Sentences with phrase «students learn from their peers»

Multi-Grade-Level Collaborative Learning It can be powerful when students learn together, and we can have students learn from their peers in different grade levels.

Not exact matches

It was incredibly useful for my big organization job at the time, particularly because of the students who all had big jobs to, I learnt as much from my peers as the professors.

This unique experience offers the students the opportunity to learn about the legislative system while networking with their peers and Athletic Trainers from across the Commonwealth.

In a Michigan State study, students who were given a rationale for why learning is important from their peers got much better final grades than students who were given the same rationale from the teacher.

With a more homogenous learning environment, it's easier for teachers to match their instruction to a student's needs and the students benefit from interacting with comparable academic peers.

After extensive research on teacher evaluation procedures, the Measures of Effective Teaching Project mentions three different measures to provide teachers with feedback for growth: (1) classroom observations by peer - colleagues using validated scales such as the Framework for Teaching or the Classroom Assessment Scoring System, further described in Gathering Feedback for Teaching (PDF) and Learning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multiplLearning About Teaching (PDF), (2) student evaluations using the Tripod survey developed by Ron Ferguson from Harvard, which measures students» perceptions of teachers» ability to care, control, clarify, challenge, captivate, confer, and consolidate, and (3) growth in student learning based on standardized test scores over multipllearning based on standardized test scores over multiple years.

Created for High School Years 9, 10 Special Education students (ID, ASD, SLI) and students with learning difficulties who had varying literacy levels from non-readers to reading at close to peer age level but with low comprehension levels and limited higher order thinking skills.

CAMBRIDGE, MA — Studies of two middle - school programs for high - achieving students — known as gifted and talented (G&T) programs — show that being placed in programs with academically strong peers does not boost students» achievement over and above what is learned in a regular classroom from the start of 6th grade to mid-way through 7th grade.

In personalized learning environments, students theoretically have access to ample, frequent, and actionable feedback from multiple sources, including content, peers, and teachers.

Regardless of students» physical location, they can learn with friends and peers from around the world.

The idea grew out of Facebook groups that allowed students to communicate about assignments; the founder of the new venture says that the Facebook groups taught him that students learn best from collaborating with peers in an online environment.

Tip: Students become more invested in their learning when the answers come from themselves and their peers, rather than their teacher.

At the conference teachers can engage their pupils through peer - to - peer learning with student volunteers from the University of Bristol, share personal innovative and creative ideas with other delegates during the open platform session and develop new strategies for embedding sustainability across your curriculum, grounds and community.

Alex Hernandez of the Charter School Growth Fund celebrated: «[CREDO] reports that the 107,000 students whose schools receive support from the Charter School Growth Fund gain, on average, the equivalent of four additional months of learning in math and three additional months of learning in reading each year when compared to peers in other public schools.»

Even if there will be no formal second draft, it is vital to create the space for students to critique their production and to learn from their critical thinking, that of their peers, and your feedback.

Students learn to: - Define key terms related to the historical context of The Holocaust; - Remember and understand key information about Anne Frank's experiences, that they learn from an engaging PowerPoint presentation; - Read extracts from Anne Frank's diary; - Answer a range of questions to demonstrate their understanding of Anne's diary; - Analyse the language features used by Anne Frank to create dramatic images in the mind of the reader; - Peer - assess each others» learning attempts.

This allows us to measure peer effects free from the reflection problem, providing a rare opportunity to test the notion that even one «bad apple» impedes the learning of all other students.

The visually engaging, comprehensive PowerPoint presentation guides students through the following learning journey: - Learning about the cultures of different countries where the short stories originated; - Reading and understanding the short stories; - Collaborating in teams in order to analyse the stories in terms of content, language, and structure; - Understanding the key term «recreations» and evaluating two recreations of a famous fable; - Planning and writing their own recreation of one of the texts from different cultures; - Peer - assessing the recreation attempts of their learning journey: - Learning about the cultures of different countries where the short stories originated; - Reading and understanding the short stories; - Collaborating in teams in order to analyse the stories in terms of content, language, and structure; - Understanding the key term «recreations» and evaluating two recreations of a famous fable; - Planning and writing their own recreation of one of the texts from different cultures; - Peer - assessing the recreation attempts of their Learning about the cultures of different countries where the short stories originated; - Reading and understanding the short stories; - Collaborating in teams in order to analyse the stories in terms of content, language, and structure; - Understanding the key term «recreations» and evaluating two recreations of a famous fable; - Planning and writing their own recreation of one of the texts from different cultures; - Peer - assessing the recreation attempts of their partner.

Then give them the opportunity to share their information in rotation stations, with students moving from one station to another to learn from their peers about their interest of study.

So there's students with different roles and we focus on this concept called peer mentoring where it's not just a teacher teaching, [it's] students learning from students.»

The students will benefit from an equitable learning environment among their peers, and that can help them to excel not only in learning the language faster, but also in learning the material.

And we learned that in Japan, teachers use a process called lesson study to develop and refine great lessons, and then refine them again based on feedback from their peers and their students.

This practice helps elevate marginalized voices, and it also helps ensure that students will learn from classmates and peers of different backgrounds.

A great collection of differentiated activities, modelled examples, scaffolded sentences and guided peer and self reflection that enables students to learn from others and improve their non-fiction writing in preparation for AQA English Language Paper 2 Section B. Keep checking your downloads as I will keep adding more and more to this bundle.

For both math and science, the study finds that a shift of 10 percentage points of time from problem solving to lecture - style presentations (for example, increasing the share of time spent lecturing from 60 to 70 percent) is associated with a rise in student test scores of 4 percent of a standard deviation for the students who had the exact same peers in both their math and science classes — or between one and two months» worth of learning in a typical school year.

Students learn through the following tasks: - Gauging and collaborating previous knowledge through an interactive starter task; - Identifying the descriptive devices in sentences written about 19th Century characters; - Building close reading skills through a study of a fiction extract from Frankenstein - Answering exam - style questions interpreting and inferring the key meanings in the text; - Using models and templates to write extended analysis responses about the descriptive language used in the fiction extract; - Peer assessing their partners» learning attempts.

Watching the resistance that my curious students encounter from their peers when they share ideas and questions might shed some light on why it can be difficult for teaching colleagues to celebrate one another's successes or willingly discuss learning reform.

Another hypothesis consistent with both the tracking results and the effects from random peer assignment is that tracking by initial achievement improves student learning because it allows teachers to focus instruction.

Those peers also gain flexible time they can use to learn from their excellent colleagues and to collaboratively analyze student work and data, and to plan what's next for students.

But if students benefit from learning with higher - achieving peers, tracking could disadvantage lower - achieving students, thereby exacerbating inequality.

During this intensive week, your school or system - level team will interact face - to - face with the Data Wise teaching team, peers from diverse settings, and Harvard Graduate School of Education (HGSE) students who are committed to learning how to lead collaborative inquiry.

A persuasive kernel of common sense, in many cases, lay hidden inside Illich's wild - eyed notions: that students learn a great deal from their peers; that educated people teach themselves or otherwise discover, outside the classroom, many of their most important lessons; that advanced education indoctrinates individuals, teaching them a kind of professional code and knowledge for work that can be addressed in a frank manner using plain facts and everyday language.

I'm thinking of platforms for collaboration in knowledge creation, where teachers can share and enrich teaching materials; of the amount of data that can be collected to measure students» learning; or of the increasing use of blended learning models in teachers» training, in which online lectures are combined with individualized expert support and feedback from peers.

That report, Dick and Jane Go to the Head of the Class, contends that data from those three studies indicate that students in schools with strong library media programs learn more and score higher on standardized tests than do their peers in schools with less adequate library facilities.

The findings — that teachers at all levels of experience can learn new skills from peers that translate into gains for students — might help fortify a new and less costly approach to professional development.

In this online exchange, students can learn from their peers and simultaneously practice important soft skills — namely, how to accept feedback and to usefully critique others» work.

Learn how students benefit from a focus on learner agency, peer learning / peer assessment, global perspectives, and more engaging, real - world, and personalized lessons and activities.

These tasks can include anything from: group work / conflict resolution sessions; having students undertake learning style and personal learning activities so that they understand their strengths / weaknesses in a group; using ICT tools to support collaboration (e.g. Google Drive or edmodo); explicit teaching of problem solving and critical thinking (argument mapping, pro / con activities, logic and reasoning tasks), peer and self - evaluation in group work; small group dynamic activities that require students to solve small problems collaboratively (and mirror the types of open ended questions and problems encountered in other subjects e.g. maths, humanities, English, science).

So many poems are intentionally ambiguous, so students have to learn to be confident in their own interpretations, even if those are different from their peers».

Input and expertise from peers can help students learn and grow.

The value - added measures are designed to provide estimates of the independent effect of the teacher on the growth in a student's learning and to separate this from other influences on achievement such as families, peers, and neighborhoods.

This evidence - based book is drawn from research showing that students from all backgrounds in identity safe classrooms learn better and like school more than their peers in other classrooms.

Interested in motivation and self - regulated learning, as well as specifically understanding what motivates students in school by investigating potential influences from family, peers, and teachers.

Keep classrooms organized, from lesson planning to giving students feedback and tracking grades, all while staying connected to peers in professional learning communities.

The rest I would have to learn, not from my peers but from my students.

We have found this to be particularly true when students from affluent contexts talk about people who have featured in Paul Salopek's reporting, but it can also happen when they talk about peers on the Out of Eden Learn platform.

The range of percentages of students with English language learning needs in the Salem City High School peer group is from 0.1 % to 27.3 %.

Moreover, all students — rich or poor, white and nonwhite alike — miss out on the substantial benefits of learning in richly diverse classrooms.9 As the research shows, students across the spectrum are better prepared for post-secondary success when they have been educated in diverse schools and have learned alongside peers who come from all walks of life.10

Students who do not learn easily for a variety of reasons and need repeated exposure in a setting that does not label them or remove them from their peers.

What distinguished the most accomplished teachers and the majority of teachers in the most effective schools from their peers was their use of coaching to help students learn how to apply word recognition strategies to real reading.