Sentences with phrase «student academic discussions»

The teachers are facilitators of student academic discussions project based learning and rigorous lessons in math science and balanced literacy.

Not exact matches

«The Kano State Government, based on the report and discussion with the consultant, decided to provide return tickets to the students to enable them come home and pursue an alternative academic programme.

Discussions about student - athletes» academic performance typically have centered on Division I teams.

Despite its initially rather forbidding weightiness, and its overall academic tone, this work has already generated much discussion among deaf people and students of deaf language, so achieving one of its primary objectives.

Afterwards both sides had a fruitful discussion on student exchange and academic collaboration between Kobe University and NCU.

Each year, this select group of film enthusiasts, filmmakers, professionals, academics and students of varying ages and backgrounds watches over 250 films and participates in illuminating discussions with directors, actors, producers and screenwriters before announcing their selections for the best work of the year in early December prior to an annual ceremony in January.

It is a field enriched by active discussion group lists like Kinema Club (6) which reach out for numerous motivated students of Japanese cinema worldwide, and, no less importantly, by the fact that there are more academic positions held by Japanese film specialists than ever before.

Most schools have their share of math and science students who ace standardized tests, thrive during classroom discussions, and excel on independent research projects — who, in short, conquer every academic task thrown their way.

In an age where classroom teachers find themselves defending their profession and their results, the discussion of race in the classroom seems like one more opportunity for the finger - pointers who seek deeper understanding about the declining academic performance of all American students.

Let's say a student has overall academic deficiencies that would make attending college prohibitively difficult, even with accommodations (note: college is a theme in this article because discussions about it tend to breed controversy).

In a student's academic life, values - based reflections and discussions encourage a student to ask questions such as: What is learning for?

In addition to actively seeking diversity of opinions, Valor incorporates social and emotional learning and academic development through weekly community - enhancing Circle discussions — a model used by students and by teachers — and through a character - building program called Compass.

This type of student - led discussion — based on Socrates» method of student inquiry rather than teacher lecture — elicits student ownership, deep thinking, critical questioning (PDF), academic vocabulary usage, and a rooted sense of community.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

During a recent discussion with pre-service teachers, they expressed concern that using certain models would not work with all students, who possess different social - emotional / academic needs.

Science discussion requires using both academic English and science concepts, which can be difficult for a student who is learning English.

It is a type of discussion that can cultivate the kind of deeper learning that Jal Mehta studies extensively, learning that pushes students to sink into material, think critically, and direct their own academic exploration.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

Students typically aren't taught how to engage in an academic discussion, so these discussions tend to work to the benefit of students who are already able to participaStudents typically aren't taught how to engage in an academic discussion, so these discussions tend to work to the benefit of students who are already able to participastudents who are already able to participate well.

The various iterations of student - led discussions are powerful strategies for increasing student participation, intellectual investment, and inclusion in all academic discussions.

The CALS construct is defined as a constellation of the high - utility language skills that correspond to linguistic features prevalent in oral and written academic discourse across school content areas and that are infrequent in colloquial conversations (e.g., knowledge of logical connectives, such as nevertheless, consequently; knowledge of structures that pack dense information, such as nominalizations or embedded clauses; knowledge of structures for organizing argumentative texts) Over the last years, as part of the Catalyzing Comprehension Through Discussion Debate project funded by IES to the Strategic Educational Research Partnership, Dr. Paola Uccelli and her research team have produced a research - based, theoretically - grounded, and psychometrically robust instrument to measure core academic language skills (CALS - I) for students in grades 4 - 8.

Academics provided their students with printed materials before the classes to be able to proceed immediately to a substantive discussion during the next gathering.

Additionally, we would add that many teachers and administrators tell us that the intense pressure to raise student academic achievement has resulted in many teachers veering away from discussions that are not directly tied to the curriculum at hand.

Recently, I had a discussion about Common Core with several university level educational leaders who expressed the need for students to be better prepared for college: to read and write in a more academic manner, to make logical inferences, and to cite specific evidence from the text to support their conclusions.

The Progressive Policy Institute hosted a panel discussion on the importance of implementing meaningful academic achievement standards for students and schools under ESSA.

And considering his or her students» needs, an individual teacher might focus on honing one particular aspect of academic discussions, such as debate structures, for one - on - one coaching.

The authors describe the four stages of implementing the program: modifying teachers» beliefs about what causes success or failure; guiding teachers to provide effective feedback; structuring written dialogues between students and teachers; and fostering classroom discussions of social and academic successes or failures.

Because students can dissect textual aspects from different viewpoints and have a written record, these discussions are great tools to guide students toward academic discourse.

A school within that district might offer professional development sessions on how to help students carry on richer academic discussions; that school's science department might explore, through an inquiry cycle, how science students need to approach academic discussions.

The most troubled students meet at least weekly with Prevention Practitioners to discuss pressing issues that interfere with their academic and social development, and many students participate in lunch - time discussion groups headed by Prevention Practitioners.

The speaking and listening standards in the common core call for student engagement in academic discussion in pairs, small groups, and whole - class settings.

Some schools use restorative assessment surveys and student reflective discussions to identify how to successfully approach a problem to achieve academic success (i.e. see Restorative Assessment by Laura Greenstein) while others use a schoolwide Positive Behavior Support System (PBIS).

Classroom discussions must include academic discourse that allows students to respond politely and articulate their ideas thoroughly.

TIP 4: ENCOURAGE LEARNING I always like to ensure that there is an academic purpose to all aspects of classroom activities, so, as a classroom leader, I ask students to use academic vocabulary and to utilize their prior learned knowledge during discussions.

Discussion Group on Facebook: All educators, and people interested in gifted education, are invited to join and contribute to the ongoing conversation about how to best serve the academic needs of our nation's brightest students.

In an environment that's disorderly or chaotic — or worse, unsafe — students are also less likely to ask questions, engage in classroom discussions, and take academic risks in front of their peers.

A new paper by the Economic Policy Institute advances the discussion of these issues by analyzing trends in the influence of race / ethnicity, social class, and gender on students» academic performance in the United States.

He describes two «digital textbooks» that he has created to help students develop an understanding of how different texts — poetry, prose, video documentary, images — work and to help inspire discussions among students with weak academic skills.

Panelists that will take part in the discussion include: Georgia Senator Elena Parent, District 42; Georgia Rep. Rahn Mayo, District 84; Dr. Cayanna Good, Deputy Director of Innovation and Academic Strategy for the Governor's Office of Student Achievement and Katherine Kelbaugh, Principal of the Museum School of Avondale Estates.

Initiatives will include conflict resolution workshops and seminars, motivational rallies, exposure to the criminal justice system, summer open gym opportunities, academic awards and acknowledgments, community service initiatives, and student - led panels and discussions.

As Montalvin teachers use inquiry to systematically deepen their understanding of core instructional routines such as math problem solving or academic discussion, their principal has collected data to better understand how to support K / 1 student independence and problem solving in the lunchroom — a pervasive dilemma for elementary school leaders.

• Using real - world topics to jump - start discussions and debates in the classroom • Encouraging students to incorporate text - based evidence in their oral arguments • Learning and mastering academic vocabulary through first - person use • Empowering students of all ability levels to participate in grade - level discussions

She supports three groups of teacher scholars: the teachers at Anna Yates Elementary in Emery Unified who are focusing on academic discussion across all grades and disciplines, TK - 8; a cross-district team of Berkeley Unified music teachers investigating how to support students of color in pursuing musical education beyond the elementary years; and a group of Early Childhood Education Teacher Leaders in Berkeley Unified who are leading their colleagues in Professional Learning Communities with a focus on Social and Emotional Development.

The teams also look for basics like how classrooms are set up to foster discussions and whether teachers are using the content - specific vocabulary and academic language that students will need to master.

Reflection activities may include group discussions, journal writing, critical thinking activities, research projects, and other ways students can think about their service experiences in relation to their other academic areas and their own lives.

Then, think about the ways in which she supports her students to work toward speaking and listening standards while having these content conversations in Getting Started with Academic Discussions & ELLs.

The teachers planned a series of mini-lessons to model ways to progress through a discussion involving an academic disagreement and to give students opportunities to practice this skill.

June 4, 2015 (Hartford)- Educators 4 Excellence - Connecticut, a teacher - led organization that seeks to elevate the voices of teachers in policy discussions, hosted a conversation at Real Art Ways with Hartford Superintendent of Schools Beth Schiavino - Narvaez, Ed.D. on improving academic services for unique student populations.

It comes from the Greek word «something put forth» Thesis writing helps the student to gain a vast knowledge on topics related to his academic level degree and creates confidence among students to take part in group discussions Nowadays Thesis writing is a horrible task for students, because in present scenario each and every person is suffering from busy schedule, and with this busy schedule it is a difficult task for students to make a research and generate ideas for topics of thesis writing.

He also rejected labels for art and discouraged his students from getting bogged down in academic discussions of their work.