Sentences with phrase «showed pupils learning»

at Bridge Partnerships Schools for Liberia (PSL) which showed pupils learning at twice the speed of their non-PSL peers.

This new evidence from Kenya is compounded by earlier learning gains at Bridge Partnerships Schools for Liberia (PSL) which showed pupils learning at twice the speed of their non-PSL peers.

Not exact matches

Latif says the pupils showed great excitement, as they sat on the desks after learning on the bare floor with waist pains for nearly a year.

The success in reaching over 9000 pupils last year is thanks, in large part, to the many partners across the UK who have helped us by showing schools how to use the inspiring model of astronaut fitness and health to change children's activity levels and diet through learning about the science behind it.»

Research has shown that the potassium - packed fruit can assist learning by making pupils more alert.

The Week Junior, the UK's fastest growing children's subscription magazine, which has had 50,000 subscriptions in two years, and OAT, a leading Multi-Academy Trust with 34 schools, decided to run the programme in response to growing evidence, such as leading child development expert Dr Jacqueline Harding's research report done in partnership with The Week Junior, showing that explaining and engaging children in learning about current affairs has development pupil benefits.

The Framework for secondary ICT - Overview and learning objectives: The Framework identifies yearly learning objectives that encourage ambition and provide challenge for all pupils, showing progression in the subject.

Further research has also shown that the potential benefits of the programme go wider than pupil health, with FFL schools «consistently reporting that FFL had contributed to their school improvement agendas, helping improve attainment, behaviour and school environments» and that the experiential learning resulting from Food for Life activity «appears to have been particularly effective at helping engage or re-engage pupils with learning issues and challenges.»

STUDENTS HAVE TO FIND THE LEARNING OBJECTIVES FOR THE LESSON Do a demo of the microscope, show the pupils each part and what it does, show them how to set it up on the smallest magnification.

Pupils share and collaborate there with teachers, showing them useful applications and ways to use mobile devices for learning.

Whilst these results are encouraging in themselves, look at them in the context of the EEF's previous evaluations of TA - led projects and they are particularly striking: all six have shown positive impacts on pupil's learning, typically adding around three to four additional month's progress.

Pupils revise and learn some animals, do some comprehension work with the film and then create their own shadow / puppet show (2 - 3 lessons) in French.

To achieve their full potential, pupils need to feel comfortable in their environment and research has shown that acoustic conditions can have a profound impact on both children's learning and staff performance.

It found that playful experimentation, shows that learning from failure and school engagement with professional engineers helps to raise the achievement and aspirations not just in science and maths, but in pupils» communication skills, artistic ability and confidence to engage in class discussions.

If you are interested to learn about a method that helps to foster independent learning in your classroom or if your pupils struggle to memorise facts, figures and curriculum content, or if you want to better develop a technique to help with revision, check out workshop episode 30 of the Inspiration 4 Teachers Podcast Show and enhance your teaching toolkit.

For example, recruit pupils for extra-curricular groups; arrange extra rehearsals; follow up on interests shown in the classroom (eg finding a child who is learning the guitar at home, informally, and getting them involved in a school group); produce a programme for the school concert which includes every child's name; liaise with other staff members (eg with the Art Department to provide a cover for said programme); organise refreshments; run a Parent Support Group for music; arrange for matching T - shirts for the jazz band or school choir; deliver a «sponsored sing» for charity; visit an old people's home to perform for the residents; and a host of other things which make for «a musical school».

Not fit for purpose A study by the Royal Institute of British Architects shows that damp classrooms and school buildings full of asbestos results in pupils who are struggling to learn effectively and impacting on the health of both students and teachers.

Pupils learn: • St. Andrew was one of the twelve disciples • Why is he the patron saint of Scotland • Scotland's flag which features the saltire • The Declaration of Arbroath — St. Andrew's connection - Useful Slides (you can edit out) • Various legends surrounding St. Andrew's Day — St. Rule (Regulus), Pictish King Angus mac Fergus, Bishop Acca of Hexham • How the thistle became Scotland's national flower • St. Andrew's Day celebrations in different countries • How Scotland celebrates — traditional food, dance, music and parades • Optional videos links to watch (BBC for younger audiences)-- Video 1 (4 mins) and Video 2 (8 mins)-- showing how two brothers celebrate St. Andrew's Day in Scotland from their point of view.

Provides pupils with a handy revision card to show how to fill in a frequency polygon table This subject is often misunderstood and therefore this card will act as an aid to learning and retaining method

Education Scotland Foghlam Alba has shown through its research that creativity in learning encourages pupils to think creatively.

Beth Gardner, CEO of the Council for Learning Outside the Classroom added: «All the evidence shows that school trips and all types of learning outside the classroom are significantly beneficial to real, effective learning — including pupils who engage poorly during classroom tLearning Outside the Classroom added: «All the evidence shows that school trips and all types of learning outside the classroom are significantly beneficial to real, effective learning — including pupils who engage poorly during classroom tlearning outside the classroom are significantly beneficial to real, effective learning — including pupils who engage poorly during classroom tlearning — including pupils who engage poorly during classroom teaching.

Caroline Wright, director of show co ‑ organisers BESA, and the head judge, comments: «With the launch of the new National Curriculum later this year it was great to see such a fantastic number of entries offering innovative teaching and learning resources designed to help schools inspire and excite pupils.»

Outdoor learning also encourages fitness, and pupils come to appreciate the benefits that a healthy, active lifestyle can bring, and this spirit of motivation has been shown to transfer over to the classroom; there is an observable increased appetite for learning which contributes to rising levels of attainment in all subjects.

Research has shown that teacher wellbeing not only significantly impacts pupils» SATS results, but also has an effect on pupils» own social and emotional wellbeing, creating a negative learning environment and damaging the quality of relationships between teacher and pupil.

Using specially designed cards showing Premier League player statistics, pupils will assess players» strengths and weaknesses while learning about equations and algebra.

Despite this, a survey has shown that although «97 % of teachers believed that schools needed to use their outside spaces effectively to enhance their pupils» development, 82 % did not agree that their own school was making as much use as it can of this valuable resource» Learning Through Landscapes (2010) Research showing the benefits of outdoor play

Angry pupils can learn to show how they are feeling using this visual approach so alerting an adult they might need help or to go to a quiet area

The World of Work initiative is backed by academic research showing pupils are likely to achieve more in school if they have work aspirations [1]; they prefer careers information directly from employees [2]; and the more employee contacts they have, the more they learn about work [3].

Ian Pearson, general manager of the School Travel Forum, looks at the wealth of evidence showing that school trips and learning outside the classroom raises educational standards and attainment in schools, as well as benefiting pupils personally and socially

Previous research has shown that the ways teaching assistants are traditionally used in classrooms, for example as substitute teachers for low - attaining pupils, do not help learning.

«The pupil premium should be used for highly cost - effective interventions such as peer tutoring and pupil feedback, as shown by the Sutton Trust - EEF Teaching and Learning Toolkit.»

But just 4 % of all teachers cited pupil feedback as a priority while 1 % said peer - to - peer tutoring, both methods shown to be highly cost - effective in the Sutton Trust - EEF Teaching and Learning Toolkit.

In spite of the sincere efforts that have been made to date to spur innovation in teaching and learning in the traditional public school sector, the data show that just infusing more per - pupil public school spending in the past has failed to propel the U.S. beyond its peer countries on international rankings of student achievement.

Yet again ministers have shown that they can not see beyond teachers within schools, how little they value support staff and their valuable contribution to the teaching and learning of pupils.

We also think that the evidence shows that if schools want to use any additional resource, such as the Pupil Premium, to benefit disadvantaged learners they should not assume that any increased allocation alone will improve learning, but they will need to decide specifically and deliberately how it should be spent, and then evaluate the impact of this for themselves.

We also showed a film of our pupils working with those at Perseid, a school for students with severe learning difficulties.

The updated Toolkit, developed by a team of academics at Durham University led by Professor Steve Higgins, shows how schools can best use their resources to provide the biggest possible increases in pupils» learning.

Two of our partner schools, Ricards Lodge High School and Coombe Boys» School, had exceptional drama departments, and visits to productions at their schools and the experience of working with their sixth - formers and ours on an annual arts scheme for primary schools had shown us that our pupils could learn from each other.

A separate study for the National Bureau of Economic Research, also being presented at the European Economic Association conference, shows how the level of learning of teachers influences the outcomes for pupils.

The teachers were inspired by research that shows that immersion in a second language can accelerate learning by the pupils who typically struggle the most.

The Conservatives first proposed the end of UIFSMs after the Institute of Fiscal Studies and the Education Endowment Foundation conducted research to show that free breakfasts for primary pupils were more effective for learning outcomes, and less expensive, than free lunches for pupils in their first three years of school.

Homework books provide pupils with a review of their day's lessons, a place to do their homework, and a way to show their parents what they've learned and how much they've progressed.

And Department for Education statistics show pupils from poorer backgrounds are more likely to be lagging in their learning, literacy and numeracy levels.

Given a year with an effective teacher — one whose pupils previously showed test - score gains — students can advance their learning by a grade level or more, according to research done by William L. Sanders while he was at the University of Tennessee.

Teachers were seeing a massive difference, especially from opportunities in outdoor provision — not only are pupils going further in their learning, they are developing socially and showing more focus, enthusiasm and stamina once they are back in the classroom.

Feedback forms provided by class teachers to the CLF co-ordinator show that pupils are praising and supporting each other, as well as building their learning resilience through pushing themselves to persevere when work is challenging.

Following high - quality instruction, pupils undertake formative assessment that shows what they have learned well and what they still need to work on, and identifies specific «corrective» activities to help them do this.

It also aims to improve the quality of feedback given to pupils, which the Teaching and Learning Toolkit shows can be very effective in improving outcomes.

For example, the «Feedback» strand in the Teaching and Learning Toolkit shows that improving the quality of feedback provided to pupils has had an average attainment impact of +8 months estimated from research studies.

Meta - cognitive and self - regulation strategies that teach pupils to think about the process of learning themselves, set goals and monitor their own learning have also been shown to be effective.