Sentences with phrase «rely on student learning»

(Delpit, 1988) Dismantling the entrenched systems of power and authority throughout the education system, Meaningful Student Involvement relies on students learning about all aspects of education.

Not exact matches

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 addition to talking with Morrow and taking a management course on hiring through Fred Hutch's Human Resources Department, Taylor relied a lot on his own experiences as a graduate student and postdoc and what he learned from his mentors.

«It is essential that students can rely on the exam system after years of hard work, and we'd recommend that all exam boards read this report to learn lessons from last year.

Parents, furthermore, must rely largely on word of mouth to learn of this option, as they are only notified of this option through a once - yearly advertisement in the local newspaper and in the student handbook, distributed once a year.

In math, for instance, the teachers prompt the students to ask each other their questions before asking the teacher, so that students learn to rely on their own collective wisdom.

«Instead of relying on intellect to produce good grades and high test scores,» Gauld writes in Character First: The Hyde School Difference, «students at Hyde learn to follow the dictates of their conscience so they can develop the character necessary to bring out their unique potential.»

Finally, Ben suggests my appeal for more student ownership of learning relies on circular logic.

Teachers rely on formative assessment to give students specific, actionable feedback that they can use to refine their work, seek out resources, and engage in learning that is specific to their needs.

The College Board relies on K - 12 schools, both public and private, to determine students» eligibility for accommodations, and it is widely acknowledged that, from district to district or state to state, there is no consistency regarding the identification or assessment of students with learning disabilities.

The results presented so far rely on indirect measures of principal impact, namely, student learning gains during a principal's tenure in a school.

With 99 % uptime, you can rest assured knowing that students or staff who rely on your learning management system will be able to experience uninterrupted and accessible learning all day everyday.

Guest blogger Joe Hirsch, teacher leader and curriculum developer, describes the jigsaw method of cooperative learning and how it naturally builds empathy as students rely on each other to share pieces of a bigger picture.

Policy makers, politicians and media too often discuss data about class sizes and their impact on student learning without an evidence base, relying largely on second - hand research or anecdotes.

Effective STEM education relies on students solving problems tied to the grade - level learning objectives.

For this purpose, many students have to rely on alternative methods of learning and that takes time and money that these students do not have.

The authors suggest that other states learn from «the danger of relying on statewide test scores as the sole measure of student achievement when these scores are used to make high - stakes decisions about teachers and schools as well as students.»

As a result, students are relying less and less on textbooks, and consequently, using reading to learn, he said.

We all fantasize about a world in which student learning growth on math and reading tests is calculated and used by central authorities to judge quality, but the reality is that very few school systems actually rely heavily on value - added measures (VAM).

Plans that rely solely on student test scores have the most opponents, including many parents, who scorn «teaching to the test,» in which students are drilled to increase their test scores rather than taught to understand the underlying material and learning skills to last a lifetime.

Will you allow or rely on mobile learning for students to watch it?

«If you want to learn from interactions with the teacher, with other students, from reading original texts and doing original research, then you would not rely much on such aids, even if they are readily available.»

As we are all aware, educational establishments at primary and secondary school level rely on funding from the local education authority and in times where austerity budgets are tight, as should be expected with what little additional funds there are, funding is better put to use providing teaching aids to enhance the students learning rather than providing for their security.

It works especially well when students are learning information that doesn't rely on a linear order of delivery (e.g., the six traits of writing, the parts of a cell, etc.).

Most commentators rely more on the commonsense understanding that countries must have good schools to succeed economically rather than presenting conclusive empirical evidence that connects what students learn in school to what subsequently happens in a nation's economy.

Collaborative learning teaches students to rely on each other in problem solving instead of going to their teacher.

A project - based clinical approach develops learning opportunities for both students and teacher candidates, relying on authentic collaborations that involve university faculty and classroom teachers.

The dysfunctional nature of how urban schools teach students to relate to authority begins in kindergarten and continues through the primary grades.With young children, authoritarian, directive teaching that relies on simplistic external rewards still works to control students.But as children mature and grow in size they become more aware that the school's coercive measures are not really hurtful (as compared to what they deal with outside of school) and the directive, behavior modification methods practiced in primary grades lose their power to control.Indeed, school authority becomes counterproductive.From upper elementary grades upward students know very well that it is beyond the power of school authorities to inflict any real hurt.External controls do not teach students to want to learn; they teach the reverse.The net effect of this situation is that urban schools teach poverty students that relating to authority is a kind of game.And the deepest, most pervasive learnings that result from this game are that school authority is toothless and out of touch with their lives.What school authority represents to urban youth is «what they think they need to do to keep their school running.»

We believe that the work to upgrade teaching and learning and develop a 21st century assessment system aligned to our college and career ready standards is essential — to the aspirations of individual students and to the state which relies on the brainpower we produce.

To engage students effectively in the learning process, teachers must know their students and their academic abilities individually, rather than relying on racial or ethnic stereotypes or prior experience with other students of similar backgrounds.

To stay on top of the needs of a highly mobile enrollment, educators in the Aldine Independent School District in north Houston rely on frequent common assessments across subjects and grades to gauge how well students are learning.

These models also do not rely on students having access to high - speed Internet - connected computers at home; online learning occurs during the school day.

Spurred by the administration, school districts around the country have moved to adopt «value added» measures, a statistical approach that relies on standardized test scores to measure student learning.

Personalized learning relies on the student meeting the instructional designer halfway.

The administrative team also relies on DreamBox data to monitor and measure growth, identify learning trends, and evaluate student preparedness for highstakes assessment testing.

Rather, rely heavily on the big winner leadership practices to leverage your impact on learning and student achievement.

And now, eight districts are also exploring a way to assess student learning that relies less on standardized tests, and more on locally developed performance tasks.

Crew is meant to help students learn how to rely on each other.

To what extent does your school or district rely on sampling, or grouping, practices to leverage improved student learning?

Preservice teachers, on the other hand, do not have the same experience that they can rely upon to anticipate important moments in the learning of their students.

Beyond that, practitioners (including teachers and school leaders) have attained appropriate levels of assessment literacy when they can adjust assessment practices to fit different purposes (support or certify learning), routinely rely on clear learning targets, actually gather dependable evidence of student learning, communicate results effectively to intended users, and maximize the positive motivational impact of assessments.

rather than relying solely on summative assessments that ask «Which students learned what was intended and which students did not?»

Teachers will have to embrace a shift in their instructional methods, the strategies on which they rely to teach content, to methodically empower students to successfully own their learning at the highest levels of complexity.»

Instead of relying on intelligence and achievement test scores solely for identification, multiple criteria would be used, including more non-traditional measures such as observing students interacting with a variety of learning opportunities (Passow & Frasier, 1996) it is a belief of many in the field of gifted education that new conceptions of giftedness and a new paradigm for identifying and selecting students will help minority and disadvantaged students become more represented in gifted programs (VanTassel - Baska, Patton, & Prillaman, 1991; Ford, 1996).

We have a long way to go in this work, but with a growth mindset and providing opportunities for students to set their course in civic engagement, they will learn the power of engagement, rely on their faith and find their voice in their lives.

Educational grading policies have traditionally relied on time - based systems, which grant students credit for the number of hours in a class rather than their proficiency of skills learned.

Measuring student growth without relying solely on narrow standardized tests involves looking at multiple measures of student learning, such as essay exams, portfolios of students» work in various subjects, and group projects that require analysis, investigation, experimentation, cooperation, and written, oral, or graphic presentation of findings.

Given this, they understand that assessors must rely on methods capable of providing the evidence needed to support a strong inference about student mastery of the learning target (s) in question.

While the district continues to use the standardized WKCE, required across the state as part of No Child Left Behind laws, it's the ACT test results that teachers and students increasingly rely on as a relevant road map for learning.

Waiver winners rely on a range of measures and methods for assessing teacher professional practice, including classroom observations, self - assessments and reflection, teaching artifacts, student - learning measures, and surveys of students and parents.