Sentences with phrase «short classroom work»

Not exact matches

Schools receive points based on the following weighted ranking: 33.5 % reputation (higher is better), 20.5 % classroom experience (student - teacher ratio and cohort diversity), 13 % average GMAT scores (higher is better), 13 % tuition (lower is better), 13 % required work experience (more is better) and 7 % program length (shorter is better).

Learning to learn has become the primary focus of my classroom work, and this focus is expressed in such methods as dividing large classes into rotating discussion groups; assigning shorter, more frequent written work that can be rewritten; structuring group oral examination experiences; and stressing the application of what is learned to other disciplines and life situations.

This is a much shorter work which really focuses in on strategies to reach impoverished youth in the classroom and to help them to become better students.

«He has been called to Washington to be a very important voice for what goes on in classrooms across this country, and therefore, even though it was not our first choice for John to leave, a, on such short notice or, b, in the middle of the school year, we are deeply gratified that the president and secretary... think so highly of the work that John has done with the board,» she said.

Bound up in this is the need for school districts to provide adequate professional training and development for substitutes, who are in short supply, and to encourage a positive working relationship between classroom teachers and their substitutes.

Works very well as a short classroom activity or could be used as an assembly.

Teachers can apply for summer General Educator Fellowships to work with scientists on research projects, such as monitoring the zebra population in Kenya or excavating sites related to Peru's Wari Empire, in the Andes, or for Live from the Field slots; in this short trip during the school year, teachers report back to their classrooms with blogs, videos, and phone conferences.

In traditional classrooms, students typically work on simple assignments that emphasize short - term content memorization; they work alone, write for the teacher alone, and rarely make presentations.

In short ~ it means thinking about your teaching approach and classroom ~ making adjustments based on what works and doesn't ~ then applying those insights.

Also our short animated video called «PBL Explained» is very useful for non-educator audiences, since it moves from the world of work to a science classroom.

Working with students, teachers should come up with short written descriptions relating to online classroom resources and how they use them.

Working on behalf of clients like the BBC and Barbican, MakeMatic develops original, engaging and practical short - form video content for use in the classroom — all focused on creative and digital skills.

Substitute Survival: Mini Lessons for Unexpected Moments Whether you are a substitute teacher whose lessons fall short of filling up the day or a permanent classroom teacher whose days involve lots of little transitional moments, these lessons will work for you!

Because of pressure to teach bell - to - bell — the pedagogical equivalent of force - feeding geese to make foie gras — many classrooms now start with bell work, short exercises that students complete while the instructor attends to attendance and other administrative chores.

In this short video John Hattie talks about what feedback means and how to make feedback work effectively for learning in the classroom.

The assistant superintendent of the Philadelphia school district talks about his work championing the arts in the classroom in this short interview.

* Table of contents * Resume, including continuing education, special committee work and awards and special recognition * References * Letters of recommendation * Transcripts * Educational philosophy * Classroom management theory * Personal goals * Sample worksheets, games and tests * Examples of lessons — units or projects * Photos of your classroom in action to illustrate your lesson examples * Examples of students» work * Final results of projects or committees you have been a part of * Optional: short video showing you in action in front of the classroom and one - on - one with students * Optional: screen shots and addresses of school or classroom websites you have created * Optional: computer disks and print - outs of programs you have written or modified

In a writing classroom, students might be working on short responses that they then will submit to their teacher through Google Classroom or Schoology.

But there's no denying these technologies have already revolutionized the way we work, shop and socialize, and it's short - sighted to think the classroom won't soon join the workplace in the digital era.

Results from this pilot suggest that the student teachers / residents felt prepared to teach, and their classroom mentors and site directors reported that participants were more prepared to teach than traditional student teachers with shorter field work experiences.

However, in four of the five schools I've worked at, my evaluators (all of whom have been administrators except for one master educator in Washington, DC) have all been far to busy to gather evidence of my abilities as a teacher outside of the short classroom observation.

Some programs are short enough that they only require one semester of classroom work or internship experience.

Ben Porter, for instance, a third - year teacher who previously worked as an operations manager for a Cold Stone Creamery franchiser, was already adept at loading and sharing lesson materials and using the tablet's classroom - management tools: quick polls, discussions, short - answer exercises, the function for randomly calling on a student and more.

When in - class supports do not work, students may need to leave the classroom for a short period of time.

Teachers whose preparation programs focused on the work of the classroom, provided a supervised clinical experience, and gave them the opportunity to engage in the practices of teaching were able to drive greater learning gains for their students once in the classroom than those who did not receive the same kind of clinically oriented preservice training.56 Prospective teachers who had a longer clinical experience reported greater confidence in their teaching abilities and were more likely to say that the length of time they spent as a student teacher was adequate, compared with their peers who had shorter clinical experiences.57

Teachers will most likely see practices that work well and some that fall a bit short of their desired effect (typical for most classrooms, right?).

«This article begins in Part II with a short history of modern classroom technology, why it has routinely failed to work as promised and the

«This article begins in Part II with a short history of modern classroom technology, why it has routinely failed to work as promised and the lessons this can teach us.

It is designed as an alternative to a classroom program, and you work at your own pace and may complete the course in short time.