Of course, here
on this site, were focused
on one specific technique that relies
on technology make teaching and learning more
effective — the flipped
classroom or flipped
instruction model.
Functions The teacher leader: a) Facilitates the collection, analysis, and use of
classroom - and school - based data to identify opportunities to improve curriculum,
instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based
on observation of
instruction, student work, and assessment data and helps make connections to research - based
effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available
on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the
classroom and ensures that individual student learning needs remain the central focus of
instruction.
This component focuses
on processes that ensure that
effective and differentiated
instruction, and
effective and positive behavior management occurs in every
classroom for every student.
Instruction And Management E506: Alcohol and Other Drug Use by Adolescents With Disabilities (1991) E529: Assistive Technology For Students With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services
on a Part - time Budget (1996) E530: Connecting Performance Assessment to
Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing
Effective Programs for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education
Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives
on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1995)
CAREER HIGHLIGHTS • Over five years» experience teaching Mathematics to students of different backgrounds • Highly skilled in planning
effective classroom instructions • Hands
on experience in teaching mathematical concepts to young students • In - depth knowledge of basic and advanced mathematics with a specialization in algebra • Demonstrated the ability to plan a program of study that meets the individual student's need, interest, and ability • Able to maintain a disciplined and controlled environment in the
classroom • Proficient in preparing
effective and appropriate lesson plans • Current teacher's license
• Track record of instructing students about basic sketching and contouring techniques • Well versed in evaluating students» work, charting their progress, grading assignments and guiding them regarding their weaknesses appropriately • Hands -
on experience in curriculum development, lesson planning and implementation with aid of modern and
effective AV aids and instructional strategies • Expert in instructing students about working in various modes including pastels, oil colors, water colors, fabric paints, charcoal and pencil • Adept at creating and maintaining a highly stimulating, inspiring and multicultural
classroom environment • Proven ability to introduce novel forms of art and inculcate the same in the curriculum effectively • Demonstrated ability to enhance creativity among students by encouraging innovation, novelty and originality in their pieces of art • Familiar with various kinds of pixel sheets, sketching paper and art material, fully capable of determining age specific art material and techniques, suitable for assigned level and grades of children • Known for initiating, designing and implementing various art contests at the school to encourage a general appreciation for art among students • Competent at identifying course goals and fulfilling the same in collaboration with students, teachers and parents • Proven skills in lesson planning, curriculum implementation, technique
instruction, practice facilitation and assignment communication • Profound knowledge of various advanced level 3D effect art techniques • Strong
classroom management, organization and discipline control skills • Profound ability to devise innovative learning and instructional techniques to facilitate
effective transfer of skill and knowledge • Proficient in use of computer to aid art work, familiar with various graphic designing and drawing enhancement software
Math Tutor ABC SCHOOL, De Soto, MO (6/2008 to Present) • Comprehend each students» individual needs for understanding complex mathematical concepts • Thoroughly go through existing mathematics curriculum and create supportive lesson plans • Implement lesson plans to groups of students by concentrating
on their individual abilities • Assist students in understanding how technology can be used to effectively utilize campus resources • Promote a
classroom environment that is safe and conducive to learning and
instruction • Develop instructional materials to help students understand the concepts of mathematics easily • Conduct ongoing assessments to determine students» adaptability to
classroom environments • Encourage parental involvement in students» education and ensure that appropriate and
effective communication is maintained with parents • Assess curriculum suitability and make changes to the mathematics curriculum to suit the individual needs of students • Assist students in understanding concepts and handling class assignments • Plan, create and administer tests and ensure that they are graded according to the grade sheets provided by the school • Create and maintain records of students in a confidential manner
The ECCP also offered an array of additional services to day care centers and parents as needed including: program - wide teacher training, community workshop presentations, parenting support groups, community agency referrals, facilitation of
effective working relationships between parents and program staff, and
instruction on overall
classroom management techniques.
The
Classroom Organization and Management Program (COMP) is a professional development program for K — 12 teachers that focuses
on the following four principles: 1)
effective classroom management is proactive, not reactive; 2) management and
instruction are connected in
effective classrooms; 3) students are active participants; and 4) teachers work together to help each other.