Sentences with phrase «on feedback from teachers»

Based on feedback from teachers, students and parents, we have created this resource page to assist teachers and students alike in learning more about the aquatic world through fact sheets, lesson plans and other resources.

Unlike Tennessee, Kentucky has rolled out its new evaluation in phases, improving it along the way based on feedback from teachers and administrators.

Based on the feedback from the teachers at the first session on Oct. 20, the program is already off to an enthusiastic start.

If so, is there a strategy that best suits high schools, based on feedback from teachers and administrators?

In Aldine, district officials are looking at ways to build time for reteaching into the school year, based on feedback from teachers.

This is an important observation, since it suggests that, done appropriately, peer feedback may be more effective than teacher feedback, because students are more likely to act on feedback from their peers than they would on feedback from a teacher.

Based on feedback from a teacher who commented, «Need more time in between the first initial lesson study meeting and the teaching date, to make sure that technology will cooperate,» the leadership changed the schedule to provide an entire week for these adjustments to be made prior to the teaching rotations in classrooms.

Not exact matches

From day one, I immediately reached out to teachers to see if they'd want to use Khan Academy and to get their feedback on our features.

For the most part, feedback from teachers cited concerns about rodents and bugs, too much going on [in the classroom], spills, and taking away from instruction time.

The other problem, Pope says, is that summer homework packets (frequently put off until the last unhappy week before school begins), often seem to fall into an academic black hole once they're turned in — with no feedback from teachers and no effect on kids» grades.

But when missing and incomplete homework becomes a regular occurrence, your child is missing out on the opportunity to get important feedback from his or her teacher before the class moves on to the next, more challenging learning activity.

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.»

With teachers, administrators, and entire systems in a state of transition, there is no better time to capture and leverage critical feedback from those on the ground.

A TEACHER known to Feedback has suffered from severe eczema all his life, and this summer he went to his GP to see if there were any new treatments on offer.

(first in the form on raw vegan «fruitarian» protein and then even more so when i stopped being fruitarian and came back to a vegan whole foods diet with lots of beans and legumes plus some soy and some plant protein powder...) The improvement was something that I did feel physically (though i had not felt the lack) but there was also an immediate improvement in the feedback from my teachers...

Because teachers and students diligently prepare for SLCs in advance by reflecting on projects verbally and in writing, culling work that represents progress or challenges, and giving and receiving feedback, the investment from students can have a domino effect on family participation.

Feedback from teachers on their main concerns must be taken seriously.

Insights from research There are however some general insights that have emerged from the research: first, the best professional learning programmes for teachers should involve multiple approaches for providing feedback (selected from the seven listed in the panel on this page); second, it is critical that teachers are properly trained as observers; and third, observations and feedback for professional learning should be a parallel and separate process to appraisals for performance management.

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).

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.

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

The Learning Innovation Hub program, or iHub, allows digital providers to test and get feedback on their products from classroom teachers, in a process meant to nurture improvement and innovation.

Artifacts include Fulton's observations from class visits, feedback based on rubric criteria, teacher comments and teacher - provided evidence such as lesson plans.

Start a weekly coffee house - like club with teacher colleagues to share ideas for keeping it fresh, to get feedback on challenges and wonderful things that are happening, and to get general support on how to handle everything from pressure around testing to administration politics.

Aside from grumblings from the New York City teachers required to work under her system, there has been remarkably little open debate about the basic premises behind Calkins's approach, or even feedback on how the programs are faring in the classroom.

And while technology can replicate teachers» expertise in dispensing information and assessing students» knowledge of rote facts and skills, it is far from replacing the teacher's role in providing expert feedback on critical thinking, communication, and leadership.

Of course, as with teaching, much of a tutor's training takes place on the job, and once on the job, Match Corps members receive academic content support from the teachers at the school, who design the content, along with constant feedback from administrators on how that it is being delivered.

A school survey on the topic of teacher feedback gathered useful information from educators and students.

Proponents of coaching - based supervision contend that, when separated from evaluation practices, coaching provides a «safe place» for teachers to learn and practice new skills and reflect on outcomes — while still drawing upon observation, feedback, and other common supervisory practices (Joyce & Showers, 1982, p. 6).

Pipeline of information Feedback from teachers, career advisors and course tutors has shown that hands - on experience of industries like oil and gas can be invaluable in helping understand how what is delivered in the classroom translates to different careers.

And we learned that in Japan, teachers use a process called lesson study to develop and refine great lessons, and then refine them again based on feedback from their peers and their students.

Furthermore, tests should be created with the input of classroom teachers throughout the design process, from start to finish, to actively solicit our feedback on alignment, bias, and logistics.

The application uses Watson's artificial intelligence technology (made famous as a «competitor» on Jeopardy in 2011); was trained by leading math experts, including the American Federation of Teachers; and incorporated feedback from more than 1,000 teachers from across tTeachers; and incorporated feedback from more than 1,000 teachers from across tteachers from across the U.S..

«Apart from designing these [feedback strategies], Jane and I were regularly in the school and we might have a day or a half day where we worked on other aspects of Dweck's theory or the teachers showcased their work to each other.»

Teachers can also receive feedback on their performance from peers or supervisors.

Gibb said the notion of feedback on the face of exercise books «came from somewhere in the ether» and said that teachers were not required to undertake this so called «deep marking» for every piece of work.

Lazar says it is logistically difficult to measure outcomes beyond anecdotally but cites positive feedback from teachers and outreach from principals who want their schools to more deeply engage on digital citizenship as part of their wellbeing programs.

Encouragement from my teacher and colleagues, and constructive feedback on how I was going also made a big difference — for example, successfully completing the chunked tasks but overthinking and overcomplicating them was something I started throwing into the mix on day two.

This 2012 report by the Northwest Evaluation Association and Grunwald Associates LLC describes feedback from parents and teachers on what kinds of assessments are most useful, relevant, and cost effective, and makes recommendations for assessment developers, policymakers, and state and district leaders based on their findings.

Commenting on the project, Manjit Rai, Head Teacher at North Beckton Primary, said, «Feedback about the interim classrooms from teaching staff and the parents of children in year four who are now using them has been very positive.

Jimmy Casas, a high school principal from Bettendorf, Iowa, who attended the summit, predicts that meeting the #FutureReady challenge will require an expansion in «student - led initiatives that give students a voice in curriculum offerings, school policies, design of classroom and other learning spaces, lesson / unit design, student - led conferences and feedback on teacher effectiveness in the classroom.»

Is it fair to say you'll be designing «on the go» then, from the student and teacher feedback and input at various stages?

On that topic, what feedback have you had from students and teachers?

They spend four weeks drafting and critiquing their essay with teacher and peer feedback, and then each student meets one - on - one with a student from the University of Cambridge for further feedback.

On future walks, the tables are turned: A teacher who was previously a visitor may now host an inquisitive group — ensuring that feedback loops are continuous and that all classrooms benefit from the wisdom of the whole community.

To understand the direct benefits of music technology in the classroom, I asked teachers from our associated schools and industry professionals within our network, to give us feedback on the ways music technology enhances music education in a classroom environment.

The teacher clearly defines the feedback context (small - group instruction and transitions), provides specific and targeted examples of the problem (calling out, causing distraction), expresses in personal terms what this means to her («As his teacher, I'm concerned...»), gives a basis for her claims by tracing the behavior's impact on others (degraded learning environment), and seeks advice from the receiver on how best to resolve the conflict («Can you offer any ideas?»).

The digital learning tools flooding schools come with a tantalizing promise: real - time feedback on what children know, combined with fingertip access to a dizzying array of tailored instructional materials, resulting in more customized instruction from teachers and a more personalized learning experience for each student.

«The first tuning is an ideas tuning — from an early, nascent form, getting feedback on initial ideas and overall design,» says Jess Hughes, an English teacher.

Edkimo provides teachers with a time - saving, hands - on way to receive feedback from their students via an app.