Sentences with phrase «own teaching decisions»

All these tests provide valuable data that teachers can use to establish where students are in their long - term learning, diagnose individual strengths and weaknesses, identify the best next steps for action, decide on appropriate evidence - based interventions, monitor the progress students make over time, and evaluate the effectiveness of their own teaching decisions and approaches.

Cognitive understanding of how students learn; emotional preparation to relate to many students whose varied needs are not always evident; content knowledge from which to draw different ways to present a concept; and, finally, the ability to make teaching decisions quickly and act on them.

«And then there's another issue there that [for a teacher] goes to: What teaching decisions do I need to make, based on the information that I have?

In this section, we describe the types of teaching decisions the preservice teachers made, identify the kinds of knowledge underlying those decisions, and convey participants» perceptions regarding the implementation of iPad apps during the lessons.

Furthermore, the preservice teachers blended components of this specialized knowledge to make in - the - moment teaching decisions when integrating technology into tutoring sessions.

In addition, since the effectiveness of technology integration can influence future teaching decisions, we gathered social validity data regarding the participants» perceptions of the iPad implementation process during the study.

We identified two primary kinds of teaching decisions: planning and in - the - moment (although occasionally we could not be certain whether a decision was made spontaneously or while planning the lesson).

Like other researchers, we found that participants» close observations of students» engagement and understanding prompted teaching decisions and, hence, provided opportunities for developing teacher knowledge (Courduff et al, 2016; Park & Oliver, 2008).

Observations generally focus on isolated behaviors, and do not take into account preceding and subsequent behaviors that support teaching decisions observed at a moment in time.

Help teachers make informed teaching decisions that have a positive impact on children's progress.

Teaching decisions should be made by teachers and the richer the information they have about the learners, the better.

This framework provides a structure for analyzing the process of teaching and learning in a lesson or shorter instructional episode and focuses on four fundamental steps: (a) specification of learning goals; (b) analysis of evidence of student progress and / or difficulties; (c) reasoning about impact of teaching decisions on student thinking and learning; and (d) suggestions for next steps and instructional improvement (Hiebert, Morris, Berk, & Jansen, 2007; Santagata, Zannoni, & Stigler, 2007).

Lesson episodes can be singled out and studied carefully to attend to student subject matter thinking and their reactions to particular teaching decisions (Hatch & Grossman, 2009; Lampert & Ball, 1998; Schoenfeld, 2017).

Literacy educators need a way of collecting data on students» progress so that classroom and intervention teachers can use the information to assess literacy behaviors and make sound teaching decisions.

The teaching decisions within the guided reading lesson play a critical role in helping students gain flexible reading strategies that allow them to read more challenging text.

How will your metaphor shape and guide your teaching decisions?

Then, they sit down with the teacher to get an understanding of the motivations behind teaching decisions.

It should not, however, be the role it has chosen to play over the past decade — dictating classroom behavior, micromanaging curricular and teaching decisions, and mandating assessment practices.

Although her team looked at data regularly, the teachers seldom used data strategically to shape teaching decisions.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

You want to have armed them with information and taught them decision making skills, but you also want them to know that you're available as a resource to them!

The Instructor's Manual serves as a guide for teaching the Decisions Skills Class, which is designed to be a group learning activity taught in three 60 or 90 minute class sessions, either as a free - standing class, or as part of a longer parenting class.

Not exact matches

A couple million years of evolution have taught us how to survive by making right decisions.

The decision to move the Billy Graham Evangelistic Association's banking business away from Wells Fargo is based on the bank using corporate advertising to promote lifestyles that are counter to what God's Word teaches.

UPEI is a recognized pioneer in teaching evidence - based management; students are taught how to leverage research findings to make more informed decisions.

Taught by instructors from the University in Lausanne in Switzerland, This highly popular Coursera class aims to shed light on what leads good people to make unethical decisions in business.

Teach them your taste and help them by giving them guidelines to make their own decisions.

In an August 2016 post announcing his decision to join Building 8, Frank Dellaert signaled that his Building 8 project would be over by the summer of 2018, when he planned to return and teach at Georgia Tech.

But Corbo found that when reps were out of the loop of what Manco was trying to teach back at headquarters, some made bad decisions, such as loading retail customers with too much inventory.

Enjoy watching your capable, experienced teachers as they work with youngsters 20 months to 14 years, knowing that they're teaching not only art, but the ability to focus and to make independent decisions — a skill many adults lack!

Richard Branson, for example, names his Uncle Jim as the person who taught him it's OK to make unexpected choices — a principle Branson continues to apply to his business decisions.

Independent researchers across the U.S. have spent millions of federal dollars developing dozens of evidence - based programs shown to teach children to make wise and responsible decisions about drugs.

This is such a bad decision, for so many reasons, that I think it's destined to be taught as an example of «what not to do when rebranding» for years to come.

Tan, whose official Google title is «jolly good fellow (which nobody can deny)» has been teaching «Search Inside Yourself» for the past five years, and participants often report that it changed their lives — in fact one attendee reversed her decision to leave Google after taking it.

Best - selling author John Mauldin's new book teaches you how to read the direction of the market, so you can make decisions that capitalize on today's investment opportunities.

As history has taught us, inflation distorts decision - making in the economy, discourages saving, and increases uncertainty about the future.

7binaryoptions.com will give you an in depth look at the trading tools that are currently available and teach you how to use and apply them to make successful trading decisions.

This 12 - Step Program teaches the differences between active and passive investing, explains the emotional triggers that impact investment decisions, and offers an enlightening education on science - based investing that may forever change the way an investor perceives the stock market.

As business school professors, many of whom lack venture experience, studied how VCs made decisions, they observed the apparently central role of the business plan and proceeded to make the plan [not the planning], the central framework for teaching entrepreneurship.

That decision included a commitment to teaching clients about the ins and outs of ETFs.

«They had just been taught this amazing art of decision - making where you express your dissent, lobby each other, hear everyone out, and then get to a decision.

We all want our kids to learn the skills necessary to make smart financial decisions in the future, and we are always on the lookout for teaching opportunities.

The training teaches bankers about the opportunities and challenges female financial decision makers face so women business owners like Philp can develop the partnerships they need.

This highly flawed concept, widely taught in MBA and financial engineering programs, perceives volatility as an exogenous measurement of risk, ignoring its role as both a source of excess returns, and a direct influencer on risk itself... Systematic strategies are based on market volatility as a key decision metric for leverage... The majority of active management strategies rely on some form of volatility for excess returns and to make leverage decisions.

It also teaches you how to make better money decisions.

The group supports teachers and community organizations in their effort to teach pre-teens, teens and young adults the financial skills they'll need for financial independence and decision - making.

Every decision has pros and cons, the question is evaluating whether the «pros» outweigh the «cons», I've taught my kids well about consequences (and let them suffer a few).

Certainly things I was taught influence my decision making.

I'm reading NFIB v. Sebelius (the Obamacare decision) in preparation for teaching the case to my constitutional law students and came across the following most interesting passage in in Justice Ginsburg's opinion: «A mandate to purchase a particular product would be unconstitutional if, for example, the edict impermissibly abridged the freedom of speech, interfered with the free exercise of religion, or infringed on a liberty interest protected by the Due Process Clause.»

In fact, he used some of Luther's teachings to influence his own decisions.