Sentences with phrase «student voice work»

Beane and Apple found that student voice work continued over the next three decades.

I have officially studied student voice work for the past five years.

If you're completely new to the idea of student voice, Imagine Education has a good primer on the overall concept, and the 4 major steps toward making student voice work.

Not exact matches

And we work with students to make their voices heard.

The organization aims to reduce or eliminate the use of high stakes testing, increase teacher autonomy in the classroom and work to include teacher and family voices in legislative decision - making processes that affect students.

In her work at the UFT, Janella has championed equity for students and a more meaningful voice for educators.

That's a drastic departure from existing voice biometric mechanisms, which require training from each individual who will use them, said Kassem Fawaz, who worked on the project as a graduate student at U-M and is now an assistant professor at the University of Wisconsin.

Those voices include, as this column noted in early July, two recently published reports: Research Universities and the Future of America: Ten Breakthrough Actions Vital to Our Nation's Prosperity and Security, from the U.S. National Academies, which urges universities to «restructure doctoral education..., shorten time - to - degree and strengthen the preparation of graduates for careers both in and beyond the academy,» and the Biomedical Research Workforce Working Group Report, from the National Institutes of Health (NIH), which advocates «additional training and career development experiences to equip students for various career options, and test ways to shorten the PhD training period.»

Using only the classroom sounds, DART could classify the audio into three categories — single voice (traditional lecture with question and answer), multiple voice (student interactive group work), or no voice (student thinking, writing or individual problem solving)-- with over 90 percent accuracy, which matched the ability of the human evaluators to correctly classify the classroom environment.

By giving students opportunities to produce quality work about issues that matter, we give them access to their passion, voice, skills, and revelation.

Kaizena allows teachers to leave voice notes on a student paper, making it easy to check in and comment on work during different stages in the process.

Students will either highlight or star the «risk» sentences to let me know they are working on their personal style or voice, and I will not take points off if these sentences don't work.

With the initial success of #EdChat Radio, I can see future shows highlighting student voice, tips for new teachers, family engagement strategies and other reflective opportunities that might offer us deeper ways to support the work of our respective learning communities.

Other models exist for giving students more voice and choice in their work and the opportunity to work alongside teachers as collaborators, rather than as subordinates.

When we share poems with students and invite them to respond with their own ideas and musings while imitating the writer's form or style, we empower them to develop a voice, to work at something that will eventually become their own.

Instead, they ask partners to add school information (such as notifications about parent - teacher conferences and report cards) to newsletters and bulletins, allow flexible work schedules for students, provide study areas in the workplace, and use their voice and influence to encourage high school graduation.

Capturing student voice is central to the work of the Australian Child Wellbeing Project (ACWP).

Also a student voice questionnaire in RS which will help for departmental meetings in making future improvements and what works well.

Previous blog entries by my colleagues have given an overview of this process, as well as exploring how we include student voice and work with authentic problems.

But if students are encouraged to use their voices and continually receive the message that their voice matters — whether it's through seeing their work in the media or because there is a whole class focused on developing their voice — they'll use their voices more and more.»

Share space in class conversations: I work not to prioritize my voice over the voices of my students through established rhythms and routines — for example, I ring a chime rather than raise my voice above my students» voices when I need to interrupt conversations and bring us back together as a group.

When I work with teachers, we always collaborate to design projects with the appropriate level of voice and choice for students, which depends on factors such as time of the year, age level, content, and many others.

Strategies include having students do mini-challenges (like the marshmallow challenge) to reflect on how successful teams work, and giving students a voice in creating classroom norms.

It is important to create space for student voices strategically, and we must not underestimate the depth and profundity of what we are asking of students when we ask them to share their work in public.

Again and again, in my work in high school, in college, and in graduate school, I have witnessed, encouraged, and helped students find their voices and tell their stories through the process of learning to write.

I work hard to make sure student voices continue to be heard, and I speak up if something is unclear or there is a connection that seems important to make.

This year she has been building a library of online video resources, featuring students» own voices describing strategies to improve group work.

Those works are waiting for the students on the Smartboard, allowing them to regain a feel for voice, images, and thematic weight.

Patty O'Flynn «smath students stand in front of the HitachiStarBoard, working out problem sets aloud.The screen shows their scribbled notes, whiletheir voices show their level of confidence asthey explain each step.

Melissa Techman, the librarian at Broadus Wood Elementary, empowers her students» voices by asking for feedback on the work, look, and usability of the library, and she uses social media for connecting students across the district to foster that discussion.

During projects sponsored by organizations such as iEARN, book shares such as The Global Read Aloud, or within - school scavenger hunts such as Edventure Quests, students can express their voices and take ownership of work through networked collaboration and building relationships with a broader global audience.

In a heart - breaking letter to her 8th grade students, Ruth Ann Dandrea wrote, «Here we spent the year reading books and emulating great writers, constructing leads that would make everyone want to read our work, developing a voice that would engage our readers, using our imaginations to make our work unique and important, and, most of all, being honest.

Whilst working in schools he completed the Master of School Leadership at the University of Melbourne researching the area of «Using student voice to inform teacher professional learning».

StoryCorps, an organization whose mission is to record and archive the stories of Americans from all backgrounds, will work with high school students across the country to preserve voices and stories of grandparents and other elders — in any language.

It gives voice to our students and validates their work, identities and experiences.

By students becoming an integral part of this approach, they are given not only the voice but also — very crucially - extra responsibilities to prepare them for further education, the world of work and the reality of an adult life.»

Creating structure that encourages students to develop individual, insightful voices can provide a powerful reminder of why the work of teaching matters.

The council must continue to be a voice for these districts as they work to educate all urban school students to the highest academic standards.

Recognized in July 2005 by the Chronicle of Higher Education as one of the «New Voices» in higher education, Long has received numerous awards and recognitions including the National Academy of Education / Spencer Postdoctoral Fellowship for 2002 - 2004 and the Robert P. Huff Golden Quill Award for excellence in research and published works on student financial assistance in 2008.

Learn more about Red Shirt - Shaw and how she and other HGSE students are working to ensure that their voices are heard:

«My pedagogical vision involves working with teachers and students to better understand how to leverage students» out - of - school language resources in order to increase their language repertoire in a way that empowers their own voices,» said Uccelli.

But just as we now insist that women have an equal voice in politics, work, and other domains, we will, I predict, begin accepting and insisting that students have an equal voice in their own education.

Students will not invest themselves in complex intellectual work unless they feel that their voice matters in the classroom.

As a consultant I work with schools on systemic implementation of differentiated instruction, project - based learning, eliminating assessment and grade fog, and culture building — all with a focus on student voice.

We hoped that by modeling ways to respond to student voice, we would give our teachers new ideas about how they could bring that into their classrooms — for example, how they could model discussions about goal - setting and standards while making room for students to express what works for them in a way that is valued and respected.

Working in groups, students built a shared understanding of voice, and how to find theirs.

Leveraging a grant and supportive partnership with the Collaborative for Academic, Social, and Emotional Learning (CASEL)-- a nonprofit organization that supports SEL programs in nine other districts in the nation — Washoe has worked to improve school climate and culture, parent engagement, and student voice in all 98 schools in the district.

Then have your students come to the computer while they are working independently to record their voice describing or reflecting on their work.

Tech Tales, run by Streetside Stories, a nonprofit arts - education organization devoted to cultivating the voices of young students, catches the momentum of the growing digital - storytelling movement and puts it to work in education.

Her work centers around five essential school priorities: • Supporting school leadership • Using data transparently for accountability • Coordinating a multitier system of support • Providing embedded professional development based on best practices • Engaging parents and families This free one - hour webinar is sponsored by Learning Ally, a national nonprofit providing resources, training, and technology for teachers and schools; and 80,000 human - voiced audiobooks for students with learning & visual disabilities.