Sentences with phrase «specific evidence of student learning»

Not exact matches

Cognitive psychology provides evidence of specific learning strategies that are wonderfully applicable and adaptable to most classrooms, no matter students» abilities or grade level.

Teachers» time and resources would be better spent on focusing on providing timely and specific feedback to students as there is strong evidence which shows this has an impact of eight months» worth of learning progress (Evidence for Learning,evidence which shows this has an impact of eight months» worth of learning progress (Evidence for Learning,learning progress (Evidence for Learning,Evidence for Learning,Learning, 2017b).

The Washington - based American Association for the Advancement of Science has announced a new effort to design and build a collection of test items in mathematics and science that provide «explicit evidence that a student has or has not learned a specific idea or skill» in state or national standards.

Presenters will use recently published state lists of evidence - based literacy practices to model effective, specific goal - setting for students and adults as well as model the use of effort and fidelity data to support educators in their professional learning in service to student outcomes.

It is still important that teachers and their students learn how to develop and participate in discipline - specific inquiries, which means learning to manage research, organize data, and prioritize and unpack evidence in the construction of accounts and narratives.

The use of formative assessment strategies and the activation of specific thought patterns — like comparing evidence of student learning to the goals of a lesson — must be automatic for formative assessment experts, so they can quickly process the evidence they elicit to determine what their students get and don't yet understand.

By tracking student achievement on the Common Core, collecting in - game data, and much more, the GlassLab seeks to provide credible evidence on Games for Learning with the specific intention of proving these three hypotheses:

Before thinking about the format and content of any professional learning experience, we must first consider the specific student learning outcomes we want to attain and what evidence will best reflect those outcomes.

Teachers and their students must still learn how to develop and participate in discipline - specific inquiries, which means learning to manage research, organize data, and prioritize and unpack evidence in the construction of accounts and narratives» (Hicks et al., 2014, para. 7 under «Use Technologies to Promote Effective Student Learning&learning to manage research, organize data, and prioritize and unpack evidence in the construction of accounts and narratives» (Hicks et al., 2014, para. 7 under «Use Technologies to Promote Effective Student Learning&Learning»).

Whatever the specific case, what is clear is that there is a growing body of evidence suggesting that a good night's rest helps students learn.

The three also penned the Introduction, in which they write that the purpose of the special issue is to «provide content knowledge about specific mathematics skills and concepts, and evidence - based practices for teaching this content to students who have [a mathematics learning disability] or are struggling with mathematics but may not have an identified mathematics disability.»

Such evidence is drawn from classroom and school - level assessments and documentation, including pre - and post-test measures of student learning in specific courses or curriculum areas, and evidence of student accomplishments in relation to teaching activities.