Sentences with phrase «students more responsibility for their learning»

Not exact matches

By engaging students in class, professors give students more responsibility for their own learning.

Active Physics, a course based on the textbook Six Ideas That Shaped Physics by Thomas A. Moore of Pomona College, has its roots in the 1980s when educators, dissatisfied with lecture courses, became interested models of instruction that require students to take more responsibility for their own learning.

This lets students know that I have faith in them to address the problem without me and gives them more responsibility for their learning.

Learning partly online and partly face - to - face helps students move at their own pace, but requires them to take more responsibility for learning, studeLearning partly online and partly face - to - face helps students move at their own pace, but requires them to take more responsibility for learning, studelearning, students say.

We have to let go that image; knowledge exists irrespective of the teacher, and the more we empower, allow, permit, even «force» students to take ownership and responsibility for their learning, the better prepared they will be for the future that awaits them.

These options allow teachers who achieve excellence to advance, earn more within regular budgets, enhance their authority within schools, and keep clear responsibility and credit for helping more students learn.

But what more families are realizing is that online students can move along in the same courses as their classmates, using the virtual classroom to develop time and management skills, and perhaps most importantly, autonomy and responsibility for their own learning.

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

Through the arts, students learn to express themselves and communicate more effectively with others, developing positive working relationships, learning to articulate a vision, making informed decisions, exercising self discipline, setting goals and taking responsibility for quality performance.

To that end, he built a low - tech tool in Google Sheets that he called Learning Lists, wherein students could see their learning data, make decisions, and take more responsibility for their own lLearning Lists, wherein students could see their learning data, make decisions, and take more responsibility for their own llearning data, make decisions, and take more responsibility for their own learninglearning.

The more I share design and responsibility with students, the stronger and more engaging the learning experience for them — but at the same time, the richer the learning experience for me.

There is one focused course of study (history, language - English and Spanish - and the arts; mathematics, science, and technology; and health); everyone is enrolled in it; an appropriate path for each student is developed (every child has a «personal learning plan»); most teachers have responsibility for no more than 50 students (this on a per - pupil budget that is the same or less than in nearby public secondary schools).

While a «one - size - fits - all» approach standardises learning, personalising learning for students allows students to take more ownership and responsibility for their learning.

Students are taking more responsibility for their own learning as they see me model risk - taking in the classroom, and the flexible seating environment has played a large role in that shift.

Implementing the flipped class using digital curriculum provides teachers with more face - to - face time with students, allows for true differentiation, compels students to take responsibility for their own learning, and enables students to master rigorous course concepts.

The older students help the younger ones and develop more personal responsibility for their own learning.

Miner Academy has increased the district graduation rate from 91.7 to 95 percent, and students are taking more personal responsibility for their learning.

The teachers they observed teaching for meaning wanted to give children more responsibility for learning, wanted to provide academic tasks that asked more of students, and sustained engagement in learning among children.

We found teachers «leadership focused on collective responsibility for student learning to be more likely present in high poverty schools than in low poverty schools, but teachers are less likely in high poverty schools to share norms around teaching and instruction.

Over time, students assume more responsibility for their own learning.

Just as there's a lot of information and data out there that talks about students, particularly low - income students coming from low - performing schools or communities, going to college and struggling because they've been so used to being spoon - fed information and not taking responsibility for their own learning, we need to use blended learning to support students being more self - directed and have more ownership of their learning so they're able to more successful in college and career.

This channel shows how teachers in all grade levels can apply these practices in their classrooms and bring them all together to ensure that students take more responsibility for their learning.

Analyzing more than a decade's worth of data from Chicago Public Schools, they found that schools where adults demonstrate a shared sense of responsibility for student learning are four times more likely to make substantial gains in reading than schools without strong professional ties.

When teachers consistently shared learning targets in meaningful ways, students quickly became more capable decision makers who knew where they were headed and who shared responsibility for getting there.

Students monitor themselves and take more responsibility for their behavior — and their learning.

Students are expected to take more responsibility for their learning.

Co-teaching gives both teachers the chance to learn a lot more about collaborating successfully and sharing responsibility for student outcomes.

Students taught by TPP novice teachers engaged more often in practices that develop students» responsibility for their own lStudents taught by TPP novice teachers engaged more often in practices that develop students» responsibility for their own lstudents» responsibility for their own learning.

Launched in 2011, Project Leadership and Investment for Transformation, or L.I.F.T., is a five - year initiative in nine low - performing schools in Charlotte, North Carolina.35 The project focuses on innovative strategies to provide students with extended learning time and increased access to technology while supporting community engagement and excellent teaching.36 Project L.I.F.T. worked with Public Impact — a nonprofit organization that works with school districts to create innovative school models — to design hybrid teacher - leader roles that «extend the reach» of high - performing teachers to more students.37 These «multi-classroom leaders» continue to teach while leading teams of teachers and assuming responsibility for the learning of all students taught by their team.38 For this advanced role, teachers earn supplements of up to $ 23,000 annually, funded sustainably by reallocating funds within current budgetsfor Transformation, or L.I.F.T., is a five - year initiative in nine low - performing schools in Charlotte, North Carolina.35 The project focuses on innovative strategies to provide students with extended learning time and increased access to technology while supporting community engagement and excellent teaching.36 Project L.I.F.T. worked with Public Impact — a nonprofit organization that works with school districts to create innovative school models — to design hybrid teacher - leader roles that «extend the reach» of high - performing teachers to more students.37 These «multi-classroom leaders» continue to teach while leading teams of teachers and assuming responsibility for the learning of all students taught by their team.38 For this advanced role, teachers earn supplements of up to $ 23,000 annually, funded sustainably by reallocating funds within current budgetsfor the learning of all students taught by their team.38 For this advanced role, teachers earn supplements of up to $ 23,000 annually, funded sustainably by reallocating funds within current budgetsFor this advanced role, teachers earn supplements of up to $ 23,000 annually, funded sustainably by reallocating funds within current budgets.39

Personal responsibility is about shifting the responsibility for learning away from the teacher and more to the student.

Try new methods of teaching, such as project - based learning that empowers students to take more responsibility for a lesson, or integrating technology into lectures so students more actively participate in class.

These include publicly communicating a clear plan for improving student learning and redistributing responsibilities at a school or central office to put more focus on classroom instruction.

Parents want student to pay for (all of, part of) his / her education (to learn responsibility, to appreciate it more)

The premise behind both of these is the responsibility for learning shifts to the students, who watch video lectures on... [more]

For what it's worth, I should add that the most valuable and satisfying articling experiences I've heard about have occurred at small firms, where the students have more responsibility, more frequent contact with both lawyers and clients, and an overall accelerated learning curve.

The Report's central conclusion is that, although traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.10

The legal writing faculty finds the seminar program to be effective and useful as it shifts primary responsibility for grammar and punctuation to the writing specialist and allows the legal writing professors to spend more class time on other topics while remaining confident that students will learn these fundamental skills.60 The other law college faculty members have also been very supportive.

Safeco Insurance: Safeco Insurance offers its Teen Safety Rewards program with several helpful benefits and discounts including: good student discount (3.0 B grade or better to qualify); driver training discount (available for teens who complete an approved driver education program; distant student discount (this discount is available for teens in school who live more than 100 miles away from home with no car); tenure reward (This discount applied for Safeco policyholders who have been with the company for more than two years); road ahead guide (tips about learning to drive, obtaining a license, what to do in an accident and more); and the parent - teen contract (This contract helps you set expectations, rules and responsibilities for your teen when driving).

More students achieve when educators assume collective responsibility for student learning.