Not exact matches
In an introduction to the special JSTE issue, editors Joseph Krajcik and Ibrahim Delen call attention to the current
challenges posed by NGSS, which calls for a shift from
classrooms where ideas are merely presented to students to those where «students grapple with data and ideas and use those ideas to explain phenomena and design solutions to problems.»
Last year,
in a survey of more than 1,000 Boston educators, Educators for Excellence - Boston found that 91 percent of teachers say student trauma
poses a major
challenge in the
classroom.
Participants will reflect on their own instructional practice, examining existing units of study or planning new ones that integrate active learning strategies
in their blended
classrooms through
posing challenge questions, problems, or scenarios
in order to develop an authentic project - based learning environment.
The pacing and navigation of the current curricular resource
posed a
challenge to teachers» implementation
in the
classroom.
For instance, performance on infrequent statewide assessments does not capture all dimensions of student learning and
classroom outcomes.38 Further, the majority of teachers work
in grades or subject areas to which state assessments do not apply, which
poses a
challenge in defining valid and reliable measures of student achievement.
While we know that having a socio - economically integrated student body has been shown to be especially beneficial
in raising the achievement of low - income students, we also know that it
poses particular
challenges to
classroom teachers, who must cater to a wide range of abilities and preparation levels among their students.