Sentences with phrase «same curriculum level»

In 2009, male graduates generally had higher NAEP mathematics and science scores than female graduates completing the same curriculum level.

When you consider the classic learning model, and the way many of us were educated, teachers have typically been required to teach all students the same curriculum level content.

Not exact matches

All of this may be unproblematic if students in the same year of school were more or less equally ready for the same year - level curriculum.

At the same time Human Rights Education is ever more included in educational curricula at the local, national and international levels.

And, rather than expecting all students to master the same curriculum content and to be at the same point in their learning at the same time, excellent learning progress (or growth) is an expectation of every learner — even those who begin the school year at more advanced levels of attainment.

Teachers are expected to deliver the same year - level curriculum to all students and to assess and grade them on how well they perform.

Each unit contains the following: - Unit pictures (16)- Picture quiz (exercises)- Word search level 1 - Crossword level 2 - Crossword level 3 - Picture reading - Cloze level 2 or 3 - Reading (Same as cloze reading, picture reading but with no pictures or blanks)- Language Development level 1 - Language Development level 2 - Language Development level 3 - Flashcards (16)- Bingo cards (10 small cards) The units covered are: - Living things - Ecosystems - Animals 1 - Animals 2 - Human Body - Plants (Language Development exercises in step with the EAL Curriculum)

Geoff Masters: «When we think of teaching as... primarily the delivery of the curriculum for a particular year level and we think of assessment as the process of judging how well students have learnt what we've just taught, there is a problem because students don't start the year at the same point in their learning.

In its absence, teachers deliver the same year - level curriculum to all students and then grade them on how much they have learnt.

Under the assumption that students in the same year of school are at broadly similar levels of achievement, teachers then teach the relevant year - level curriculum, accepting that some students inevitably will learn more of what they teach than others.

It is also difficult to be able to maintain the same level of enthusiasm for each subject area, let alone possess a depth of content knowledge for each curriculum area.

In school education, an «equitable» system could be defined as one in which all students are treated equally — for example, a system in which all students are given the same opportunities, exposed to the same school curriculum, taught by teachers with equivalent expertise, held to the same learning expectations and provided with equivalent levels of resourcing and support.

First and most obvious, we've organized the entire, massive K — 12 system around an age - based, grade - level, 180 - days - per - year calendar; around mostly self - contained and generally low - tech classrooms; and around a pedagogical model centered on a single teacher teaching a uniform curriculum to twenty to thirty children for a prescribed amount of time each day, children who don't have much in common except that they're more or less the same age and (usually) live in pretty much the same community.

Geoff, OBE is not the same as the curriculum you are suggesting, I agree, but the Outcomes Approach developed in Queensland in 1999/2000 provided an excellent starting point for curriculum structured as continua because it clearly described the learning expected / desired / hoped for at the end of year 10 and interim stages of learning were described NOT linked to year levels.

Nevertheless, all students are often then graded against the same year - level curriculum expectations.

When all students are delivered the same year - level curriculum, less advanced students often are exposed to content for which they are not yet ready, resulting in some falling further behind with each year of school.

For example, teachers often see themselves as teachers of particular year levels; textbooks are written for each year of school and encourage timed, lock - step progression through curriculum content; and all students are assessed at the same time to establish how much of the delivered curriculum they have mastered.

Formats Text only - Short sentences, one sentence per line, four lines per page Supported - text As text version with the addition of small symbols for key words and new vocabulary Symbol - The same text plus symbols for all the main words for pupils requiring more support Simplified - Less information, two to three lines per page One symbol - This most basic level has just one symbol on each page This resource bundle was made in InPrint 3 Widgit Symbols supports vocabulary development across the primary curriculum for all students, as well as helping individuals with special needs, autism or speech and language difficulties.

Formats Text only - Short sentences, one sentence per line, four lines per page Supported - text As text version with the addition of small symbols for key words and new vocabulary Symbol - The same text plus symbols for all the main words for pupils requiring more support Simplified - Less information, two to three lines per page One symbol - This most basic level has just one symbol on each page This resource was made in InPrint 3 Widgit Symbols supports vocabulary development across the primary curriculum for all students, as well as helping individuals with special needs, autism or speech and language difficulties.

At the same time, she facilitated ongoing improvement efforts mandated at the district level prior to her appointment (curriculum writing, implementation of a commercial mathematics program)-- collaborating with grade team and subject leaders, specialist teachers, and trainers provided by the externally developed mathematics program.

It just makes sense that a school committed to helping all students learn at high levels would focus on learning rather than teaching, would have educators work collaboratively, would ensure students had access to the same curriculum, would assess each student's learning on a timely basis using consistent standards for proficiency, and would create systematic interventions and extensions that provide students with additional time and support for learning.

Thanks to No Child Left Behind, though, it is common, especially at the elementary levels, for all schools to offer pretty much the same level of curriculum.

Science should be held at the same level of validity and importance as the rest of the curriculum.

Students of all entering ability levels experience the same rigorous, standards - based curriculum with modifications to access content at various levels.

There are 10 elementary (grades 3 - 5) activities in each of these four curriculum areas: Language Arts, Science, Social Studies, and Mathematics, and also 10 middle level (grades 6 - 8) activities in each of the same four curriculum areas.

Why do teachers in the same grade level use differing curricula?

Many gifted students may be so far ahead of their same - age peers that they know more than half of the grade - level curriculum before the school year begins.

Instead of teaching all students the exact same way with a one - size - fits - all curriculum, Common Core allows teaches to adapt instruction to learners at all levels.

When I was a high school English teacher, I taught two sections of the same American literature course for college - bound students, and even with the same teacher, the same school, the same curriculum, the same books, the same ability level of the students, there never once was an essay that I assigned in which students in one section of the course received exactly the same grade distribution as students in the other section.

Likewise, one type of assessment may not represent the curriculum and instructional diversity among teachers, nor will the same assessments capture the different skills and developmental levels of children.

Taken together, this evidence suggests that a teacher who taught the same curriculum to the same students, and who is rated at a given level based on value - added calculated from one test has a strong likelihood of earning a different level based on value - added calculated from a different test.

The implications of adapting a language arts curriculum for students of the same age but different levels of functioning in the language arts presents a real challenge, even for experienced educators.

• Track record of instructing students about basic sketching and contouring techniques • Well versed in evaluating students» work, charting their progress, grading assignments and guiding them regarding their weaknesses appropriately • Hands - on experience in curriculum development, lesson planning and implementation with aid of modern and effective AV aids and instructional strategies • Expert in instructing students about working in various modes including pastels, oil colors, water colors, fabric paints, charcoal and pencil • Adept at creating and maintaining a highly stimulating, inspiring and multicultural classroom environment • Proven ability to introduce novel forms of art and inculcate the same in the curriculum effectively • Demonstrated ability to enhance creativity among students by encouraging innovation, novelty and originality in their pieces of art • Familiar with various kinds of pixel sheets, sketching paper and art material, fully capable of determining age specific art material and techniques, suitable for assigned level and grades of children • Known for initiating, designing and implementing various art contests at the school to encourage a general appreciation for art among students • Competent at identifying course goals and fulfilling the same in collaboration with students, teachers and parents • Proven skills in lesson planning, curriculum implementation, technique instruction, practice facilitation and assignment communication • Profound knowledge of various advanced level 3D effect art techniques • Strong classroom management, organization and discipline control skills • Profound ability to devise innovative learning and instructional techniques to facilitate effective transfer of skill and knowledge • Proficient in use of computer to aid art work, familiar with various graphic designing and drawing enhancement software