Sentences with phrase «student at the classroom level»

Let's Go Learn's diagnostic assessments allow districts to support student at the classroom level as well as at the site level with course selections.

Not exact matches

Technologies like DreamBox, a math education software that's used in a number of classrooms across the US, adapts to each student's skill level and lets students learn at a pace best suited to their needs.

With educators better equipped at understanding a student's learning process, classrooms are being formed around small groups, with students who match each other's skill level working together.

In my time at DTS, though, I have only come across a handful of students who have reached this level of classroom etiquette.

The research that Farrington drew on didn't show any evidence of specific interventions changing a student's innate level of grit, but there was plenty of evidence that students» tendency to persevere at academic tasks was highly responsive to changes in school and classroom contexts.

Other possible changes may include a greater use of technology in the classroom or at home, or increased student responsibility (often the grade levels in preparation before transitioning to middle or high school).

Not to mention, when around 100 students are «turned loose» at the door by teachers after being in the classroom all morning... well, the sound level & activity isn't exactly conducive to a relaxing meal.

At the high school level, carts will be set up in the halls for students to take the breakfast with them into the classroom.

By making small tweaks to the menu to feature student favorites, and moving assembly to the front of the house, participation at the high school has increased by 100 - 125 breakfasts per day; breakfast - in - the - classroom is increasing participation at the elementary and middle school level as well — it's up 55 percent at Lake Elementary!

For instance, irregularity of lecture times, tutors and even classrooms rather old fashioned ways of long periods of writing down dictated notes for some of the subjects, highly limited internet library facilities, some grave issues with obtaining supervision for required long paper, definitely the feeling that students, even at that graduate level, are simply expected to take instructions, since suggestions and / or protests about some of the above issues were not condemned or met with threats of victimization.»

From volunteering in elementary school classrooms to helping undergraduate researchers craft resumes, AAAS» Education and Human Resources department aims to provide opportunities for students at all levels.

... Things like, I guess, wisdom and experience and being able to link concepts together, ask probing questions that encourage students to think at a deeper level, giving quality feedback... just because a teacher's recorded a video to explain a concept, doesn't necessarily mean that students have to watch that at home - they could be watching that in the classroom while the teacher's working with another student on something that can't be automated.

«This is a chance for the teacher, while still maintaining control of a classroom, to share with students at their level,» says Liz Sullivan, coauthor of the «Teachers Talk» report and education program director at the National Economic and Social Rights Initiative.

But in the majority of classrooms, where opt - out appears likely to remain at low levels, the data strongly suggest that students sitting out of standardized testing will have only a trivial impact on the ratings received by their teachers.

«There should be many opportunities for student teachers to be exposed to classroom situations — at different grade levels — during their years in college.»

Christopher Alexander, Emeritus Profesor of Architecture at UC Berkeley, posited in his seminal work, A Pattern Language (1977), that low levels of light in classrooms affected students» ability to regulate the body's natural cycle of sleep and arousal.

And we know that many low - income students — especially strivers and high achievers — are not well served in classrooms with students that are three, four, or five grade levels apart at any given time, or that are overseen by administrators unwilling to enforce discipline standards.

I want to target at - risk students at the middle school level, focus on leadership, language arts, digital citizenship and lots of other things that tend to get less emphasis in our everyday classroom.

As Heather Staker and I have written, the models of blended learning most likely to scale into the core academic subjects at all levels of schooling in the near term are sustaining innovations, in which online learning is essentially an augmentation to the traditional classroom, but there is still a fundamental shift in the learning model from the student's perspective.

Grouping gifted children together within the classroom (not all the time, but occasionally based on the learning objective at hand) provides them with an opportunity to collaborate with similar - ability students, which can cause them to positively challenge each other to higher performance levels.

That's the great thing about learning outside the classroom; the benefits of outdoor learning and travelling abroad open the students up to a whole new experience that is accessible at their level.

The issue with that is that if we have students in a classroom who are ranging from below Low, barely able to read and make sense of their text, to students who are reading at this Advanced level, it is very difficult for a teacher to be able to teach to a class with that wide a variety of literacy levels, and the problem is that these children who are not reaching the Low benchmark or are at the Low benchmark are, if you like, starting the race quite a long way behind all of these other kids.

Layering incentives at classroom, grade, and schoolwide levels creates a culture of positivity and achievement where students celebrate milestones in their individual and shared learning.

In addition, a survey of English language arts classrooms published by the Fordham Institute found that most elementary - school teachers, at least in the early stages of common core implementation, assigned books based on students» abilities, rather than grade - level complexity, as the standards state.

At the level of the principal's office, the focus might be on percentages of students with problematic scores by category by grade and classroom.

Reflection is embedded in our culture at the student, classroom, and schoolwide level.

Although it may be feasible to do this through brute force at the classroom level, attempting to do so at the individual student level becomes effectively impossible.

Although there is plenty of data to understand the growth of charter schools or the numbers of students in districts, because blended learning is a phenomenon that doesn't occur at the school level — it instead occurs at the level of individual classrooms and teachers — capturing what's happening is difficult.

The controversial strategy of grouping students by ability has become more favored in classrooms recently ~ especially at the elementary level.

This study introduces two empirical strategies that circumvent these obstacles by examining differences in cohorts of students - a school's group of 3rd graders in one year versus the next year's group of 3rd graders - rather than cross-sections of classrooms at the same grade level.

We also embedded Kaplan's Depth and Complexity model into the classroom, challenging all students to think at deeper, more critical levels.

This set includes two levels of structuring to help with differentiation in the classroom and the handy check list at the top encourages students to proof read their work.

The new curriculum integrates history, science, and art into daily classroom life, explains Michael Birnbaum in the Washington Post, but some teachers say that the integrated curriculum makes it more difficult to differentiate instruction for students at different levels.

Once I have done so, and developed a deep sense of trust within my classroom, I am able to help my students achieve at levels they may have never imagined.

Teachers claim that cameras in the classroom can help stamp out students» false allegations against them, providing an added level of protection for both their careers and personal integrity while at the same time affording parents full confidence in terms of how their children are being treated while at school.

(Student achievement gains and classroom observations are rarely used at the college level.)

«The track record of top - performing countries, early evidence of positive effects from faithful implementation of high - quality curricula here in the United States, and the persistent evidence that our classrooms are under - challenging our students at every level compel us to put materials that we use to teach at the core of serious education reform.»

For classroom teachers, the more important question is one of practice: how do we create rich environments where all students learn at a high level?

These resources on the Geographical Association website contain high quality images that can be used in the classroom at all levels to stimulate enquiry among your students into a variety of human and physical geographical topics, including resource management, landforms and processes, people and place, hazards and risk, and global development.

Twice in a row she has captained Rushmoor District's athletics squad to county championships at the Parallel Games, while in the classroom she has become one of the first students at the school to undertake PE at GCSE level.

Once family background and the nature of the peer group at school were taken into account, student achievement was unaffected by per - pupil expenditure, school size, the science lab facilities, the number of books in the library, the use of tracking by ability levels to assign students to classrooms, or other factors previously assumed to be indicators of what makes for a good school.

Prior to becoming a superintendent, she worked in many different facets of education including as classroom teacher at both the elementary and middle school levels, principal at the middle school level, director of the Upward Bound Program for first - generation college - bound students, and director of the Basic Skills Academy for at - risk high school youth.

Written for both pre-service and in - service teachers, the book includes 11 cases, each with an objective to improve the teaching and understanding of mathematics at the 7th - through 12th - grade levels and to provide opportunities to examine classroom practice and assess student thinking.

Most states have set their student proficiency bars at a low level, and no state — not even Florida, which came the closest — has been able to mandate that teacher pay be calibrated to classroom performance.

I find it encouraging, comforting and not at all surprising that many classroom teachers, school administration and support staff have high levels of awareness concerning student wellbeing.

Another key component of closing that gap is providing ease of use and accessibility both inside and outside of the classroom, so students can learn anytime, anywhere — at their own pace and level.

We measure peer domestic violence at the cohort level (that is, across all students in a grade at a school) as opposed to the classroom level due to the possible sorting of students into classrooms according to their achievement and behavior.

I had to figure out how to orchestrate a language arts classroom that worked for students at a wide range of readiness levels.

In this post I cited a report which asserted that, in some American classrooms, as many as fifty percent of students are performing above grade level, and, in the majority of schools, at least ten percent are.

At the classroom level, education is a pragmatic, seat - of - the - pants enterprise in which teachers tend to throw whatever they have at students, and character educators are no exceptioAt the classroom level, education is a pragmatic, seat - of - the - pants enterprise in which teachers tend to throw whatever they have at students, and character educators are no exceptioat students, and character educators are no exception.