Sentences with phrase «reflection with the teachers they supported»

Dr. Bishop and her team investigated two strategies for self - reflection with the teachers they supported.

Not exact matches

Some students are working together using technology to collaborate or solve a problem, others may be working independently to write a reflection or practice a skill, a small group may be working with the teacher using manipulatives or tablets to practice with support.

Teacher leaders reported that their prior experience using Everyday Math (along with their reflections and the professional development provided to them by the MSP) provided the knowledge and experience needed to act as leaders in support of other teachers and administrators.

The NCTE supports storytelling in the curriculum with acknowledgement that students can find a reflection of themselves in stories, and that teachers who value storytelling can learn more about students in a unique way.

A coach working one - to - one with a teacher, to model and observe classroom practice and to support reflection and professional conversation.

While self - analysis is valuable for the beginning teacher, the knowledge that is built with a teacher's peers is deemed most useful (Staver, 1998), and an understanding of how beginning teachers support one another through video reflection is equally necessary.

From my work with teachers, I found that these are some of the critical teaching strategies that support students to become assessment - capable learners: Provide time for student reflection on their learning Involve the students in developing success criteria & rubrics for their own assessment Let students assess their own work & measure this against teacher judgements Provide feedback & encourage students to set goals from this assessment Be explicit about what learning progressions look like & encourage students to use these to set their own learning goals Provide opportunities for students to achieve goals through attending teacher - led or peer - led clinics And celebrate goals when they are achieved!

Working closely with their peers in school - based or interest - based learning communities, effective teachers learn to use assessment data, reflections on their own practice, and moment - by - moment feedback from children to vary the support they provide to students with different levels of expertise and confidence.

Familiarity with technology may support preservice teachers» engagement with reflective practice, encouraging preservice teachers to focus on the reflection created rather than the form of technology used.

In reflections upon the fall semester's experience, preservice teachers noted several benefits to the use of Twitter in the course, including support of resource sharing, communication, and connection with educators both inside and outside of the class.

Using reflection to consider specific issues critically — such as the rapid rate of technological change, the design of technology for educational purposes or the use of specific forms of technology to support the situated nature of learning (Mishra & Koehler, 2006)-- provides preservice teachers with the opportunity to develop their technological pedagogical content knowledge while engaging in meaningful reflective practice.

To help teachers like Kate and Martha help their students, we designed the Addressing Accessibility in Mathematics program.1 The model interweaves workshops that connect research and practice with study groups that foster collaborative problem - solving, reflection, and ongoing support.

The preservice English teachers were satisfied with their choice of technology medium for reflection, in part, because their choice supported completion of the reflection journal without an additional layer of difficulty.

Modifying the informal reflection assignment to require the use of these less familiar forms of technology would extend the preservice English teachers» interactions with technology, in general, and provide specific experiences with a different medium that might encourage future experimentation in the classroom while supporting the development of preservice teachers» TPACK during university preparation.

Different forms of technology that support individual ways of engaging in reflection may encourage preservice English teachers to expand their understanding of reflective practice beyond the rigidity often associated with university reflection.

Coaching was intended to extend professional development and increase teacher capacity through multiple layers of support that included lesson demonstrations, observations with feedback, and guided teacher reflection and goal setting.

When teachers have the necessary time to engage in high quality professional learning — coupled with the supports to use that time well — such professional learning can result in marked improvements in student academic growth.40 This is why the National Education Association's Foundation for the Improvement of Education includes «adequate time for inquiry, reflection, and mentoring» as one of the components of high - quality professional development.41 When teachers have time to plan, practice, collaborate, and learn, both teachers and students benefit.

The site uses the Janison Learning Management System and is organized around significant problem - based issues identified by beginning teachers, with communication tools that enable support and reflection.

Those teachers who feel successful speak of instructional coaches that supported them, planning time to work on lessons and units with other teachers, reflection protocols, and common meeting times to look at student.

The results of a small scale online mentoring project conducted with 12 first - year teachers indicated evidence of «increased emotional support, decreased feelings of isolation, increased confidence as teachers, more enthusiasm for work, increased reflection, ability to adopt a more critical perspective, and improved problem - solving skills» (DeWert, Babinski, & Jones, 2003, p. 317).

They work individually with teachers to provide support through curriculum planning, observations, reflection, demonstrations, and in - class troubleshooting (Borko, Jacobs, Eiteljorg, & Pittman, 2008; Gulamhussein, 2013).

Pope and Golub (2000) have suggested several guiding principles specific to English teacher preparation for instructional technology integration, including (a) introducing different technologies that support both instructional and pedagogical goals; (b) reinforcing that teachers should know how to effectively model the use of technologies to their students; (c) addressing how to evaluate technologies for instructional purposes; and (d) encouraging reflection and evaluation on instruction with and without technologies.

She has worked with online data trackers and created reflection tools to support teacher learning from student data, including classwork and test score data.

The gold standard for high - quality induction programs is the Santa Cruz New Teacher Project, which eventually grew into the New Teacher Center, a national organization working with districts to provide high - quality induction, among other services.65 The comprehensive program carefully selects and trains teacher mentors and also provides beginning teachers with intensive instructional support and professional development; opportunities to observe master teachers; and opportunities for ongoing assessment, reflection, and feedTeacher Project, which eventually grew into the New Teacher Center, a national organization working with districts to provide high - quality induction, among other services.65 The comprehensive program carefully selects and trains teacher mentors and also provides beginning teachers with intensive instructional support and professional development; opportunities to observe master teachers; and opportunities for ongoing assessment, reflection, and feedTeacher Center, a national organization working with districts to provide high - quality induction, among other services.65 The comprehensive program carefully selects and trains teacher mentors and also provides beginning teachers with intensive instructional support and professional development; opportunities to observe master teachers; and opportunities for ongoing assessment, reflection, and feedteacher mentors and also provides beginning teachers with intensive instructional support and professional development; opportunities to observe master teachers; and opportunities for ongoing assessment, reflection, and feedback.66

In the absence of feedback coupled with support (e.g. planning, modeling, practicing, guided reflection), teachers may struggle to adopt new instructional practices in isolation.

Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.