Sentences with phrase «out of the student responses»

A video was created out of the student responses, which was shown to teachers.

Not exact matches

(CNN) Students around the United States are walking out of class to demand tougher gun laws in response to last week's deadly shooting in Parkland, Florida, but some schools are threatening them with harsh punishments.

The response was best typified on Facebook, where out of 52 commenters, 10 said they were for the backpacks, 18 said they were not and a plurality — 19 commenters — gave no opinion on the backpacks, instead using the opportunity to criticize the students who have kick - started a national gun control movement.

I am a youth minister and occasionally I ask students similar questions that often leave out a portion of the context or would seem to lead away from what is actually being asked so that they have to think about their response.

If, however, our scenario had been a different topic — say, a student had experienced extreme poverty for the first time, or realized the magnitude of the global AIDS crisis and wanted to talk to her pastor about how her faith speaks to that — I imagine the response would have been easier for our students to get out and distinctly Christian.

Eva S. Moskowitz, in response to a New York Times article about the list, said the charter school network did not have a practice of pushing out difficult students.

In response to students from Marjory Stoneman Douglas High School speaking out against gun violence after a gunman shot 17 people to death inside their school, state Sen. Brian Kavanagh (D - Brooklyn Waterfront - Lower Manhattan) had a message of support for the teens.

From Maine to Hawaii, students planned to walk out of school Wednesday to protest gun violence in the biggest demonstration yet of the student activism that has emerged in response to last month's massacre of 17 people at Florida's Marjory Stoneman Douglas High School.

In response to the mass shooting at Marjory Stoneman Douglas High School in Parkland, Florida, young people nationwide, including many New York City public school students, are planning to walk out of school for 17 minutes — one for every person killed — at 10 a.m. on Wednesday, March 14 to protest the U.S. Congress» inaction.

Letter from AAAS CEO Rush Holt to Deputy Attorney General Rod Rosenstein Regarding Fingerprint Reporting Guidelines [March 28, 2018] AAAS Statement on FY 2018 Omnibus Bill Funds for Scientific Research [March 23, 2018] AAAS Statement on FY 2018 Omnibus Funding Bill [March 22, 2018] AAAS CEO Rush Holt Statement on Death of Rep. Louise Slaughter [March 16, 2018] AAAS CEO Urges U.S. President and Congress to Lift Funding Restrictions on Gun Violence Research [March 13, 2018] AAAS Statements on Elections and Paper Ballots [March 9, 2018] AAAS Statement on President's 2019 Budget Plan [February 12, 2018] AAAS Statement on FY 2018 Budget Deal and Continuing Resolution [February 9, 2018] AAAS Statement on President Trump's State of the Union Address [January 30, 2018] AAAS Statement on Continuing Resolution Urges FY 2018 Final Omnibus Bill [January 22, 2018] AAAS Statement on U.S. Government Shutdown [January 20, 2018] Community Statement to OMB on Science and Government [December 19, 2017] AAAS CEO Response to Media Report on Use of «Science - Based» at CDC [December 15, 2017] Letter from AAAS and the American Physical Society to Iranian President Hassan Rouhani Regarding Scientist Ahmadreza Djalali [December 15, 2017] Multisociety Letter Conference Graduate Student Tax Provisions [December 7, 2017] Multisociety Letter Presses Senate to Preserve Higher Education Tax Benefits [November 29, 2017] AAAS Multisociety Letter on Tax Reform [November 15, 2017] AAAS Letter to U.S. House of Representatives Ways and Means Committee on Tax Cuts and Jobs Act (H.R. 1)[November 7, 2017] AAAS Statement on Release of National Climate Assessment Report [November 3, 2017] AAAS Statement on EPA Science Adviser Boards [October 31, 2017] AAAS Statement on EPA Restricting Scientist Communication of Research Results [October 25, 2017] Statement of the Board of Directors of the American Association for the Advancement of Science on Scientific Freedom and Responsibility [October 18, 2017] Scientific Societies» Letter on President Trump's Visa and Immigration Proclamation [October 17, 2017] AAAS Statement on U.S. Withdrawal from UNESCO [October 12, 2017] AAAS Statement on White House Proclamation on Immigration and Visas [September 25, 2017] AAAS Statement from CEO Rush Holt on ARPA - E Reauthorization Act [September 8, 2017] AAAS Speaks Out Against Trump Administration Halt of Young Immigrant Program [September 6, 2017] AAAS Statement on Trump Administration Disbanding National Climate Assessment Advisory Committee [August 22, 2017] AAAS CEO Rush Holt Issues Statement On Death of Former Rep. Vern Ehlers [August 17, 2017] AAAS CEO Rush Holt and 15 Other Science Society Leaders Request Climate Science Meeting with EPA Administrator Scott Pruitt [July 31, 2017] AAAS Encourages Congressional Appropriators to Invest in Research and Innovation [July 25, 2017] AAAS CEO Urges Secretary of State to Fill Post of Science and Technology Adviser [July 13, 2017] AAAS and ESA Urge Trump Administration to Protect Monuments [July 7, 2017] AAAS Statement on House Appropriations Bill for the Department of Energy [June 28, 2017] Scientific Organizations Statement on Science and Government [June 27, 2017] AAAS Statement on White House Executive Order on Cuba Relations [June 16, 2017] AAAS Statement on Paris Agreement on Climate Change [June 1, 2017] AAAS Statement from CEO Rush Holt on Fiscal Year 2018 Budget Proposal [May 23, 2017] AAAS thanks the Congress for prioritizing research and development funding in the FY 2017 omnibus appropriations [May 9, 2017] AAAS Statement on Dismissal of Scientists on EPA Scientific Advisory Board [May 8, 2017] AAAS CEO Rush Holt Statement on FY 2017 Appropriations [May 1, 2017] AAAS CEO Statement on Executive Order on Climate Change [March 28, 2017] AAAS leads an intersociety letter on the HONEST Act [March 28, 2017] President's Budget Plan Would Cripple Science and Technology, AAAS Says [March 16, 2017] AAAS Responds to New Immigration Executive Order [March 6, 2017] AAAS CEO Responds to Trump Immigration and Visa Order [January 28, 2017] AAAS CEO Rush Holt Statement on Federal Scientists and Public Communication [January 24, 2017] AAAS thanks leaders of the American Innovation and Competitiveness Act [December 21, 2016] AAAS CEO Rush Holt raises concern over President - Elect Donald Trump's EPA Director Selection [December 15, 2016] AAAS CEO Rush Holt Statement Following the House Passage of 21st Century Cures Act [December 2, 2016] Letter from U.S. scientific, engineering, and higher education community leaders to President - elect Trump's transition team [November 23, 2016] Letter from AAAS CEO Rush Holt to Senate Leaders and Letter to House Leaders to pass a FY 2017 Omnibus Spending Bill [November 15, 2016] AAAS reaffirms the reality of human - caused climate change [June 28, 2016]

Since the creation of the Interpersonal Reactivity Index in 1979, tens of thousands of students have filled out this questionnaire while participating in studies examining everything from neural responses to others» pain to levels of social conservatism.

«We found compelling evidence that invasive shrubs, such as Japanese barberry, are ready to leaf out quickly once they are exposed to warm temperatures in the lab even in the middle of winter, whereas native shrubs, like highbush bluberry, and native trees, like red maple, need to go through a longer winter chilling period before they can leaf out — and even then their response is slow,» says Amanda Gallinat, a second - year graduate student and third author of the paper.

Ms. Leiphart's morning meeting is part of the school's character education program, initiated in 1995 and motivated by the merger of three schools into one, out of concern for the social skills of the students and in response to the post-Columbine awareness that schools should give greater consideration to students» social needs.

Results show that while some students drop out because of academic challenges, most others leave school due to circumstances in their lives and an inadequate response to those challenges from their schools: lack of motivation, interest, and classes that were not challenging enough.

Sometimes it is better to say, «I don't have the answer,» than to quickly spew out a response for the sake of answering a student's query.

Collect all the «ballots» and have a student help you by opening them and calling out the responses as you record the number of responses for each a-b-c-d choice on a board or chart.

There was overwhelming response to this invitation to connect and co-construct; out of 125 total students and alumni of the program, nearly 100 participated.

However, the absence of them is, as, for example, when a student blurts out responses that because of their content and short latency suggest a lack of thoughtfulness.

Pass out small pieces of scrap paper on which students can record their responses.

For their study, published in the Summer 1996 American Educational Research Journal, the four researchers used data from a widely publicized American Association of University Women survey and weeded out responses from students whose experiences with sexual harassment...

There is an odd one out starter to engage students from the start and a set of images for them to consider in response to the question.

Activities included in this packet include: ➜ differentiated ABC brainstorming templates, ➜ three sets of «Act It Out» cards, ➜ four activity cards with optional student response sheets, ➜ differentiated anticipation guides, ➜ five exit cards, ➜ 5 senses book in color and in black and white, ➜ give one, get one activity ➜ two sets of hot seat questions, ➜ various journal prompt templates, ➜ senses picture sort, ➜ two minute talk cards, ➜ four Venn Diagram templates, ➜ a vocabulary match game, and ➜ two differentiated vocabulary worksheets.

The AFT report points out that, for much of the 20th century, school districts have alternately embraced and abandoned two responses to student failure — social promotion and retention.

Positive response to her work on classroom interventions prompted Dr. Wilson to seek out opportunities to share the implications of research in brain science and psychology to improve teaching and support student learning with educators and with community agencies that support students.

They received written responses from 243 students, 104 parents, and 43 out of 55 staff.

Lecturer Mandy Savitz - Romer, program director of PSP and C.A.S., explains that C.A.S. was really born out of a need to provide more opportunities to students, especially those interested in working in schools, as well as in direct response to needs expressed by students.

In doing so, they often provided models or examples of student responses and explained to their students why work had been graded as it was, why a 12 out of 20 paper or an 18 out of 20 paper had received the mark awarded, and how each paper could be improved.

This is also a considered response to the SAMR [Substitution Augmentation Modification Redefinition] model in that students» tasks are moving out of substitution and augmentation to modification and, in one or two of the more advanced apps, tipping into the redefinition classification where digital learning allows for the creation of new tasks previously inconceivable (e.g. augmented reality using Aurasma).

In this, the most authentic type of project possible, students are simply presented with a problem adults are working to solve and are invited to invent and try out their own responses or join in ongoing adult efforts, learning via apprenticeship.

I would also urge that if a simulation is focused on creating a certain emotional response out of the students, such as the anger of the colonists in The King's M&M's, be sure to debrief students before the end of the class period, so the students understand the relationship of the activity to the historical concept in the instructional objective.

We will use the students» responses to the questionnaire to inform our development of the curricula that we will test out in our pilot study.

As an instructor, you can pose a variety of open - ended questions that help your students develop critical thinking skills, while monitoring responses with real - time analytics to find out where they're struggling.

When the PDK / Gallup questions on standards are put next to the Education Next findings on the Common Core, the responses are not out of alignment, Peterson said: People are generally in favor of setting higher expectations for students across states but they also want local teachers to have leeway in how those goals are met.

The system analyzes student practice quizzes and other data, then zeroes in on the geographic location of each student and sends out prompts like: «Please discuss your response with John Smith (in front of you) and Erica Johnson (on your left).»

If remediation is needed, we use a «Response to Intervention» (RTI) method, in which a special education coordinator joins the classroom to work with small groups of students, or pulls small groups out for additional instruction.

This attrition could reflect ordinary factors unrelated to the study, such as students» moving out of a school's geographic zone or having to repeat a grade, as well as families» responses to being assigned to a particular class.

And in talking about changing demographics, Response to Intervention is mentioned as a way to keep students out of special education.

MKT is the «mathematical knowledge needed to carry out the work of teaching mathematics» (Ball et al., 2008, p. 395), including evaluating students» responses, answering students» questions, creating assignments, and planning lessons, as well as differentiating instruction and communicating with parents and building administrators.

Finally, the interviewer asks about students» out - of - school interests and later uses the responses to plan engaging curriculum and field trips.

Choral response is a method of questioning that allows students to answer by calling out responses in unison.

In the four - column lesson plan for Lesson 2, many of the remarks in the «student's anticipated responses» column pertained to students» procedural understanding of carrying out steps on the calculator (e.g., «Some students will need help with putting matrices into the calculator,» and «Some students will want to skip steps in the process so they do not have to write as much»).

An awareness of special education law protections for students who act out can create incentives for not identifying students at risk for disabilities (thereby rendering them more readily expelled), and for ignoring proper process and simply ignoring the rules that require a much more tempered response.

In response, Jennifer Alexander, the acting chief executive officer for the Connecticut Coalition for Achievement Now (ConnCAN), made the following statement: «Right now, Bridgeport ranks 163 out of 165 school districts in Connecticut, with more students trapped in failing schools than in any other city in the state, according to the State Department of Education.

Or, download EVERY report on the SAT and note that despite the pool of students taking the SAT being uniquely superior to the general population, and likely in the best classes with the best teachers, the strongest correlation with scores every time is parent income and parent level of education — out - of - school factors... Response?

In response to the challenges of collecting data on post secondary outcomes, this guide helps high schools identify efficient and cost - effective strategies to find out what happens to their students...

As differentiation expert Carol Ann Tomlinson explains,» [i] n a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs.

In response, many admissions officers have been scouring the country — and the globe — to attract «qualified» black and brown students, striving to meet diversity targets while avoiding students they consider «at risk» of dropping out.

Teachers in both groups did give similar responses when asked whether they felt they had a chance to help students succeed, both in and out of school, and whether they thought the job was personally fulfilling.

Sample Description of Online Office Hours Tips for spelling out instructor availability, instructor response time in the Q & A discussion forum, and student email communication.

One theory behind the low enrollments in the course choice program is that many districts create online programs in response to the legislation, whether because the framework is in place to sign on with providers or in an effort to serve out - of district students, but in the end providing their own students with more options.