Sentences with phrase «strong evidence of student learning»

How would you rate your ability to use strong evidence of student learning to evaluate the effectiveness of your instructional decisions on the learning and achievement of your current students during each lesson?

Not exact matches

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).

They found strong evidence of an instructional interaction with teachers such that, for some teachers, students» learning of macroeconomics increased using PBL but, for others, learning increased using more traditional instructional methods.

A growing body of evidence indicates that the choice of a strong, aligned curriculum can have outsized impacts on student learning.

While there is little empirical evidence that the use of technology improves student learning, the descriptive evidence of technology's affect on student social studies experiences is strong.

Learn what the research says about how to develop expertise in this genre of writing — building an understanding of (persuasive) schema; developing stronger writing prompts for the 3 argument types (fact - based, judgment - based, policy - based); and teaching students how to find and use the most relevant evidence (text, data, etc.) needed to support each argument / opinion type.

Considered a seasoned collaborator and evidence - based strategist, Dr. McGlawn served as the Senior Associate for Linked Learning at The Education Trust - West, where she led assessments of Linked Learning implementation, with a strong focus on the quality of curriculum and instruction delivered through Linked Learning pathways, as well as equitable systemic access and improved outcomes for students.

Given this, they understand that assessors must rely on methods capable of providing the evidence needed to support a strong inference about student mastery of the learning target (s) in question.

School leaders were being taught to help teachers learn how to facilitate students» use of strong reasoning and discipline - appropriate evidence, such as proofs in mathematics, data from investigations in science, and textual details in literature.

«Teacher collaboration in strong professional learning communities improves the quality and equity of student learning, promotes discussions that are grounded in evidence and analysis rather than opinion, and fosters collective responsibility for student success.»

It all requires strong leadership driven by a relentless determination to maximize the impact on student learning, improve the nature of the evidence about that impact, and make the right decisions going forward.

With professional learning services that are experienced, evidence - based, collaborative, and customized, Generation Ready's mission is to support teachers and school leaders in order to educate a stronger, more vibrant generation of students prepared to meet life's challenges.

Nonetheless, this line of research is a useful addition to other lines of evidence which justify a strong belief in the contributions of successful leadership to student learning.

Some evidence suggests that student engagement is a strong predictor of student learning.6 Recently, at least 10 largescale, quantitative studies, similar in design, have assessed the effects of leadership behavior on student engagement; all have reported significant positive effects.7

With a learning target theory of action, all stakeholders in the learning community know where they are and where they are headed and use strong evidence of student achievement to decide how to close the gap between the two.

First, evidence of a strong relationship supports the theoretical and logical expectation that better teaching leads to improved student learning.

This chapter will also discuss designing a strong performance of understanding (Moss, Brookhart, & Long, 2011b, 2011c; Perkins & Blythe, 1994), which is the most effective way to obtain evidence of student learning.

As part of a unified theory of action, learning targets compel all members of the school to look for and learn from what students are actually doing during today's lesson to engage with important and challenging content, develop increased understanding and skills, and produce strong evidence of their learning.