Not exact matches
This online portal supporting the Statement is a
resource hub providing information and articles that can be used to further and inform discussions within labs, in policy offices,
on campuses and in
classrooms about what scientific freedom and responsibility mean, not just in principle, but also in
practice.
They are built
on the ISTE (iste.org) student standards which are in place to ensure the following... -
Practice safe, legal, and responsible use of information and technology - Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity - Demonstrate personal responsibility for lifelong learning - Exhibit leadership for digital citizenship They are an essential
resource for a computer lab or any
classroom to prompt a discussion around technology, ethics and respect.
«The Review panellists are ideal advisers
on the best evidence - based
practices for our students that will help guide how our schools and educators focus
resources in
classrooms.
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).
Through this project, the feds are promoting open
resources both in
classroom practice and by awarding grants for research projects focused
on the development of open
resources.
In short, it appears from this small sample that teachers in schools where our observation measures indicated less ambitious instructional
practices were more likely to externalize their needs for instructional support (e.g.,
resources, backup for
classroom management decisions) than to value support focused more directly
on developing their instructional expertise.
iObservation maps differentiated and targeted professional development
resources to areas of need for each individual based
on classroom practice, instructional techniques, and student achievement.
TOPICS Expressions and Relationships Place Value Operations with Whole Numbers and Decimals FEATURES Warm - up activities to begin the learning process Fluency
practice using VersaTiles Small - group and independent
practice opportunities Re-Engagement activities for students needing additional instruction Ways to incorporate the mathematics into daily
classroom routines ExplorAction Activities allow students to discover key concepts Teacher tips and games to reinforce concepts INCLUDES 2 VersaTiles Number and Operations Books 2 VersaTiles Fractions Books 1 Hands -
On Standard Number & Operations Teacher
Resource Guide, Grade 4, Common Core Edition 1 Hands -
On Standards Fractions Teacher
Resource Guide, Grade 4, Common Core Edition 6 Fraction Number Lines 5 Base Ten Factor Tracks 2 Fraction Tower Equivelency Cube Sets 2 VersaTiles Mini Answer Cases 1 Here, There, Everywhere!
FEATURES 18 Teacher guide activities that model concrete representations of abstract mathematical concepts Teacher support that provides in - depth discussions of mathematical content and critical thinking Easy - to - use
resources that offer
classroom — tested lesson plans targeting the big ideas of math 8 Math Cooperation Mats that allow students to work collaboratively
on a task The mats provide a checklist of the problem - solving process Pattern Blocks
classroom kit of manipulatives in a durable, easy - to - clean plastic tote PRODUCT PERKS Teacher Guide - Features 18 rich tasks that teach content and
practice standards using the most common manipulatives.
During the intervening years, it has become more and more apparent that the best strategy for improving educational outcomes for students with disabilities is to focus more attention and
resources on improving instructional
practices in the regular
classroom for all students.
These
resources are linked to the lessons
on the site so teachers can
practice and master new instructional approaches in the
classroom.
FEATURES 18 Teacher guide activities that model concrete representations of abstract mathematical concepts Teacher support that provides in - depth discussions of mathematical content and critical thinking Easy - to - use
resources that offer
classroom — tested lesson plans targeting the big ideas of math 8 Math Cooperation Mats that allow students to work collaboratively
on a task The mats provide a checklist of the problem - solving process Base Ten Blocks
classroom kit of manipulatives in a durable, easy - to - clean plastic tote PRODUCT PERKS Teacher Guide - Features 18 rich tasks that teach content and
practice standards using the most common manipulatives.
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.
This
resource provides guidance
on effective peer feedback
practices, what to consider when introducing these into the
classroom and links to further information.
In Close Reading of Complex Texts, we offer an opportunity for hands -
on, close - reading
practice and provide strategies and
resources to help educators choose complex texts, develop text - dependent questions, and promote
classroom discussions.
Our Close Reading of Complex Texts Maps, co-developed with literacy experts Doug Fisher and Nancy Frey, provide hands -
on close reading
practice as well as strategies and
resources to choose appropriate complex texts, develop text - dependent questions, and promote
classroom discussions.
The school devotes
resources to ensure that teachers have time and opportunity to reflect
on their
classroom practice and learn from one another.
Since their first discussion about common - core implementation, Mr. Grossman and the Libens have collaborated
on a variety of projects, including creating video
resources and a course for iTunes University intended to help teachers understand the common - core shifts in English / language arts and literacy and how this might change
classroom practices.
Teachers should offer: (1) collaborative learning, which entails collaborative intellectual exchanges among students and ensures that all
classroom participants are actively involved in the learning process; (2) meaningful learning, which builds
on student experiences and knowledge by making connections to significant events in their lives; and (3) cultural
resources, which pro-actively build
on the cultural, family, and community assets, values and
practices students bring from home (Boykin & Noguera, 2011; Ramani & Siegler, 2011; Yeager & Walton, 2011).
Principal mentors are provided a toolkit of mentoring
resources and work with mentees to create a customized mentoring plan that focuses
on developing the skills and dispositions in four critical areas of school - level leadership: interpersonal and facilitation skills, teacher observation and feedback, effective school - level
practices and
classroom - level
practices, and using data to improve instruction.
Teach Through Music follows a practical approach to professional development for music
classroom teachers with activities focused
on engaging workshops, short courses, supportive online mentoring and a community of
practice and
resource creation.
However, while the most common forms of family engagement (such as encouraging parents to attend school events, serve as
classroom volunteers, and participate
on fund - raising committees) tend to line up well with middle - class child - rearing
practices and family
resources (Lareau, 2003), they can be less accessible to families who have recently arrived in the United States, or whose child - rearing
practices differ from those of school leaders.
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.
246 Using technology in the
classroom helps to refine the skills that lawyers need to achieve professional competence.247 For attorneys today, the computer is a key
practice resource, not just a means for enhancing productivity.248 Integrating technology in the LRW
classroom allows professors to better prepare students for law
practice, since attorneys rely less
on the library and support staff, and more
on their own computers to complete work at their desks.249
• Assistant Teacher — DirectED Educational Services — Sacramento, CA — 8/2012 — Present • Assist teacher in preparation for classes and curriculum
practices • Grade 30 percent of class work • Organize
classroom materials and help maintain positive class environment • Meet twice a week with teachers in the department to discuss new teaching strategies • Co-lead a yearly history event for students • History and English Tutor — C2 Education, Fresno, CA — 4/2009 — 9/2012 • Instructed students in standardized testing, homework, and writing assignments • Met with 50 students per week
on average • Oversaw and analyzed student progress • Attended weekly tutor team meetings • Developed history and grammar handouts to use as student
resources
We work predominantly within Australian schools providing workshops and curriculum
resources to over 25,000 educators
on how to embed an ongoing mindfulness
practice within
classrooms.
Imagine a school where the leaders consistently model good
practices, proactively train staff, welcome parents as partners, focus
on relationships (student - student, adult - student, adult - adult), use positive discipline policies, and invest time and
resources in and out of the
classroom.
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.
The National Assn. of Realtors GREEN designation is a certification awarded by NAR's Green
Resource Council upon completion of a three - day
classroom course focusing
on fundamentals of green building
practices, consumer awareness and marketing of homes built to green standards.