Sentences with phrase «students build ownership»

Ask students to create related physical movements after hearing the definition in order to help students build ownership of Total Physical Responses.

Not exact matches

For the last ten years — through the Food and Conservation Science Program (FACS)-- my students at Hood River Middle School and I have been designing, building, and operating a permaculture - inspired system that allows the depth, complexity, and ownership required to move from a linear pedagogy to a systems - based approach offering the variables and relevance that my students devour.

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.

Q: Quality U: Understanding E: Encourage multiple responses S: Spark new questions T: Thought provoking I: Individualized: O: Ownership shifted to students N: Narrow and broad S: Success building Please make sure to rate and leave feedback!

«Because students build the word walls themselves, they take ownership of them and value their use.»

LPI's video shows how this complex project, which is used as a districtwide performance assessment, is building students» ownership of their own learning and helping them develop and use critical thinking and communication skills.

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.

Technology Integration is Still Possible, Web 2.0 Tools for the Classroom, Building Student Ownership with Technology, I am an author!

Focused on engaging all students as leaders, this workshop teaches educators how to establish group expectations, self - monitoring, and clear avenues to ensure student investment and ownership in climate - building activities.

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.

How can schools build a climate that takes students beyond mere engagement and into ownership of their learning?

The following examples demonstrate how schools can involve students in building an architecture of ownership.

To elevate student - centered approaches, the Foundation utilizes a four - part strategy that focuses on building educator ownership, leadership, and capacity; advancing quality and rigor or student - centered learning practices; developing effective systems designs; and building public understanding and demand.

The Coach will focus on enhancing teachers» ability to provide instruction that builds students» sense of engagement in the ownership of learning.

These goals serve as the primary tenants for advancing the high school renewal work to: 1) establish system coherence by aligning central office and site programs, and accelerating student learning by leveraging and expanding knowledge and skills among staff, parents, and community members; 2) improve the quality of instructional leadership by providing ongoing professional development for school leaders; 3) improve the quality of teaching throughout the district through embedded professional development; 4) increase student engagement in the learning process by personalizing learning environments to build on student interests; 5) increase community involvement in schools by giving principals ownership of the change process, expanding student voice, and bringing parents and students into the school renewal process.

By increasing students» sense of ownership over their grades, the ARRT's work ultimately helped build students» persistence — an academic behavior necessary for students to tackle and complete challenging academic tasks.

This will build student investment and ownership.

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.

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 reading.

Expanding student choice is a democratic practice that unfetters creativity and promotes student ownership of learning, while building self - responsibility and contribution to others.

While a teacher providing goals for students helps focus attention on learning areas to grow, a Vision Board differs in that it allows children to set learning goals for themselves, which adds a sense of ownership and builds motivation.

Assigning students classroom «jobs» is a great way to give students ownership and build self - confidence.

In addition to close gaps in reading levels, Ysleta ISD's pilots focus on building student agency through increased ownership and engagement in order to build lifelong learners who are ready to be successful beyond their time in Ysleta ISD.

To foster choice and develop ownership, pilot teachers build systems, and strategies to build students» capacity be responsible for the learning process, monitor their progress, and set learning goals.

We believe in student ownership, capacity building, strengthening relationships, and leveraging learning science and strong pedagogy.

● 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

The district leadership's investment in building shared language, commitment, and ownership through support for the instructional coaches» development work and the successive rounds of feedback throughout the district combined with the coaches» collaborative learning process, relentless pursuit of high - quality, evidence - based practices, and dedication to creating accessible, practical guidance to produce an exceptional roadmap for implementing student centered learning with clear parameters for fidelity and improvement.

In addition, it allows parents to participate; it gives students greater ownership of their own learning, and it models the collaborative skills we want to build in students throughout their schooling.

When we build assessment systems that provide valuable information to pinpoint gaps in learning and show our students the next steps they need to take to eliminate the gaps, we involve our students in the assessment process, and our students gain sense of ownership and commitment to learning.

She provides classroom examples of how teachers build self - assessment into homework and give students ownership of learning.

Mastery - based learning isn't about short term memorization and multiple choices exams, it is about an authentic personalized learning experience that builds self - confidence in all students that are willing to take ownership of their education.

It builds drama, gives students ownership, and is plain old fun.

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

Commmunity Needs Assessments Community Needs Assessment: Overview Community Needs Assessment: All 4th - 8th Grade Student Needs Assessment High School Student Needs Assessment Student Wish List Survey Teacher Assessment Parent Interest Survey Community Focus Group Design School & Community Demographic Data School & Community Conditions Analysis Community Asset Mapping Community Asset Mapping: Overview Community Resource Assessment Overview and Community Resource Assessment Advisory Board Development Planning Community School Advisory Boards: How Resource Coordinators Can Engage Community Members in Shared Ownership of the Community School Step 1: Identifying Potential Members Step 2: Prioritizing Potential Members Step 3: Identifying Strengths of Potential Members Step 4: Inviting Advisory Board Members Creating an Engaging Environment Sample Advisory Board Meeting Agenda Out - of - School Time Planning Afterschool Lesson Plan Database Afterschool Training Toolkit: Building Quality Enrichment Activities Consumer Guide to Afterschool Science Resources Newsletter Templates General Community Schools Newsletter Template General Community Schools Newsletter Template - Spanish Addressing Complex Challenges Common Core Transition Community schools and resource coordinators, in particular, have an important role to play in supporting student learning that is engaging, collaborative, fosters critical thinking AND is aligned to the Common Core Learning StaStudent Needs Assessment High School Student Needs Assessment Student Wish List Survey Teacher Assessment Parent Interest Survey Community Focus Group Design School & Community Demographic Data School & Community Conditions Analysis Community Asset Mapping Community Asset Mapping: Overview Community Resource Assessment Overview and Community Resource Assessment Advisory Board Development Planning Community School Advisory Boards: How Resource Coordinators Can Engage Community Members in Shared Ownership of the Community School Step 1: Identifying Potential Members Step 2: Prioritizing Potential Members Step 3: Identifying Strengths of Potential Members Step 4: Inviting Advisory Board Members Creating an Engaging Environment Sample Advisory Board Meeting Agenda Out - of - School Time Planning Afterschool Lesson Plan Database Afterschool Training Toolkit: Building Quality Enrichment Activities Consumer Guide to Afterschool Science Resources Newsletter Templates General Community Schools Newsletter Template General Community Schools Newsletter Template - Spanish Addressing Complex Challenges Common Core Transition Community schools and resource coordinators, in particular, have an important role to play in supporting student learning that is engaging, collaborative, fosters critical thinking AND is aligned to the Common Core Learning StaStudent Needs Assessment Student Wish List Survey Teacher Assessment Parent Interest Survey Community Focus Group Design School & Community Demographic Data School & Community Conditions Analysis Community Asset Mapping Community Asset Mapping: Overview Community Resource Assessment Overview and Community Resource Assessment Advisory Board Development Planning Community School Advisory Boards: How Resource Coordinators Can Engage Community Members in Shared Ownership of the Community School Step 1: Identifying Potential Members Step 2: Prioritizing Potential Members Step 3: Identifying Strengths of Potential Members Step 4: Inviting Advisory Board Members Creating an Engaging Environment Sample Advisory Board Meeting Agenda Out - of - School Time Planning Afterschool Lesson Plan Database Afterschool Training Toolkit: Building Quality Enrichment Activities Consumer Guide to Afterschool Science Resources Newsletter Templates General Community Schools Newsletter Template General Community Schools Newsletter Template - Spanish Addressing Complex Challenges Common Core Transition Community schools and resource coordinators, in particular, have an important role to play in supporting student learning that is engaging, collaborative, fosters critical thinking AND is aligned to the Common Core Learning StaStudent Wish List Survey Teacher Assessment Parent Interest Survey Community Focus Group Design School & Community Demographic Data School & Community Conditions Analysis Community Asset Mapping Community Asset Mapping: Overview Community Resource Assessment Overview and Community Resource Assessment Advisory Board Development Planning Community School Advisory Boards: How Resource Coordinators Can Engage Community Members in Shared Ownership of the Community School Step 1: Identifying Potential Members Step 2: Prioritizing Potential Members Step 3: Identifying Strengths of Potential Members Step 4: Inviting Advisory Board Members Creating an Engaging Environment Sample Advisory Board Meeting Agenda Out - of - School Time Planning Afterschool Lesson Plan Database Afterschool Training Toolkit: Building Quality Enrichment Activities Consumer Guide to Afterschool Science Resources Newsletter Templates General Community Schools Newsletter Template General Community Schools Newsletter Template - Spanish Addressing Complex Challenges Common Core Transition Community schools and resource coordinators, in particular, have an important role to play in supporting student learning that is engaging, collaborative, fosters critical thinking AND is aligned to the Common Core Learning Stastudent learning that is engaging, collaborative, fosters critical thinking AND is aligned to the Common Core Learning Standards.

This helps determine amounts of authenticity and generosity, as well as the amounts of time required to build ownership and investment by the participants in Meaningful Student Involvement.

This sense of belonging builds academic confidence while challenging students to take ownership of their learning.

Instead, Holtz said if he is elected, he would build teams of DPI staff that would help urban districts foster relationships with parents and other community members to create a school community that feels ownership over a school and its students» academic achievement, attendance record and graduation rates.

Instead, they are used for the sake of building student ownership, but even that is done without context.