Sentences with phrase «project work in classrooms»

Not exact matches

Thankfully through my blog I have worked on several charitable projects including child hunger, building playgrounds for communities in need, helping to end teacher - funded classrooms, Rwanda's Path To Peace project and more.

Even if you work full time, there may be opportunities to prepare project materials at home or visit the classroom once in a while to read a story or celebrate a special occasion.

The success achieved by the Partners for Breakfast in the Classroom project between 2011 and today has taught us that when all stakeholders work together — administrators, school boards, parents, and school building staff — breakfast - in - the - classroom becomes a sustainable and successful endeavor for school nutrition programs.

In 2014 - 15, we will be expanding our project by working in partnership with state organizations in several states — including Virginia — to provide district and school - level technical assistance and support for breakfast - in - the - classrooIn 2014 - 15, we will be expanding our project by working in partnership with state organizations in several states — including Virginia — to provide district and school - level technical assistance and support for breakfast - in - the - classrooin partnership with state organizations in several states — including Virginia — to provide district and school - level technical assistance and support for breakfast - in - the - classrooin several states — including Virginia — to provide district and school - level technical assistance and support for breakfast - in - the - classrooin - the - classroom.

«The NUTs Breaking the Mould project, in which the National Union of Teachers has worked with a small group of primary schools to consider how «traditional» gender stereotypes could be challenged in the classroom through reading materials, is a really useful resource.

More generally, Pianta has been encouraging the instructors to communicate higher expectations by turning over some of the control in the classroom to the kids: letting them work in teams on independent projects, for instance, instead of simply lecturing.

To achieve its aims, the Foundation has initiated several high - profile projects; this includes supporting polar science through the creation and operation of the wind - and - solar - powered zero emission Princess Elisabeth Antarctica station, logistical support of scientists working in Antarctica, fellowship awards for Antarctic researchers, an annual symposium on Arctic issues, and several science and education websites and classroom activities and resources.

For me, that means sleeping in'til 9, blogging in the morning, and watching Netflix while I work on projects for my classroom.

A powerful way to support the development of growth mindsets among teachers is for them to experience a positive impact in their classrooms, and teachers have shared with us the positive impact they have seen when they have an opportunity to collaborate with colleagues and work on projects, such as creating more effective lessons.

However, she points out a deeper meaning which reflects the importance of students feeling valued in the classroom: «When people believe they are important in a project, anything works, and, conversely, when they don't believe they are important, nothing works.»

Teachers told me that anywhere from 60 to 90 percent of the work in their classrooms is done online, with work sheets, projects, one - on - one meetings, and, for seniors, a research report and presentation accounting for the rest.

It can help create engagement in a lesson, manage your classroom, be part of student work or facilitate inquiry in a project.

In this project, the Education factor is present in the majority of the strands of work: approach of incorporating comprehensive sex education in the formal education system and in youth organizations; implementation of the Comprehensive Strategy of Sex Education of the Department of Education in the classrooms at the two education centres; strengthening of the institutional capacity of the health and education sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of Guatemala CitIn this project, the Education factor is present in the majority of the strands of work: approach of incorporating comprehensive sex education in the formal education system and in youth organizations; implementation of the Comprehensive Strategy of Sex Education of the Department of Education in the classrooms at the two education centres; strengthening of the institutional capacity of the health and education sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of Guatemala Citin the majority of the strands of work: approach of incorporating comprehensive sex education in the formal education system and in youth organizations; implementation of the Comprehensive Strategy of Sex Education of the Department of Education in the classrooms at the two education centres; strengthening of the institutional capacity of the health and education sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of Guatemala Citin the formal education system and in youth organizations; implementation of the Comprehensive Strategy of Sex Education of the Department of Education in the classrooms at the two education centres; strengthening of the institutional capacity of the health and education sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of Guatemala Citin youth organizations; implementation of the Comprehensive Strategy of Sex Education of the Department of Education in the classrooms at the two education centres; strengthening of the institutional capacity of the health and education sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of Guatemala Citin the classrooms at the two education centres; strengthening of the institutional capacity of the health and education sectors, through the provision of health personnel, methodological tools and focusing on gender, human rights and multiculturalism; cross-sector coordination (Health - Education Departments), and with civil society to develop alliances which promote the exercising of the Sexual and Reproductive rights of the adolescents and young people of zones 3 and 7 of Guatemala City.

When I look at the brand new cozy collaboration center in the corner of our classroom, I picture kids eager to try it out, to sit, lean or sprawl on the ottomans as they put their heads together (literally) to brainstorm, work on a project or study new concepts.

Another project saw # 1.1 million provided to Computing at School — a community of teachers, IT professionals, academics and parents — to help train primary teachers already working in the classroom through online resources and school workshops.

You notice the more that kids do together with their teachers in project work (the more we have to present, do some research work) the better the classroom atmosphere is and the better the learning is.

Soble explains that exposure to the insights and ideas of others who use Project Zero ideas in their classrooms and schools allows her to continue her own education as a teacher, even as she's working as a PZC faculty member.

I was a founding faculty member of Mid-Pacific Institute's eXploratory Program, a core subject curriculum with project - based learning as the primary focus of student work, with 10 years of experience in the Social Studies classroom.

In my role as an adviser on this project, working with Sesame Workshop and IBM Watson on how they can continue to address these challenges is an important piece of the future of personalized learning and its continued role in and out of classrooms, across our liveIn my role as an adviser on this project, working with Sesame Workshop and IBM Watson on how they can continue to address these challenges is an important piece of the future of personalized learning and its continued role in and out of classrooms, across our livein and out of classrooms, across our lives.

An innovative teacher, Fran coordinates actual and digital global projects with partnering classrooms across the globe to co-create and produce authentic digital artifacts where students think and work creatively, then implement tech tools to demonstrate quality communication in studied target languages.

«The school art teacher could lead a project like this, especially if working collaboratively with classroom teachers and if everyone is willing to put in the time to meet, plan, and do the preparatory work necessary.

Teachers can apply for summer General Educator Fellowships to work with scientists on research projects, such as monitoring the zebra population in Kenya or excavating sites related to Peru's Wari Empire, in the Andes, or for Live from the Field slots; in this short trip during the school year, teachers report back to their classrooms with blogs, videos, and phone conferences.

But instead of seeing a classroom in chaos, I found students busily at work on a long - term project that they kept on standby.

She was also excited to work with Project Zero to explore ways in which a culture of learning can be developed in a classroom.

In the classrooms of the Performance Learning Centers, the students work through an online curriculum at their own pace, but also complete projects and research reports and meet with teacher facilitators.

The institute currently works with over 300 schools in the UK and abroad to facilitate student - led research projects and empowers teachers in STEM through its bespoke accredited continuing professional development (CPD) programmes, downloadable classroom material and dedicated staff.

In an Oakland, California, classroom papered with learning goals and student work, history teacher Lacy Lefkowitz relinquishes her podium to eighth graders presenting their latest project.

Even if you've completed your classroom redesign project, please share in the Classroom Cribs community and let your work inspire other educators.

Creating a cultural shift in a school from teachers working alone in their classrooms to a model of collaboration and interdisciplinary projects usually requires support from the top.

Makerspace projects have the ability to help struggling students see the value of their classroom work — why it's relevant and how it shakes out in real, tangible, ways.

In addition to the work that teachers do in their own classroom, the architecture, science, and social studies teachers joined the model - building phase of the architecture project to help and support students, ask questions, offer a new perspective on their design, and help them push through any obstacleIn addition to the work that teachers do in their own classroom, the architecture, science, and social studies teachers joined the model - building phase of the architecture project to help and support students, ask questions, offer a new perspective on their design, and help them push through any obstaclein their own classroom, the architecture, science, and social studies teachers joined the model - building phase of the architecture project to help and support students, ask questions, offer a new perspective on their design, and help them push through any obstacles.

In order for a makerspace to thrive within a school, district, or community, educators must prepare curricula so that projects built within the space are standards - aligned and link directly to the work that students are doing in their classrooIn order for a makerspace to thrive within a school, district, or community, educators must prepare curricula so that projects built within the space are standards - aligned and link directly to the work that students are doing in their classrooin their classroom.

The projects — models of high - quality student work in subjects across the disciplines, from classrooms across the country — were the focal point of a workshop for arts - inspired educators, part of a three - day professional development summit earlier this month called Arts and Passion - Driven Learning.

Join this webinar to learn about: • Improving quality of life for students and educators through blended learning • Stretching existing or limited resources and staff • Adding project - based learning and authentic assessments into classrooms • Selecting the right learning management system and online curriculum • Keeping pace with global evolutions in technology and education • Maintaining the human element in face - to - face and online course work

Educators fortunate enough to work in classrooms equipped with multimedia tools can broadcast podcast clips to the class, or lead a discussion on a particular article with the text projected on a screen.

«The beauty of the weather balloon project is that it's something captivating that provides many points of entry,» says Smith, «whether you're a student in an engineering class working on how to build a structure that's going to survive a fall from several thousand meters, or if you're in a science classroom trying to ask good scientific inquiry questions that could be tested, or if you're in language arts and you want to write a creative piece about what the balloon's journey might be.»

In addition to his classroom work, Tim is Dean of Professional Growth at Waynflete School, an organizer of EdCamp Maine, Technology Liaison for Southern Maine Writing Project, and an adjunct at the University of New England, facilitating a course for pre-service teachers called Supporting 21st Century Learning through Technology.

Internationalize your classroom this year with projects that engage students in meaningful, real - world work to address globally significant issues.

* Table of contents * Resume, including continuing education, special committee work and awards and special recognition * References * Letters of recommendation * Transcripts * Educational philosophy * Classroom management theory * Personal goals * Sample worksheets, games and tests * Examples of lessons — units or projects * Photos of your classroom in action to illustrate your lesson examples * Examples of students» work * Final results of projects or committees you have been a part of * Optional: short video showing you in action in front of the classroom and one - on - one with students * Optional: screen shots and addresses of school or classroom websites you have created * Optional: computer disks and print - outs of programs you have written or modified

This keynote reviews why Project - Based Learning works in all classrooms at all grade levels.

Those include introducing and reviewing software, Internet resources, and other appropriate materials, and making the information available to staff; coordinating computer usage in projects and activities within, across, and between curricula and schools; working with classroom teachers, individually and in grade level teams, to plan, organize and implement the use of technology through such activities as demonstration lessons, team teaching, and joint planning; providing both building - based and district - wide staff development at faculty meetings, district professional development days, and after - school and summer workshops; and keeping abreast of current technologies by attending conferences and workshops on a regular basis.

She spent two years in the classroom as a kindergarten teacher, and worked as a Founding Senior Corps Member with City Year Milwaukee as their Training project Leader.

The Framework 2021 project launched in 2014 with a series of regional forums, called Gallery Gatherings, designed to elicit educators» thoughts about what is really working and getting traction in their schools and classrooms.

We look forward to showcasing more projects that amplify student voice as we continue to work with students and teachers in the Learning Commons and in the classroom at Fox Hill!

One of the hallmarks of the flipped classroom is group work, as collaborative projects engage every student in the class.

The DISS project suggests: «the majority of TAs spend most of their time working in a direct, but informal, instructional role with pupils on a small group and one - to - one basis (both inside and outside of the classroom).

Determine how to meet the basic needs of students and teachers, work with a resistant staff, sustain progress across the years, coach teachers in classroom management, and develop a schoolwide (or districtwide) Foundations project.

In this blog post for the Chalkboard Project, Sharon Williams shares some of her own experience as a principal, the foundations of CEL's work with central office leaders and superintendents and how it will help establish a culture in which every school leader is supported to improve teaching effectiveness for every student in every classroom across OregoIn this blog post for the Chalkboard Project, Sharon Williams shares some of her own experience as a principal, the foundations of CEL's work with central office leaders and superintendents and how it will help establish a culture in which every school leader is supported to improve teaching effectiveness for every student in every classroom across Oregoin which every school leader is supported to improve teaching effectiveness for every student in every classroom across Oregoin every classroom across Oregon.

This work involves (1) hearing about the strategies BMTN teachers are testing and refining, and having teachers the leaders are working with test out the strategies in their classrooms; (2) sharing resources and strategies that BMTN teachers might use in their improvement projects, (3) providing insights into policies that might affect the instructional work of the network; and (4) helping recruit additional teachers and instructional leaders to the network.

«I have an open door policy in my classroom where parents are encouraged to volunteer for field trips, read with small groups, and work on small projects,» she said.