Sentences with phrase «student ownership over their learning»

Keep an eye out for other ways to give the student some ownership over the learning process; by having him choose what book he will read or what topic he will write about or what reward or he will receive for reaching a goal.

Independent learning: Student ownership over their learning goals, demonstration of competency and structuring of work.

Learn how science, technology, engineering, arts, and mathematics integrated with methodologies such as design thinking and project - based learning support student ownership over their learning and in developing the skills, knowledge, and dispositions necessary for today's world.

She describes her goals that include promoting student ownership over their learning, making them active participants in the development of curriculum, and preparing her year 4 students for transition to year 5.

Not exact matches

Giving students the power to choose creates a sense of ownership over the learning.

As a result, although scaling Station Rotation and Flipped Classroom models might not be the most exciting thing in the world — nor might it create models in which students have the maximum amount of personalization in and agency and ownership over their learning — in the next several years, the scaling of these models is both an important step forward and likely to be where the action is in mainstream subjects.

Transfer the learning and ownership over curriculum to your students, with this highly engaging and exciting group project.

The idea of giving students more ownership over what we discussed — from the questions themselves to possible answers — seemed like an exciting opportunity for us to learn together.

Providing choices in the classroom increases students» sense of ownership over their learning and develops their responsible decision - making skills.

This includes how teachers and schools can better recognise that students learn differently, and give students more ownership over the time, place, path and pace of learning.

Stanford professor Linda Darling - Hammond shares how using well - crafted formative and performance assessments, setting meaningful goals, and giving students ownership over the process can powerfully affect teaching and learning.

Students can grow frustrated by not feeling ownership over their learning, and can get trapped in a power struggle with teachers over choice and direction with learning.

As I could see at the Forum, when teachers feel a sense of ownership over their classrooms, when students feel a sense of ownership over their learning, that is when productive learning takes place.

There are a wealth of open ended tasks that encourage the student to take ownership over their home learning, with the option of completing more tasks if they wish to.

We're teaching students to have ownership over their learning, to be self - advocates.

Importantly, data from the Literacy Continuum showed that the majority of students were engaged with literacy, showing ownership over their learning and demonstrating a desire to improve.

In a chemistry class, this might give students a reason to doubt the teacher's authority and expertise, but in a maker - centered learning environment, it may become an opportunity for students to take ownership over their learning.

Summit is using a complex competency - based model of blended learning that gives students significant ownership over their learning.

Meanwhile, in the United Kingdom, a recent study of the design principles of 153 primary classrooms concluded that «differences in the physical characteristics of classrooms explain 16 percent of the variation in learning progress over a year,» and that «ownership and flexibility» — the ability to adapt the surroundings to individual student preferences — accounted for a quarter of that difference.

This allows students to take ownership and direction over their own learning, and plan how to meet deadlines at their own pace.

Students decide what to watch and when, which, theoretically at least, gives them greater ownership over their learning.

Embedding these experiences in digital learning makes it far easier to scale the good experiences across a mastery - based system, which would build student motivation for and ownership over learning — all of which the research says bolsters learning.

And if we hope to instill grit in every student, a requirement for doing it at scale is competency - based learning — in which students only progress once they have truly mastered a concept, not based on time — most likely powered by digital learning through which students come to take ownership over their learning.

These choices invite students to become a part of the decision - making process, empowering them to take some ownership over their learning and work habits.

Designing environments that support and enhance the use of technology as part of the learning process is critical to increasing student engagement and encouraging students to take ownership over their learning.

The key ingredients include establishing clear learning intentions and success criteria, providing targeted instruction in light of student assessment data, and ensuring a culture is established that focuses on students taking ownership over their learning and acting as a resource to others in their learning.

A large part of this shift involves putting learning back in the hands of students — empowering them to take ownership over how they process and come to understand complex concepts and information.

Early evidence indicates that combining the best of face - to - face instruction with the best of online instruction offers educators new opportunities to differentiate instruction for individual students, to motivate students to take ownership over their own learning, and to extend teacher capacity to reach additional students.

Over time, students not only understand their learning data but also take meaningful ownership of them by building and frequently adjusting their own plans for improvement.

Students who took the most ownership of their work also had the most choice over how to demonstrate their learning.

Handing Over the Keys to Kids — Utilizing Learning Targets and Success Criteria to Help Students Take Ownership of Their Learning

This may include providing students with different learning targets to work on, and even more importantly, how the students will take ownership over that learning.

Students in Jessica's class are excited to be given such an active role in their learning by taking ownership over the concepts being taught rather than sitting by as mere receivers of knowledge.

In our monograph entitled Building Towards Mastery, which is part of a series capturing practices and tools that support deeper learning for overage and under - credited adolescents at transfer schools across New York City, we share how Bronx Arena High School developed a mastery - based curriculum that empowered students to take ownership over their own learning, overcome their challenges, and achieve success in college and careers.

Success in college and beyond depends not only on a student's skills and content knowledge, but also in her ability to independently take ownership over her learning.

Over time, as your students begin to build their stamina and learn to practice new reading skills and strategies, students will begin to feel a greater sense of ownership over their reading choices and truly connect to the readOver time, as your students begin to build their stamina and learn to practice new reading skills and strategies, students will begin to feel a greater sense of ownership over their reading choices and truly connect to the readover their reading choices and truly connect to the reading.

This case study follows the journey of two students as they engaged with these practices that instilled within them a newfound sense of ownership over their learning born of persisting through struggle.

Personalized learning models, however, employ concrete methods to allow teachers and students to collaboratively design a learning plan that gives each student ownership over his or her work.

Our system of distributed leadership has created a strong and enduring professional learning culture where there is collective ownership over the outcomes of the work and of each student — and it is the most impactful driver of our success as a network of public neighborhood schools.

● Six years of experience in educational leadership with a track record of student achievement results ● Strong understanding of progressive pedagogy ● Demonstrated experience leading highly effective professional learning for teachers and / or leaders around instructional best practices ● Ability to use data to inform practice, with a clear understanding of the metrics that lead to student achievement ● Exceptional results leading others and managing a team to achieve ambitious goals ● Demonstrated success creating and managing systems and work product ● Incredibly high excellence bar and ownership over results ● A team player with a strong work ethic and consistent follow - through ● Ability to build lasting and meaningful relationships with team members, students, and families ● Strong organizational skills and attention to detail ● Master's degree

1) Ownership: Allowing students to take control over what they learn, how they learn it and when creates strong - minded students ready for the future.

As an example of this core value in action, Albany High School English teacher Juliet Radford found power in allowing her students to take ownership over their learning.

By inviting her students to take ownership over the design of their learning, Juliet deepened her understanding of her students» needs and achieved powerful results.

Research shows that students tend to read more when they have choice and ownership over their reading and learning.

Like the Nellie Mae Education Foundation, Inspired Teaching believes that developing students» ownership over their learning is crucial in teaching them to become creative, critical thinkers.

Encourage your students to take ownership over their education so they stay engaged in and excited about learning.

In turn, the project team is trying to prove that assessing student understanding in this manner will feel like a more authentic way of measuring educator effectiveness and will yield stronger student outcomes and ownership over learning.

Ask students to draw a concept map to expose their understanding of how course material is organized, and help them build ownership over their learning

I can allow students to work at their own pace, giving them ownership over their learning.

Writing from over 40 years of experience in student housing and residence life, Luskin contrasts past conventions and future trends in student residential communities, including layouts, program design, living - learning features and financial / ownership models.