Research work around investigating the impact of learner - centered
practices on student learning is focused on the question: What is the impact of professional development approaches that rely on learner - centered pedagogical approaches on teachers» practices and on students» learning?
Not exact matches
«The
students get paid internships as a way to offset the cost of college, and when they graduate they can say they
learned it and actually
practiced it
on the job.
They are not only
practices of teaching and
learning, but also
practices of raising funds and maintaining the school's resources; not only
practices of governing various aspects of the school's common life, but also
practices of various kinds of research;
practices not only of assessing
students and when they should be deemed to have completed their courses of study, but also of assessing faculty and judging when they should be promoted and when terminated; and so
on.
We were a group of 20
students at a mission school in Rome and by taking to the streets each week to speak and pray with the people we met, we put into
practice what we
learnt from the great Catechism of the Catholic Church and various encyclicals
on mission and love: to listen and to love.
Our schools send teams of educators, parents, and
students to our annual fall conference at Stanford University where they hear the latest research
on best
practices in education and
learn from each other how to create effective school reform.
One of the fundamental beliefs of deeper -
learning advocates is that these
practices — revising work over and over, with frequent critiques; persisting at long - term projects; dealing with the frustrations of hands -
on experimentation — develop not just
students» content knowledge and intellectual ability, but their noncognitive capacities as well: what Camille Farrington would call academic perseverance and what others might call grit or resilience.
In the fall of 2015, Elm City Preparatory Elementary School in New Haven, Connecticut, one of the founding schools of the Achievement First network, introduced a wholesale redesign of its curriculum that includes an embrace of many of the beliefs and
practices of deeper
learning, including an increased emphasis
on experiential
learning and
student autonomy.
Students (I hope)
learn about the value of interrogating everyday texts and
practices and thinking about how the «fluff «
on tv or in the media might be worth taking seriously.
We will ask them what works and what doesn't,
learn their best
practices for a successful breakfast - in - the - classroom program, and
learn more about what
students want
on their school breakfast menus.
My
student needs lots of
practice with
learning new things, and I really hope the doll will help us teach him how to go to the bathroom
on the toilet.
«Her dedication to engaging
students in a hands -
on way, her drive to continue her own
learning and growth as an educator and her generosity in sharing best
practices with her colleagues makes her the perfect example of a great New York state teacher.»
«Joel misses the essence of teacher -
student interactions, and the extent to which teachers focus
on students» physical and emotional well - being, in addition to their academic
learning,» said Eric Nadelstern, the former New York City deputy schools chancellor and visiting professor of
practice at Columbia University's Teachers College.
Specifically, through the website www.BuffaloLib.org, one can find comprehensive and interactive online
learning guides, including
practice tests and tutorials designed to help both
students and adults succeed
on tests such as SATs and Civil Service exams.
There was something for everyone
on the menu: using Apple technology, developing research - based
practices to teach
students in the early grades, engaging
students through digital instruction, understanding the new teacher evaluation system as set by state law, preventing high - risk
student behaviors and how Community
Learning Schools meet the needs of
students and their families.
As program officer for the IES Cognition and
Student Learning research grants program, Dr. Albro oversaw the preparation of an IES Practice Guide, Organizing Instruction and Study to Improve Student Learning, which identified a set of instructional principles for use in schools and classrooms that emerged from basic research on learning and
Learning research grants program, Dr. Albro oversaw the preparation of an IES
Practice Guide, Organizing Instruction and Study to Improve
Student Learning, which identified a set of instructional principles for use in schools and classrooms that emerged from basic research on learning and
Learning, which identified a set of instructional principles for use in schools and classrooms that emerged from basic research
on learning and
learning and memory.
Students will engage with scientific ideas and
practices through hands -
on activities and
learn to write clear and concise explanations of real - world phenomena as part of a novel curriculum that the National Science Teachers Association Press is slated to publish in mid-September.
The final unit puts into
practice everything that
students have
learned, as they explore ideas for re-designing and maintaining school buildings to use less energy — and minimize the impact
on the environment.
Principal investigator Cari Herrmann - Abell and her colleagues plan to expand
on their previous efforts to develop multiple - choice test items by developing a set of constructed or open - ended response items that can be used in combination with the multiple - choice items to measure
students» understanding of core disciplinary ideas, science
practices, and crosscutting concepts — the three dimensions of science
learning that are central to the vision of NGSS.
She
learned how to set up a lab, how to work out safety protocols and best
practices, and how to lean
on «generous grad
students and professors» who could help her out when she needed something.
These schools included «early college» high schools with a STEM focus (that offered both college and high school credits to
students); tech - savvy schools that relied entirely
on project - based
learning (an instructional
practice emphasizing
student production of knowledge via projects and research); and career / technical education high schools that prepared
students for careers such as agriculture or medicine through early experiences in those fields.
In collaboration with Madra
Learning, an online homework and learning assessment platform, Casselman and Atwood put together practice materials that would present a realistic test, and asked students to predict their scores on the practice test before ta
Learning, an online homework and
learning assessment platform, Casselman and Atwood put together practice materials that would present a realistic test, and asked students to predict their scores on the practice test before ta
learning assessment platform, Casselman and Atwood put together
practice materials that would present a realistic test, and asked
students to predict their scores
on the
practice test before taking it.
Brownell recommends using active
learning practices to help close the gap, including clickers, classroom discussion and other tools known to enhance
student learning and help
students perform better
on critical thinking questions.
About Lippincott Williams & Wilkins Lippincott Williams & Wilkins (LWW) is a leading international publisher of trusted content delivered in innovative ways to practitioners, professionals and
students to
learn new skills, stay current
on their
practice, and make important decisions to improve patient care and clinical outcomes.
Speakers like Michael Arloski, Joan Borysenko, Rebecca Katz, James Maskell, Pedram Shojai, Kelly McGonigal, and Robert Emmons enrich our
students»
learning experience with their expertise
on subjects like the future of coaching, transforming stress, marketing a coaching
practice, cooking skills, and the power of gratitude.
Let yourself settle into a supportive retreat setting with a «sangha» of yoga teachers and serious
students from many different parts of the country, and focus
on learning more about the art of teaching and
practicing this yoga we all love so much.
When we
practice this style,
students learn to concentrate
on one specific thing for the duration of the meditation.
Our Astanga - inspired, athletic, vinyasa classes are all building
on a theme — every month, we have a specific focus that our teachers use to inspire their sequences — which gives
students the chance to
learn more about a posture or major tenet of the
practice in a uniquely consistent way as each of our teachers approach that focus or theme in his or her own way.
In a Kripalu class, each
student learns to find their own level of
practice on a given day by looking inward.
Participants will examine their personal strengths, fears and cultural histories in relation to their role as a teacher, understand the needs of
students and schools,
learn classroom management techniques, write lesson plans and
practice teaching Bent
On Learning's yoga curriculum for primary, middle and high school
students.
With classes taking place throughout day, Bent
On Learning staff and
students took in the sights, finding stillness and calm among thousands of yogis,
practicing with the staff and volunteers from Exhale to Inhale, our co-charity partner for the event.
Trainees will explore their motivations for teaching, understand the needs of
students and schools,
learn classroom management techniques and
practice teaching Bent
On Learning's yoga lessons for primary, middle and high school
students.
BASIC SYLLABUS SESSION 1 Yin Yoga Teacher Certification
Learning the foundation of Yin yoga principles and postures Alchemy fundamentals Group discussion
on practice Birthing and yielding cycles Basics of teaching philosophy Student practice teaching Primary Yin yoga postures SESSION 2 Yin Yoga Teacher Certification Review Teaching techniques Flow and transition movement Reading assignment discussion Adapting teaching philosophy for specific audiences and student needs Taoist philosophy Power yoga Student practice teaching Yin yoga posture variations SESSION 3 Yin Yoga Teacher Certification ADVANCED TRAINING - open only to students who have completed session 1 or 2 How to become attuned with your own flow How to create flow sequences of postures for students Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five
practice Birthing and yielding cycles Basics of teaching philosophy
Student practice teaching Primary Yin yoga postures SESSION 2 Yin Yoga Teacher Certification Review Teaching techniques Flow and transition movement Reading assignment discussion Adapting teaching philosophy for specific audiences and student needs Taoist philosophy Power yoga Student practice teaching Yin yoga posture variations SESSION 3 Yin Yoga Teacher Certification ADVANCED TRAINING - open only to students who have completed session 1 or 2 How to become attuned with your own flow How to create flow sequences of postures for students Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five e
Student practice teaching Primary Yin yoga postures SESSION 2 Yin Yoga Teacher Certification Review Teaching techniques Flow and transition movement Reading assignment discussion Adapting teaching philosophy for specific audiences and student needs Taoist philosophy Power yoga Student practice teaching Yin yoga posture variations SESSION 3 Yin Yoga Teacher Certification ADVANCED TRAINING - open only to students who have completed session 1 or 2 How to become attuned with your own flow How to create flow sequences of postures for students Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five
practice teaching Primary Yin yoga postures SESSION 2 Yin Yoga Teacher Certification Review Teaching techniques Flow and transition movement Reading assignment discussion Adapting teaching philosophy for specific audiences and
student needs Taoist philosophy Power yoga Student practice teaching Yin yoga posture variations SESSION 3 Yin Yoga Teacher Certification ADVANCED TRAINING - open only to students who have completed session 1 or 2 How to become attuned with your own flow How to create flow sequences of postures for students Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five e
student needs Taoist philosophy Power yoga
Student practice teaching Yin yoga posture variations SESSION 3 Yin Yoga Teacher Certification ADVANCED TRAINING - open only to students who have completed session 1 or 2 How to become attuned with your own flow How to create flow sequences of postures for students Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five e
Student practice teaching Yin yoga posture variations SESSION 3 Yin Yoga Teacher Certification ADVANCED TRAINING - open only to students who have completed session 1 or 2 How to become attuned with your own flow How to create flow sequences of postures for students Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five
practice teaching Yin yoga posture variations SESSION 3 Yin Yoga Teacher Certification ADVANCED TRAINING - open only to
students who have completed session 1 or 2 How to become attuned with your own flow How to create flow sequences of postures for
students Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five
Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five elements
Anne has been
practicing yoga since 1995 and is co-creator of Bent
On Learning's curriculum and training for middle and high school
students.
Most importantly,
practicing with
students just adds to the conversation and the journey we're all
on together; I never stop
learning from the entire O2 community!
The course program consists of practical and theoretical part, daily
students improve the level of personal
practice of yoga and meditation, listen to lectures
on philosophy of yoga,
learn methodology of traditional techniques teaching, detuning and correcting in asanas,
learn how to work with beginners, children, pregnant women, elderly people.
I'm going to focus
on the development of
students» academic discourse as a high - leverage instructional
practice that contributes to deeper
learning, one in which our urban
students need particular explicit instruction.
They are built
on the ISTE (iste.org)
student standards which are in place to ensure the following... -
Practice safe, legal, and responsible use of information and technology - Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity - Demonstrate personal responsibility for lifelong
learning - Exhibit leadership for digital citizenship They are an essential resource for a computer lab or any classroom to prompt a discussion around technology, ethics and respect.
As the state notes of its system, «A central tenet of AchieveNJ is that educators are never evaluated
on a single factor or test score alone, but
on multiple measures of both effective
practice and
student learning.»
Some of that knowledge includes understanding the discipline in ways that enable
students to understand it; understanding how
students learn and what motivates them; designing instruction that maximizes
student learning; designing, conducting, and utilizing formative and summative assessments; and reflecting
on the success or failure of lessons and using that reflection to improve
practice.
Have
students practice skills they've
learned or topics they've come to understand in service
learning, debates, leadership / volunteerism / community service, or by having opinions
on «real» issues like education reform or the 2012 election (shriek!
Murphy imagines a hypothetical model program called Administrative Leaders for
Learning — ALL for short — that would be organized to spotlight and connect three overlapping domains of knowledge: instructional practice and learning theory, with a particular focus on high achievement for all students; the education sector, with a particular focus on schooling in context; and matters of leadership and man
Learning — ALL for short — that would be organized to spotlight and connect three overlapping domains of knowledge: instructional
practice and
learning theory, with a particular focus on high achievement for all students; the education sector, with a particular focus on schooling in context; and matters of leadership and man
learning theory, with a particular focus
on high achievement for all
students; the education sector, with a particular focus
on schooling in context; and matters of leadership and management.
In her synthesis of research
on effective teacher professional development that has demonstrated a positive impact
on student outcomes, Timperley (2008) identified 10 key principles, including: providing teachers with opportunities to drive their own professional development, allowing teachers to work collaboratively to
learn and apply evidence based
practices, establishing a professional
learning culture that provides a safe and authentic environment for professional enquiry and ensuring school leaders take an active role in developing professional
learning, and maintaining momentum within schools.
It was just over a decade ago that the teaching staff at Emmanuel College set
on a path to reform their
practice of assessing
student learning.
It depends
on a strong professional culture characterised by shared norms and values, a focus
on student learning, collaborative approaches to work and reflective inquiry into teaching
practices, as well as leadership that fosters and supports that professional culture,» Ingvarson says.
Espedido elaborates
on the changes in the way the
students learn and what the successes of the project indicate about future teacher
practice.
The book represents a culminating work of the ArtsLiteracy Project, a project that develops curricula and professional development
practices based
on the premise that linking literacy and the arts creates powerful
learning opportunities for
students both in core academic subjects and in the arts.
The summit focused
on generating policies that raise
students» international knowledge and competencies, creating promising
practices that support global
learning in classrooms, and facilitating the preparation of
students for the global environment.
Word Generation zeros in
on these research - based
practices to promote
students»
learning of the target vocabulary words.
Rather than painting boards and their members with a broad brush, Shober and Hartney spend time defining different types of capacity — possessing accurate knowledge about a district, focusing
on student learning, and adopting effective work
practices.
As educators across the country focus attention
on designing new and better ways to gauge what
students are
learning, they risk distorting the meaning and
practice of formative assessment and squandering its potential to enhance teaching and
learning, an assessment expert is warning.