Sentences with phrase «specific teacher moves»

Our latest publication, «How to create higher performing, happier classrooms in 7 moves: A playbook for teachers,» offers to blended - learning classrooms an early iteration of what Doug Lemov's Teach Like A Champion gave to traditional classrooms: detailed descriptions of specific teacher moves that define high - quality, student - centered teaching.

Not exact matches

The class is not lead, meaning that the teacher does not call out a specific move at a given time.

The idea of big picture is moving from general to specific, the value of which science teachers like E.O. Realizes.

Teachers are not the only ones who can provide action - oriented feedback — peer editing with specific action - oriented writing suggestions can also move your writers forward.

In the study the advocacy group moved from our nation's ongoing discussion of grade inflation at our colleges and universities to a specific look at grade inflation at our teachers» colleges.

However, the labor market for teachers has features that create «mobility frictions» preventing teachers from moving to open jobs, such as state - specific licensure policies and importable pensions.

Presumably, there are some unusually high - yield teacher moves across all contexts, some moves that are high yield but only in specific situations or contexts, and other less powerful moves.

Teachers are moved from grade to grade or subject to subject despite their experience with specific grade levels or subject areas.

On using data to keep students moving ahead: «Having to discuss their students» data can make teachers feel exposed: Show them where they really stand in specific areas, and they want to crawl under the table.

For example, in the video exemplars representing the high - leverage practice of establishing norms for classroom learning, we provide annotated illustrations of specific norms being established and the moves that the teacher is using in the video.

The teachers started collaborating on how to quickly and directly backfill the specific foundational skills that students need to move forward.

However, teachers often lack specific training in leadership skills related to areas such as facilitation, having difficult conversations, advocacy, how to move a goal from idea to reality, and how to work with adult learners, to name a few.

With the rise of the C3 Framework and ongoing standards revisions that advocate the move to more student inquiry in the classroom, the concept of teacher as instructional designer is key, and teachers educators need to prepare beginning teachers to facilitate student inquiry and analysis as they learn to develop and implement disciplinary specific models of inquiry and assessment in the classroom.

Having a general idea of the patterns that we are spotting in our data sets can help us as individual teachers to improve our practice, but until we have specific lists detailing which students have mastered the essentials and which students are struggling to master the essentials, it is impossible to move forward in a systematic way.

Once a framework had been established, committee tasks were to then: (1) «zoom in» and break down specific targeted sections of the draft LPFs into what we called more detailed «mini progressions» for a smaller grade span, often adding some additional «interim steps» (progress indicators) to the mini progressions; (2) use the more detailed and focused mini progressions to design sample instructional modules (with a series of 4 ‐ 6 detailed lessons) illustrating how a teacher in the general education classroom might move students along this smaller grain ‐ sized learning progression using best practices in instruction; and (3) draw from best practices in instruction for students with significant cognitive disabilities to incorporate suggestions to each lesson plan for how to make the academic content more accessible for all students.

Math specialists provide continuing, comprehensive support to the teachers and students in one specific school; they don't move from place to place putting on three - day workshops.

If there were a move to make unions illegal, for example, political contributions would come fast and furious, though virtually none of that money could be attributed to a stance on something as specific as tenure or teacher evaluations per se, even though those are issues unions would clearly also like to influence.

The defendants also argue that the plaintiffs failed to prove they are members of a «suspect class,» which basically means plaintiffs didn't prove that school districts harmed a specific group — in this case, minority kids from low - income families — by moving ineffective teachers into schools populated by members of the group.

Teacher interns learn to plan and teach using specific practices, rehearse those practices, and then move directly into K — 8 classrooms where they practice what they've learned (Reischl, Khasnabis, Boerst, & Stull, forthcoming).

I think Utah's broad recognition of microcredentials would provide the needed structure for teachers to advance and move up in the system, to not only clarify specific titles for individuals but to also justify monetary compensation for added responsibilities.

Teachers whose practice has been rated at the «proficient» (3) or «distinguished» (4) level of performance on the Comprehensive evaluation are moved to a Focused evaluation for the ensuing three years, where they focus on one specific criterion.

These findings indicate that teacher candidates can move beyond using technology merely to motivate students and can instead focus on adopting technologies for specific, literacy - related purposes.

I would argue that if the goal is to provide more instruction that taps into students» individual needs and personal interests, then school and district leaders should focus on doing specific things that might actually move the needle, such as making sure: 1) that teachers know their students well; 2) that they assess student learning carefully; 3) that they provide students with rich and diverse materials in a range of media, and 4) that student and teacher assignments are flexible.

Most teachers opt to use rows for their students but have them move into the other arrangements if a specific lesson plan calls for it.

As will be discussed later, many states and districts use teacher evaluation systems, particularly teacher observation, to try to determine which instructional moves lead to increased student learning, but research has yet to definitively identify a consistent and robust catalogue of specific practices that constitute effective teaching.

Thus, during a specific unit of time, students are moving back and forth between the teacher directed group and independent work on extension activities.

Nauman talks about the importance of our teachers and communicates that the pedagogical process isn't only about learning a specific task but asks us to expand ourselves as moving bodies, as thinking people, in relationship to the world and objects through that task.

She continues to observe the class, compliments the students and teacher, whenever possible referring to specific things the students are doing that are going well, asks the students to identify where they think their class is currently on the scale now, and invites the students to describe what needs to happen for the class to move up a little bit on the scale.