Sentences with phrase «reflect on the learning process»

Portfolios allow students to regularly reflect on their learning process — deepening their connection to content.

When you are done with the last window, review the ideation alongside the header section and reflect on the learning process you have created.

At this point in the process students have had the opportunity to show what they know and reflect on the learning process.

Not exact matches

Each group reflects on the process of its formation and on what the members have learned about one another.

We've both learnt so much through this process though and I want to start sharing more of this side of our journey with you, reflecting on both the good and the bad — I want to make these posts as honest as possible too, as I hope that will make them a lot more useful for you.

As time went on, and she learned more about the natural birthing process and the current state of maternity care (as well as reflecting on her unmedicated hospital birth experience), she knew that she would not want to birth another child in the hospital, so as she and her husband Matt looked forward to conceiving their second child she had already decided on hiring a licensed midwife and planning to birth at home.

DVD training at my own pace: could pause the video as needed (I could not take 2 days off work - doing this at home made this available to me)-- could repeat scenes (as needed) • Loved the experiential activities — so effective so much to learn from them • Understanding me / reflecting on my behavior and how it affects others (top card) • Having a process to follow step by step (I didn't have to figure it all out just follow the directions and watch / learn from the results)

You have to reflect on the past, own your mistakes, process your emotions, and learn the lessons.

... I guess you could say I've been on a journey or two and want my style to reflect this process as I grow and learn and adapt to my new environment.

Blogging is a process of reflecting on what you learn every day.

One key to learning through play is to document and reflect on learning as makers go through the process.

As students reflect on each experience, they become more aware of the processes and strategies that make them successful, allowing them to learn from their successes as well as their challenges or failures.

Finally, students reflect on what worked about the process of learning and reporting and what didn't.

For example, if a student adds a diagram he has created in another app, he can add an audio note to explain his process or reflect on his learning.

The public communication of the whole process will help them to analyze what has been learned and to reflect on their own learning.

Similarly, in a case study of four middle school math teachers who participated in a yearlong series of ten video club meetings to reflect on their classrooms, teachers in the video club «came to use video not as a resource for evaluating each other's practices, but rather as a resource for trying to better understand the process of teaching and learning» in a supportive, nonthreatening setting (Sherin and Han, 2004).

These events provide opportunities for students to reflect on and talk about what they have learned, the process of creation, and their own personal insights.

As Boser demonstrates, the evidence is strong that we learn more, and more quickly, under the conditions reflected in the book's six themes: Learning improves when we see value in what we are learning; when it is focused on an identifiable skill or cluster of information (target); when it develops in a sequence from simpler to complex; and when the new material is processed in ways that connect to current knowledge or skills by extension, association, or rehearsal in some form (extend, relate, rLearning improves when we see value in what we are learning; when it is focused on an identifiable skill or cluster of information (target); when it develops in a sequence from simpler to complex; and when the new material is processed in ways that connect to current knowledge or skills by extension, association, or rehearsal in some form (extend, relate, rlearning; when it is focused on an identifiable skill or cluster of information (target); when it develops in a sequence from simpler to complex; and when the new material is processed in ways that connect to current knowledge or skills by extension, association, or rehearsal in some form (extend, relate, rethink).

As a culminating activity, you will articulate a problem related to leading learning in your system, develop a plan to address the problem, test your plan, and reflect on the process and your learning.

Taking advantage of learning preferences begins with having students reflect on and express the ways they prefer to process their thinking.

Perhaps more importantly, by streamlining the «information absorption» aspect of education, online learning can free up traditional schools to do more of what they do best - that is, the more complex processes of discussing, reflecting on, and synthesizing information into new ideas, which is best done in person, through conversation and collaboration.

In the final instalment of our three - part series on curriculum implementation, Victorian educator Fiona Matthews reflects on the lessons learned throughout the process and offers advice.

Instruction and assessment are inextricably linked, in my mind, and if you start planning your PBL with the intention for students to be involved in the assessment — giving them opportunities to set goals, reflect on their learning throughout the process (while you're providing feedback), you have SLA embedded in your PBL.

The renewal process allows you to reflect on how your teaching practice continues to support student learning.

Education is a lifelong calling, and it is value - added when there are meaningful processes to help all of us as educators to grow, to build on our relationships, and to continuously reflect and act on ways to improve the quality of learning and opportunities for all students.

Thus we can lay the foundation by developing and implementing assessments that accurately reflect student learning, and then use the assessment process and its results to either support or verify achievement (depending on the context).

But in RTTC, I get to invite teachers to be part of the learning and growth process by using qualitative and quantitative data from classroom observations to get the teacher to reflect on the implementation of their deliverables and how they impact student engagement and classroom culture.

Reflecting on the work of Chris Argyris, I am forced to realize that what we have in our heads around the purpose and process of personal learning plans and what we practice, are often fundamentally different.

«If all students are to reach high academic and applied learning standards, their teachers must be afforded consistent opportunities to observe good practice, reflect on good practice, and repeat the process.

«It is a three - phase process where a teacher learns how to think through a teaching strategy, put it into action in the classroom, and then reflects on the results.

This situation limits their ability to reflect on their own practice and their opportunities to analyze the processes of teaching and learning more generally.

In the process, they are increasing their own capacity to make and sustain improvements within their schools using a sequence of steps drawn from improvement science methodology: define and learn more about the focus problem, pilot a small change in iterative cycles, and collect and reflect on data from the experience.

As they reflected on the rewards of writing this book, the editors offered several benefits, which for the students included the opportunities to: Have their voices heard; see their names in print; realize they can have an impact on school practices, and; enjoy and learn from the collaborative writing process (p176).

Eskolta's lead researcher Amanda Crowell, who consulted directly with leaders through this process, reflected on the project: «I think Eskolta's support is helping to smooth the way for these districts as they try to learn a set of new skills while also launching a school.»

We help schools develop strong feedback and assessment processes for students to transparently and frequently reflect on their own progress and set goals against high expectations for learning.

IDRA helps teachers learn, reflect on use, and adapt instructional strategies so that English language learners are engaged in the instructional process.

Does your planning reflect a clear focus on the process of learning and also promote thinking in your students that can be independently applied to new learning?

Through capstone projects, portfolio development, and other projects, students build content knowledge, resourcefulness, and inquiry skills and have opportunities to reflect on their learning and revise their work — developing a growth mindset in the process.

Assessment as learning enables students to reflect on their own learning processes.

Throughout the process of becoming a National Board Certified Teacher, I've had to assess my own teaching practices, plan to improve my instruction and act on those plans, view my own teaching, and reflect on my teacher actions and student learning.

The Professional Learning Plan outlines an inquiry process for learning communities that encourages and supports educators as they engage in and reflect on the impact of their learning, evidenced by improved student lLearning Plan outlines an inquiry process for learning communities that encourages and supports educators as they engage in and reflect on the impact of their learning, evidenced by improved student llearning communities that encourages and supports educators as they engage in and reflect on the impact of their learning, evidenced by improved student llearning, evidenced by improved student learninglearning.

Its purpose is to help teachers gather evidence of learning, adjust instruction in process, and help students identify and internalize their learning goals, reflect on their own understanding, and evaluate the quality of their work.

Here are a few tips that I've learned from leaders who have gone through the process of asking for, reflecting on, and using student feedback data to make their schools better.

In our game design classes, students learn the techniques and processes involved in conceptualising and crafting a game and reflect on the socio - cultural roles and aspirations of game design.

Monitoring and evaluation results are used at several levels to reflect on process and results, draw» lessons learnt» and identify possibilities for improving on - going or future programmes and projects.

After each failure, she had her students reflect on what they learned throughout the process.

Planning and reflecting on experiences are central to any person's learning process.

«Professional learning» is then viewed as a range of on - going activities in which early childhood educators are actively engaged in the processes of assessing and reflecting on their own learning and practice.

Consultants may want to reflect on questions such as the following to learn more about their own beliefs and attitudes and how they might affect the consultation process.

He defines reflective practice as «the capacity to reflect on action so as to engage in a process of continuous learning».