Sentences with phrase «students about the next steps»

From the questions they ask to the comments they write on student work, from the rubrics they devise to the learning targets they state, teachers inform and engage students about the next steps they need to take to improve and achieve.

Not exact matches

«For instance, a paper talking about protein - folding patterns is a great example of the practice of making models to understand phenomena, while preliminary results from a study of black holes might be a great way to ask students to examine what the next steps would be for the researchers, allowing them to develop hypotheses and design possible experiments,» Lake said.

«The main thing about this course is how it prepares students for the next step, and nothing else currently available at U of T does that in a consistent and systematic fashion.»

Encourage your students to use the NOTES AND NEXT STEPS template to reflect on their learning, and think about what they might reasonably do to progress in their learning.

JE: Professor Masters added that instead of delivering A to E grades, reporting then becomes a conversation about where students are up to in their learning and the next steps to support further progress.

Fischman says students should ask themselves: «Am I going to college because it's the natural next step, to get a job, to explore different areas of academic and extra-curricular interests, or to think deeply about my own views about my own beliefs and values?»

Others have made important progress toward more customized learning — like giving students more responsibility for tracking their progress — but are unsure about next steps.

Dawson says, as a next step, the teacher could write the students» comments on the board (which may include groupings such as colour and size) and ask them to think about which are mathematic terms and which are scientific.

Students use the NOTES AND NEXT STEPS template to reflect on their learning, and think about what they might reasonably do to progress in their learning.

Students will also explore four aspects of decisions making (personal, academic, emotional and financial) in relation to their options, which will help them to make an informed decision about their next step.

From what I understand about a student's learning from an assessment, I take the next teaching steps.

Stay supportive... When high school students have families who encourage their learning — showing interest in their classes, praising their diligence, or giving advice about next steps, for example — they're more likely to stay motivated.

But often, the students themselves are left in the dark about what they're learning and why, where they stand, and what they've got to do to get to the next step.

Similar to some of the ideas in the suggestions above, when we are intentional about our evidence - gathering from students, we can use that evidence to respond more specifically to what our students need — when they need it — to inform our instructional next steps.

Accomplished formative assessment teachers work fluently and automatically within the current instructional context to address students» immediate learning needs in real time — rapidly processing evidence of student thinking and learning, automatically considering the learning targets, then making advantageous decisions about the next steps of instruction to move learning forward, sometimes with a plan B or even C in mind.

While these tests do assess standards and the items have been field tested and correlated against other items to ensure a more valid measure of those standards, it is still a snapshot and it is limited in how these test scores can inform students and teachers about learning strengths and next steps.

What that means is that students themselves will be making decisions about their next steps, and will move on when they are ready.

Using extended examples from different grade levels, Lalor advises teachers to use a three - part protocol to give feedback on student work: (1) emphasize the strengths in the work; (2) discuss questions or problems about the work in relation to the specific assignment; and (3) suggest «next steps» for improving the work.

An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about next steps in instruction that are likely to be better, or better founded, than the decisions they would have made in the absence of evidence.

«seeks, reflects upon and responds to» — these words emphasize the nature of AFL as an enquiry process involving the active search for evidence of capability and understanding, making sense of such evidence, and exercising judgement for wise decision - making about next steps for students and teachers.

In mathematics education research, video has been found to facilitate teacher analysis of student mathematical thinking and learning in the midst of instruction (Stockero, 2008; van Es & Sherin, 2002) and to promote deep reflection about student learning and next steps after instruction (Jacobs, Lamb, & Philipp, 2010; Jacobs, Lamb, Philipp, & Schappelle, 2011; Santagata & Guarino, 2011).

This framework provides a structure for analyzing the process of teaching and learning in a lesson or shorter instructional episode and focuses on four fundamental steps: (a) specification of learning goals; (b) analysis of evidence of student progress and / or difficulties; (c) reasoning about impact of teaching decisions on student thinking and learning; and (d) suggestions for next steps and instructional improvement (Hiebert, Morris, Berk, & Jansen, 2007; Santagata, Zannoni, & Stigler, 2007).

«Practice in a classroom is formative to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence that was elicited».

A time for so many mixed emotions... celebrations, anxiety about next steps, good - byes, goals attained and for some families and students, it is a disappointing time.

Recommendations include the need to: 1) consider school closure in the context of a larger reform effort; 2) develop a supply of higher - performing school options; 3) clearly explain to the public how current students will benefit; 4) provide support to families and students during the transition; and 5) provide staff members with clear information about next steps.

Union - management partnerships, because they are problem focused, can take the critical next steps and help drive thinking about ways to increase student learning.

Black and Wiliam (2009) say: ``... to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence that was elicited.»

In order to make an active choice about next steps, best fits, and bright futures, students are given the chance to explore real work as they interact with the real professions to which their academic subjects are tied.

It should also inform the watchdog how it would notify the harmed student loan borrowers about the next steps.

From handling student loan debt to building solid credit and learning the basics of investing, Young, Broke & Fabulous is a great option to get students thinking about their next steps.

Congratulations!You did it!You graduated!All the hard work, long hours, extra jobs... and student loans!But it was all worth it!Now, for the logical next steps after school: corner office, secretary, expense account and... [Read more...] about You're Out of School, Now What?

After attending their workshop students have been very excited about how to take the next step.

With students collecting their A-Levels recently, many young people are confused about the next step to take.