Sentences with phrase «student during the learning process»

They are not designed to provide the immediate, contextualized feedback useful for helping teacher and student during the learning process.

Not exact matches

Students learn so much during the teacher training process, it's hard to know what to focus on while you are studying for your final test out.

The data trail gave me insight into student learning and oversight of the learning process — how to structure a child's learning plan based on his or her responses to questions during the video.

Cody says students learned the most about parabolas during this process of perfecting their catapults.

Since I started giving the students time to explore the things that interest them, I can focus on being a «guide on the side» to help them during their learning process.

DI is a lens that we use ongoing during the data analysis and planning process for great strategic impact on student learning.

This should be followed by identifying how students will demonstrate mastery of targeted knowledge and skills at specified points during the learning process, product development, and culminating project presentations.

During the hour - long meetings, students have the opportunity to learn information about networking, hiring processes, and what the day - to - day work and culture of the organization is like.

By attending to the six questions during the planning process, we can create learning environments and tasks that help all students develop attitudes conducive to learning.

And feedback, one of the most important key issues related to assessment, is not optional; it should be compulsory for all teachers to provide students with relevant information during the learning process, monitoring, guiding, and giving continuous support as a formative activity.

Connecting accountability to the learning process in real time requires two things: a) Say, See, Do Teaching so you have time to check students» work during each input - output cycle, and b) plenty of time during Guided Practice to check work rather than service helpless handraisers.

Last fall, a similar process took place during the school's inaugural Teaching and Learning Week, where Ed School faculty taught mini classes and got feedback from students.

Additional neuroimaging studies of the amygdala, hippocampus, and the rest of the limbic system, along with measurement of dopamine and other brain chemical transmitters during the learning process, reveal that students» comfort level has critical impact on information transmission and storage in the brain.

Strong relationship builder and communicator committed to on - demand and on - line learning and ensuring students understand the power of utilizing networks during the learning process.

During this year's program, the students learned the «ins and outs» of the college process.

«Students learn initially using subvocalization, so they shouldn't listen to music or talk too much during this time; it will interfere with the subvocalization process, which is important to their learning.»

During the process, students also engage in mini-lessons that provide with them with Type 2 how - to - learn and how - to - think skills, which enable them to have even greater success with their Type 3.

«We learn... about student learning during this process,» - Sandy Heldsinger on collaborative assessment.

During the process students will learn how to add fields to the database and consider data - validation techniques that might be used to check the data for accuracy.

We learn so much about student learning during this process and in turn we increase our curriculum and pedagogical knowledge as well as our assessment knowledge.

In our definition, we look at three important concepts that we know help students achieve at high levels through the use of these assessments: they are formative (and thus occur during the learning process), they are team - designed, and they assess essential learning targets.

Formative Evaluation involves student voice, it refers to any activity used as an assessment of learning progress before or during the learning process itself.

Used by teachers and students during instruction, formative assessment is a process that provides feedback to adjust ongoing teaching and learning in the classroom.

Through formal and informal procedures, formative assessments can provide teachers with information during the learning process in order to modify teaching and learning activities to improve student attainment.

Teachers, as well as students, can observe and evaluate understanding during the learning process informally, such as through discussion, peer reviews and self - reflections, to ensure learning and instruction are on target.

Denver Public Schools has been using SGOs for many years; their 2008 - 2009 Teacher Handbook states that an SGO must be «focused on the expected growth of [a teacher's] students in areas identified in collaboration with their principal,» as well as that the objectives must be «Job - based; Measurable; Focused on student growth in learning; Based on learning content and teaching strategies; Discussed collaboratively at least three times during the school year; May be adjusted during the school year; Are not directly related to the teacher evaluation process; [and] Recorded online» (for more information click here).

During service - learning students actively participate in the process of their learning by integrating and applying knowledge from various subject areas as they work to improve their communities.

During that process, students learn to make responsible choices; manage their emotions; empathize with others; desire and preserve wholesome relationships; and establish, target, and accomplish suitable objectives, both personal and educational.

As second and tenth grade teachers, we understood that to be truly effective educators, we were required to be totally immersed in the task of helping our students become engaged and inspired during the learning process.

To develop such skills, teachers can, for example, assign students roles such as «group process manager» during collaborative tasks and regularly require simple cooperative learning assessments, such as filling in a pie chart that indicates how a group's work was divided up among students.

Young potential students of SAISD's Advanced and Creative Learning Academy participate in an activity during an event previewing the learning process at theLearning Academy participate in an activity during an event previewing the learning process at thelearning process at the school.

«Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students» achievement of intended instructional outcomes.»

During coaching sessions, students connect with teachers, review academic progress, and work on learning practices such as goal - setting, study habit, and reflection, for the purpose of elevating students» awareness of the learning process and who they are as learners.

-- Matt Trask, a secondary senior physics teacher is having students make musical instruments to learn about wavelength — Kelly Skehill using design and software for students to apply calculus models to create new pop bottle designs — teachers are using technology to capture assessment information during the learning process — one particular good example at PJ Elementary — Kindergarten teacher (Sonia Southam) using iPads to engage parents and transform communication by capturing daily learning and sharing immediately via email with parents — the creation of Gleneagles Learning Lab Open House to showcase the process of learning — a teacher created Social Dynamics course for students with high functioning autism — the creation of an outdoor learning program for grades 6/7 students at Bowen Island Community School (Scott Slater created) that has students blending in - class and outdoor learning explearning process — one particular good example at PJ Elementary — Kindergarten teacher (Sonia Southam) using iPads to engage parents and transform communication by capturing daily learning and sharing immediately via email with parents — the creation of Gleneagles Learning Lab Open House to showcase the process of learning — a teacher created Social Dynamics course for students with high functioning autism — the creation of an outdoor learning program for grades 6/7 students at Bowen Island Community School (Scott Slater created) that has students blending in - class and outdoor learning explearning and sharing immediately via email with parents — the creation of Gleneagles Learning Lab Open House to showcase the process of learning — a teacher created Social Dynamics course for students with high functioning autism — the creation of an outdoor learning program for grades 6/7 students at Bowen Island Community School (Scott Slater created) that has students blending in - class and outdoor learning expLearning Lab Open House to showcase the process of learning — a teacher created Social Dynamics course for students with high functioning autism — the creation of an outdoor learning program for grades 6/7 students at Bowen Island Community School (Scott Slater created) that has students blending in - class and outdoor learning explearning — a teacher created Social Dynamics course for students with high functioning autism — the creation of an outdoor learning program for grades 6/7 students at Bowen Island Community School (Scott Slater created) that has students blending in - class and outdoor learning explearning program for grades 6/7 students at Bowen Island Community School (Scott Slater created) that has students blending in - class and outdoor learning explearning experiences

In PBL, students engage in purposeful, collaborative projects requiring critical thinking, creativity and communication during the learning process, which is different than having students complete projects at the end of a unit.

Importantly, studies also show that strategies such as formative assessment (formal and informal assessments conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment) and metacognitive (awareness and understanding of one's own thought processes) approaches — techniques typically employed in personalized learning classrooms — improve student learning.

Integrating authentic, rich evidence of student learning with the processes of evaluation — at the stage of goal - setting, throughout the course of the year, and at the end of teaching cycles (a year, a semester, or a unit of study)-- can help teachers, mentors, and evaluators see firsthand what students know and can do before, during, and as a result of teaching.

All of the objectives and assessments need to be clarified by the teacher before and during the instructional processes so that the students understand what they are learning, what is expected of them and how they can achieve the goals set by the teacher.

During a lecture, demonstration, or film, informal cooperative learning can be used to focus student attention on the material to be learned, set a mood conducive to learning, help set expectations as to what will be covered in a class session, ensure that students cognitively process and rehearse the material being taught, summarize what was learned and precue the next session, and provide closure to an instructional session.

During the writing process, students should check their own work for spelling errors and keep a personal list of words that they need to learn how to spell correctly.

''... conduct in - process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course.»

Adaptive technology holds the capabilities of providing immediate feedback to influence an instructional strategy or lesson, as well as providing relevant feedback during the process of learning — not just at the end — to both teacher and student.

The great thing about informal assessments is they help us gauge students» understanding during the learning process instead of after.

Formative assessment helps teachers determine next steps during the learning process as the instruction approaches the summative assessment of student learning.

Process - oriented portfolios demonstrate the growth and improvement of a student's skills and abilities over time during the learning pProcess - oriented portfolios demonstrate the growth and improvement of a student's skills and abilities over time during the learning processprocess.

Laura Flaxman analyzes student achievement during the conversion process while Jay Feldman and Lisette López look at the ways in which conversion schools find professional development opportunites that lead to improved teaching and learning.

Google says: «Formative assessment refers to a wide variety of methods that teachers use to conduct in - process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course.»

Ideally, assessment is ongoing and occurs during the learning process so that it is unnecessary to wait until a student has failed to treat a problem.

We're not talking about a «test»; formative assessment practice is a planned process used by teachers and students during instruction that provides in - the - moment feedback for adjusting ongoing teaching and learning to improve students» learning.

«Formative assessment is a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary learning outcomes and support students to become more self - directed learners.»