Sentences with phrase «reflecting on your classroom practices»

I wanted an experience that would challenge me to analyze and reflect on my classroom practice.

The findings of this study also suggest that teachers should reflect on their classroom practices in order to incorporate technology and inquiry into their teaching more effectively.

Professional development programs in which teachers collaborate with other teachers, reflect on their classroom practices, and receive support and feedback have been shown to foster teachers» professional development (Grossman, Wineburg, & Woolworth, 2001; Huffman, 2006; Loucks - Horsley, Love, Stiles, Mundry, & Hewson, 2003).

The school devotes resources to ensure that teachers have time and opportunity to reflect on their classroom practice and learn from one another.

In this hybrid role, I have been able to work alongside policy leaders making decisions that impact public education while reflecting on my classroom practice and representing teachers and students at the state level.

Support meetings in which you will develop action plans, collaboratively plan, reflect on classroom practice, share ideas and hold each other accountable for implementing what you are learning.

Not exact matches

Perhaps teachers could reflect on how teaching these skills can be an integral part of their classroom practices.

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).

The goal was to establish a program that reflected the diversity of the field itself, bringing artists, teaching artists, researchers, administrators, classroom teachers, and out - of - school educators together for a year of study on the foundational issues that inform all aspects of arts education theory and practice.

Lenz, LeFors, and the teaching teams at each school spend time every week reviewing student results and sharing classroom observations to reflect on and enhance their practice.

It has made me reflect on my own practice in the classroom and what things i can do better.

Other times, individual teachers might be asked to reflect on questions tied directly to their personal classroom practices or goals.

We will focus on applications to the practice of education, from classroom teaching to school leadership, so that we are equipped to reflect upon and improve our work as educational practitioners, scholars, and activists.

This reflects the call by government for a more clinical focus on teacher preparation whereby would - be graduates are required to observe and be engaged in classroom practices in a systematic and sustained manner with quality teachers; teachers who are identified and upgraded as lead or mentor teachers.

Tech Tales fits into the classroom agenda by allowing students to practice language and writing skills, adopt ways to reflect on the components of a multimedia story, and, most importantly, articulate the lessons of their lives.

Establishing an initiative to transform the way in which schools encourage professional growth by moving from isolated training to training that reflects directly and positively on classroom practice can be (in and of itself) a compelling incentive for faculty.

I hope to have the chance to reflect on my own practice and leave prepared with a stronger sense of my educational values and how I will convey them in the classroom.

This research - based program focuses on the premise of PLAN, TEACH, REFLECT, APPLY, with teachers examining their own classroom practice for the goal of student academic success.

This environment appears to have enriched their classroom learning by providing opportunities to «see» the progressive models of teaching they learn about in their coursework, provided opportunities — unconstrained by the hours of the school day nor by geographic location — to observe, reflect on, and analyze teaching practice, and expanded their virtual internship experience by providing multiple approaches to literacy instruction.

Like themselves, their partners were developing their teaching practice by reflecting on their progress toward their PDI goal through the use of classroom video.

After reflecting on the literature's place in their own situated practice, teachers should determine if and how these research - based practices exist in their classrooms and schools and then try them.

The advantage of capturing video is simple: while teaching, teachers can not stop to reflect on their practice, but video enables them to remove themselves from the demands of the classroom and to step back and examine classroom events (van Es & Sherin, 2008).

This level of our training encourages teachers to reflect on, and take greater responsibility for their teaching as well as become more innovative in their classroom practice.

This level of training encourages teachers to reflect on and take greater responsibility for their teaching, as well as become more innovative in their classroom practice.

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.

Develop a shared language for describing their classroom practices, a language that helps them reflect on, monitor, evaluate, and improve what they are doing in their respective classrooms.

Participants engage in the in - depth study of relevant course materials, establish a training classroom, do practice teaching, conduct workshops for teachers and caregivers at their home site, observe in classrooms and provide feedback to staff, meet with agency administrators to inform them of their progress, and keep a training journal to document and reflect on their activities.

Unless they are extraordinarily motivated and surrounded with powerful resources, teachers rarely have the opportunity or the time to stay abreast of current educational trends, contribute significantly to professional communities (online, face - to - face, or print), or thoroughly reflect on their classroom outcomes and, subsequently, revise their practice.

(1.2, 2.6, 4.6) Reflect on the moral and ethical core of your teaching practice and on the relationship between your moral / ethical core and your identity and life experiences (TPE 6.1) Collaborate with classmates in professional learning communities (PLCs) to analyze and evaluate the complexities of ethical classroom teaching in culturally and linguistically diverse school settings (TPE 6.3)

Educators should critically reflect on their own decision - making practices as well, whether those affect a classroom, a grade level, a school, or a community.

The Ohio RESA gives Resident Educators the opportunity to reflect on their practice and receive objective feedback, based on evidence they have chosen, through the submission of a video of their classroom teaching and written commentary.

They may examine student work, reflect on their own instructional practice, and read current research on best practices, but most of their discussions focus on sharing what they do in their own classrooms.

The teachers also had opportunities to share, discuss, and reflect on their teaching practices with other teachers and experts after applying what they learned from the PD in their classrooms.

This approach provides instances of teaching theory for analysis and examination and allows prospective teachers to study and reflect on the efforts of existing teachers who have incorporated technology into their classroom practice.

It supports teachers in understanding: what a classroom number talk is how to follow students» thinking and pose the right questions to build understanding how to prepare for and design purposeful number talks how to develop fractional reasoning and strategies for operating with fractions, decimals, and percentages PRODUCT PERKS Video Clips: The online video clips provide a visual platform for teachers to reflect on their current practices and target essential understandings from their readings.

Preservice teachers who will teach in high - needs schools do need to understand that race, class, and privilege impact their practice, but the ability to reflect constructively on the issue requires being able to survive in a classroom.

She found the questions on a practice exam to be largely unrelated to what she was learning in the classroom, and this was reflected in the scores she attained.

Our findings indicate that RCE (a) enriches classroom learning by providing a view of progressive literacy teaching learned in coursework; (b) provides opportunities — unconstrained by hours of the school day nor by geographic location — to observe, reflect on, and analyze teaching practice; and (c) expands students» internship experience by providing multiple approaches to literacy instruction.

This publication highlights a series of video clips in which participants in a recent Reform Support Network convening of the Teacher and Leader Effectiveness / Standards and Assessment Community of Practice reflect on the work of translating college - and career - ready standards from policy adoption by States to reality in the classroom.

Again, the purpose is not to evaluate the observed teacher but to give observers a benchmark to reflect on what works and what doesn't in their own practice, how they might adapt the strategies they've watched to their own classrooms, and to brainstorm solutions with colleagues.

In the end, all educators will need on - going, job - embedded opportunities to practice, reflect on, adjust, and enhance their skills in order to ensure that these new formative practices are working in their classrooms and with their students.

The project also uses a self - directed weekly reflection tool called the Quick Check, a 10 - minute online survey that helps teachers reflect on how they are integrating practices and tracking positive and challenging behaviors in the classroom.

As African American boys experience a much higher rate of suspensions and expulsions from preschool settings than do other children (Gilliam 2005), these relationship - building techniques are particularly relevant for teachers as they reflect on their own practices and biases — especially toward African American boys — in early childhood classrooms.

The Student booklet consists of 10 modules and is structured with the following features to enhance the program implementation, i.e., (1) Resource sheets for some of the skill - based modules, (2) A practice exercise to generalize the skills at home and community settings beyond the classroom, (3) A key message and important points from each module, (4) A rating sheet to describe enjoyment and usefulness of the module, and (5) A skills checklist for students to reflect on and assess their understanding and skills learnt.

After getting out of the classroom and practicing in the real world, come back and reflect on what worked and didn't work.