Sentences with phrase «ownership of their learning in»

Rather, we need to focus on personalizing student instruction and driving student ownership of learning in an integrated way to best prepare our students for college and a career.

«It's a more equitable system for assessing student understanding, and it also puts the ownership of the learning in kids» hands.»

Students today need to be empowered to take ownership of their learning in relevant and meaningful ways to prepare them for a constantly evolving world.

Having a role in what they learn and how they learn it helps students take ownership of their learning in contrast to disengaging from the learning process and questioning the usefulness of what they learn.

Blended learning has the power to engage students and help them take ownership of their learning in ways that are not always possible in a traditional classroom.

Dr. Bryan O'Black leads Project ACE (Advancing Classroom Education), a multiphase effort to change the culture of learning in the district, which includes supporting principals to grow as instructional leaders through a summer Principals» Technology Academy and empowering students to take more ownership of their learning in a one - to - one environment.

At PowerMyLearning, we have focused for years on developing students» ownership of learning in our on - the - ground school partnerships.

Students have been using new tools to learn content at their own pace and taking ownership of their learning in the process.

Not exact matches

It's in applying the lessons and learnings from the book to your own life and circumstances — and then doing the hard work of taking responsibility for, and true ownership of, your stories — where the change starts and the results begin to show.

We've done some research on the invention and ownership in the artificial intelligence machine learning space, and more than half of Canadian - developed IP is now owned by foreign companies.

Praying for love means you learn to take ownership of your role in the equation of a relationship.

• The need to exercising self - compassion as you process emotions • Emotional purging in a conscious way to move to an easier parenting journey • Moving passed mindfulness and consciousness to peacefulness • Functioning as a peaceful human being • Moving from «doing» to «being» • The value of peaceful presence, free of emotional trigger, for your kids • Modelling ownership of behavior for your kids • Peacefulness as a practice that takes time • Parenting as an extension of nature: gradually forging new pathways in your relationships and being expansive, not staying «stuck» • The healing power of authenticity with your kids • Aiming for perseverance and presence, not perfection • Exercising compassion for others and recognizing we don't know their struggles • Learning how not to try to control others and focus on self to remain peaceful • Journalling as a practice to release emotions • Finding opportunities for stillness • Releasing others from the responsibility for reading your mind • Shifting to a solution focus to create momentum • Fear: being curious about it to avoid being driven by it • Showing up in your own home to make a difference in the world • Practical ways to nourish yourself • Unconditional love — what does that look like?

Our trained facilitators engage groups in activities that allow the participants to take ownership of their learning.

«And, now that we learn that the NIA had immediately claimed ownership of the apartment and funds, one wonders in whose interest it was to ignore this and still allow for the growth of malicious public and media speculation.»

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

When you learn how take ownership of something, you'll no longer be in the doghouse.

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.

With all the recent changes in the curriculum and in technology as a whole, it's definitely a challenge but schools are willing to acknowledge the need to have just as much ownership of the service and operational side of ICT as they do on the curriculum, teaching and learning side of things.

Here are a few tips to help you create a sense of ownership in learning.

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 own.»

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.

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

The application of acquired knowledge in a creative space keeps them engaged and empowers them to take 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 with agency.

Some of these included: having a whole school approach, giving children ownership, having an action plan, integration within the curriculum, having more time, staff passion, having experience of learning in this area, inclusion of all stakeholders, and opportunities for children to interact at first hand with real - life examples.

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.

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.

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

In the same way as giving primary pupils the freedom to find their own solutions to coding, allowing secondary pupils to take ownership of their learning will generate a sense of perseverance, motivation and achievement.

When allowed to customize the listening experience in terms of the voice, speaking rate and keystroke, they also started taking more ownership of their learning process.

«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.

It can be used in INSET or whole school departmental training to ignite discussion where the stakeholders in learning can gain ownership of enterprising teaching and learning in classrooms.

Putting the ball in their hands and allowing them to run with it will empower then to take ownership of the play / learning experience and see why the play works the way that it does and how it moves them closer to the end zone.

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.

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

In this learning space, your people can feel a sense of ownership and pride their accomplishments.

In this lesson students will practice and reinforce their knowledge of the following concepts and themes learned in Units 3 and 4: • Vocabulary related to school and appearance • Correct punctuation and accents • Possessive adjectives demonstrating ownership Students will also learn a new culture topic that complements the themes learned in previous units: Celebrations, food, and traditions from Spanish - speaking countrieIn this lesson students will practice and reinforce their knowledge of the following concepts and themes learned in Units 3 and 4: • Vocabulary related to school and appearance • Correct punctuation and accents • Possessive adjectives demonstrating ownership Students will also learn a new culture topic that complements the themes learned in previous units: Celebrations, food, and traditions from Spanish - speaking countriein Units 3 and 4: • Vocabulary related to school and appearance • Correct punctuation and accents • Possessive adjectives demonstrating ownership Students will also learn a new culture topic that complements the themes learned in previous units: Celebrations, food, and traditions from Spanish - speaking countriein previous units: Celebrations, food, and traditions from Spanish - speaking countries.

most importantly, to give children access to a system that they can engage in with enthusiasm, taking ownership of their learning and progress.

With digitised textbooks, teachers are empowered and supported in their teaching and students are able to take full ownership of their learning materials.

So let's use it as an opportunity to share some power and control with students, helping them practice in ways that best meet their needs while also boosting their sense of agency and ownership about learning.

Students also realize that by asking dollar questions, they are in charge of the direction of their learning, and thereby feel greater ownership of, and pride in, their education.

The active participation involved encourages students to take ownership of their learning and aids both the teacher in explaining complex topics, as well as helping the students to understand them.

By shifting the culture of student passivity to a culture of student empowerment and action, students have more ownership in their learning.

«Similar levels of agreement were found for the importance of recognising traditional ownership of land (94 per cent in Year 6 and 92 per cent in Year 10) and giving everyone a chance to learn about reconciliation between Indigenous and non-Indigenous Australians (92 per cent in Year 6 and 91 per cent in Year 10).

In choosing and advocating for the most powerful learning experiences for their kids, they might keep in mind the Nellie Mae Education Foundation's definition of student - centered learning: that which is personalized and competency - based; that happens anytime, anywhere; and that encourages students to take ownership of their own learninIn choosing and advocating for the most powerful learning experiences for their kids, they might keep in mind the Nellie Mae Education Foundation's definition of student - centered learning: that which is personalized and competency - based; that happens anytime, anywhere; and that encourages students to take ownership of their own learninin mind the Nellie Mae Education Foundation's definition of student - centered learning: that which is personalized and competency - based; that happens anytime, anywhere; and that encourages students to take ownership of their own learning.

The active participation also encourages students to take more ownership of their learning and aids both the teacher in explaining complex topics, as well as helping the students to understand them.